Plagiarism : do we have a blind spot? Sonia Morin Plagiarism Conference June 23 rd, 2010 Plagiarism : do we have a blind spot? Sonia Morin Plagiarism Conference

Plagiarism : do we have a blind spot?Sonia MorinPlagiarism ConferenceJune 23rd, 2010

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Orientation document

Reading Reactin

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Survey

Workshop

Institutional strategyNewcastle

2

General information

Undergraduates : 11 903 Graduates : 5 580 Faculty & lecturers : 4 042

PROGRAMS

Undergraduate :

110

Graduate : 285 33

The workshop

Photo : Michel Caron

Putting an end to plagiarism 1- Plagiarism : an academic disease?

2 - Winning conditions

Catherine Vallières, conseillère pédagogiqueSonia Morin, coordonnatrice, Appui aux études supérieures

4

5

Cheating

Inadvertance

Academic Fraud

Crime (Copyright)

Ethics

Stealing

Education

TechnicsMorality

Plagiarism :

Taking credit for someone elso work or claiming original

work…

BLUM, Susan D., My Word! Plagiarism and college culture. Cornell University Press, 2009. 229 p.

6

http://www.flickr.com/photos/gregblomberg/4602544448/ gregory2012

91% of 13-25 year old students use a computer to do their assignments.

97% of students use the Internet as a documentary source 75% do not give references.

80% of students admit to cutting & pasting information from the Internet.

29% of university students make a systematic use of a computer in the classroom.

PERREAULT, N., 2009. Portrait et enjeux du plagiat électronique dans les universités québécoises. Dans le cadre de l'atelier "Le plagiat dans les universités québécoises à l'ère du numérique" edn. Canada: Profetic.

Behaviours with Internet

7

New information age

http://www.ethority.de/weblog/social-media-prisma/ 8

Ignorance or miseducation

Confusion about how to cite sources

The social acceptance of cheating

Lack of knowledge or misconception of

copyright,

intellectual property or public domain

Why they say they

cheat

> Administrators’ responsibility9

Careless note taking

Pressure to get good grades, competition or fear

of failure

Students as “natural economizers”

Poor time management and organizational skills

The thrill of rule-breaking

The culture of downloading and

sharing

> Students’ responsibility10

Education as a

commodity

Assignments seen as pointless or trivial

> Teachers’

responsibility

11

Lack of r

esearc

h and info

rmatio

n litera

cy

skills

12> Teachers’

responsibility

Lack of

confidence in

writing ability

> Teachers’

responsibility13

SURVEY

Invited Respondents (%)

Undergraduates 11,903 1,077 (9,0%)

Graduates 5,580 515 (9,2%)

Faculty & lecturers

4,042 535 (13,2%)

TOTAL 21,525 2,127 (9,9%)

http://www.flickr.com/photos/22637793@N06/3055959496/ Michel Polico

12 plagiarism situations

9 slogans

14

15

Students' judgement on seriousness of 12 plagiarism situations by level and type of program

0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge

Student Z was late in writing his term paper. He bought one on a paper mill and handed it in.

UndergraduateCourse-based Masters Research-based MastersPhD

Handing in an assignment written by a friend with the friend’s permission.

16


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge

Faculty using his research student’s graph without giving credit to her or her work.


17


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge

As part of a research team, Students E & F are expected to exchange ideas as freely as possible. While tweeting with the team, Student E expressed a brilliant idea.

Some months later, he finds out that Student F has used this brilliant idea in his doctoral scholarship application.

Student F was awarded the scholarship for his doctoral research based on Student E’s idea.


18


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge

One of Faculty K’s students handed her out such a good paper that she decided to put it in the textbook she gives out at the beginning of each semester as an example of what she expects her students to do. She rendered student’s paper anonymous.


19


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge

In his doctoral scholarship application, Student D used the pronoun WE in his project description.

His project will be based on a theoretical model developed by his supervisor and he described it as OUR model.

FLUndergraduateCourse-based Masters Research-based MastersPhD

20


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

most

seri

ous t

o leas

In his thesis, Alex copied-pasted part of his literature review without using the quotation marks but always giving the name of the authors.

The rest of his thesis presents his research work and the conclusion is his as well.


21


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge Student B went to a foreign university for 6 months in order to use a

specialized piece of equipment from a lab pertaining to Professor Eureka.

Student B needed that equipment to validate part of her research data.

As Professor Eureka was on a sabbatical leave when Student B was in his lab, she did her validations under the supervision and with the assistance of a postdoctoral fellow.

The results they obtained were publishable material. When they were ready to submit the paper, Professor Eureka required that his name be put on the paper as an author.


22


0

0,5

1

1,5

2

2,5

3

3,5

4

4,5

7. 10. 12. 4. 5. 6. 11. 1. 2. 3. 8. 9.Situations

Rati

ng A

vera

ge

M & N wrote a scientific paper and submitted it to a first editor.

Three months later, having not received an answer, they submitted their paper to another editor, who published it immediately.

Months later, they received news from the first editor, who was inclined to publish the paper if some modifications were done. M& N answered positively and the paper was published by the first editor. Neither M nor N mentioned that a version of the paper had been published earlier.

FL


THREATENING

Beware of plagiarism! It's easy it's tempting...but it can be very costly. (University of Ottawa)

At UQAM, it is zero tolerance! (Université du Québec à Montréal)

Do you have anything to confess? (Université de Sherbrooke)

PRAISING VALUES

Integrity for true success. (Université de Montréal)

Be honest! Take pride in your own work! (Concordia University)

Integrity is the essence of everything successful. (Ryerson University)

Truth in Education (University of Alberta)

Honesty in Academics (University of Calgary)

23

BLUM, Susan D., My Word! Plagiarism and college culture. Cornell University Press, 2009. 229 p.CHAMINADE, B., March 25, 2009, La génération facebook.: http://www.generationy20.com/la-generation-facebook [2010-01-27]

Wordle

24

Age15-24 25-34

35-44

Gender F M

PopulationU G

FL

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26

bookish in north park : http://www.flickr.com/photos/susan_w/1591275138/

Thank you!

Documents

Plagiarism : do we have a blind spot? Sonia Morin Plagiarism Conference June 23 rd, 2010 Plagiarism : do we have a blind spot? Sonia Morin Plagiarism Conference