integrity and incongruity in an increasingly integrated world

T. FishmanInternational Center for Academic Integrity

AcademicIntegrity.org

Integrity and Incongruity in an Increasingly Integrated World



http://sanford-soccer-net.blogspot.com/2011/02/norman-hubbard-failing-to-bridge-gap.html

Subtitle: Sometimes there are disconcerting gaps between theory and practice . . .

Some working assumptions . . .

Internationalization of student cohorts is good (for the students, and for us.)

T. FishmanInternational Center for Academic

IntegrityAcademicIntegrity.org



We should not admit students who do not have access to the things they will need to succeed.





We should not admit students who do not have access to the things they will need to succeed. If we choose to admit students with a wider range of writing abilities, it follows that we need to offer a greater range of resources and/or support services.



More working assumptions . . .

Both writing and learning are social activities.





None of us, if pressed, could identify all of the sources of knowledge we now claim as “ours.”





None of us, if pressed, could identify all of the sources of knowledge we now claim as “ours.”

Faculty agree neither on a definition of plagiarism nor on how to interpret or apply plagiarism policy.



Tough Question . . .

How do we provide the assistance and resources for our increasingly diverse range of students while still maintaining the quality of instruction, fairness, and rigor?



Tough Questions . . .

How do we provide the assistance and resources for our increasingly diverse range of students while still maintaining the quality of instruction, fairness, and rigor?

Should we try to make room within existing curricula?Should we offer “extra” instruction (or leniency) to a select few?Should we maintain existing practices and standards and let the consequences fall as they may?



Other things to keep in mind . . .

In some cases, what we expect or require of international students is explicitly contrary to their own cultural norms.

~Sharon Meyers




The students who make it to where we are do so by learning to succeed within a system of accepted cultural practices.

(It should not be a surprise that they see marks or their diploma, rather than learning, as their goal. That’s how it has been presented to them.)




“Any discussion of plagiarism needs to recognize that the framework under which "plagiarism" is conceived in American academia is the product of a particular cultural and institutional history and not one that is universally shared.”

-The Plagiarism Project



http://plagiarismproject.pbworks.com/w/page/17099638/Cultural-Issues-(Student)

http://plagiarismproject.pbworks.com/w/page/17099638/Cultural-Issues-(Student)

Faculty perspective?

“People are blind to their own academic cultures; they think students know things when they don’t.” (from Janet Ryan’s research responses, given in her slides here this morning.)



A student’s perspective?

I am a visitor here...I am not permanentAnd the only thing keeping me dry is where I am . . .

-The Postal Service (Song Lyric)



Students’ understanding?

There is a critical difference between importance and immediacy . . .

-Bill Moyers (journalist)



Q: Where do we find the most frequent occurrences of plagiarism?



(Thanks to Tracey Bretag for this insight)

Q: Where do we find the most frequent occurrences of plagiarism?

A: Where we look.



Undergrad Grad Faculty (Observing) Percentage of students who admit to written cheating 48% 31% 86%

N= 75,000+ 12,500+ 15,800+

*US only; UGs excludes first year students -Don McCabe, Address to AAC&U October 2009



Putting a “face” on the problem.

Clearly, this is not simply an issue with International Students



Putting a “face” on the problem.

Clearly, this is not simply an issue with international students, however, considering the issues faced by second (or third) language speakers can help us to understand and address it.



Steps toward addressing the problem

Clearly, this is not simply an issue with international students.

One of the things we can do is to speak to students in language they understand.



It *is* our responsibility

Often, even our native speakers find it difficult to understand what we say about plagiarism.With the stakes as high as they are, we must try to remedy that situation.As Neil Morris noted this morning, the stakes are quite high, and penalties quite severe, yet we don’t define it for them and they are quite poorly prepared to write for us. When we accept them, it becomes our responsibility.



A new definition of plagiarism

Plagiarism occurs when someone *Uses words, ideas, or work products




Plagiarism occurs when someone *Uses words, ideas, or work products*Attributable to another identifiable person or source




Plagiarism occurs when someone *Uses words, ideas, or work products*Attributable to another identifiable person or source*Without attributing the work to the source from which it

was obtained





was obtained*In a situation in which there is a legitimate expectation

of original authorship





was obtained*In a situation in which there is a legitimate expectation of

original authorship*In order to obtain some benefit, credit, or gain which need

not be monetary



Incongruity?

Complex issues should not be addressed in simplistic ways . . .



Toward better understanding

Complex issues should not be addressed in simplistic ways . . .

However,

We do a disservice when we hold students to standards we know to be written in ways they do not comprehend.



Complex issues should not be addressed in simplistic ways . . .However, We do a disservice when we hold students to standards we know to be written in ways they do not comprehend.

“We have a powerful weapon in our hands and have to be careful to avoid collateral damage” ~ Janet Ryan (this morning)



To make progress . . .

Whether they are “international” students or not, most of our students are “visitors”

To help them learn the mores of academic culture, we should embed the knowledge they need, in language they can understand, throughout our curricula.





Thank you

For more information, please contact the International Center for

Academic Integrity [email protected] or [email protected]


mailto:[email protected]




Thank you

For more information, please contact the International Center for

Academic Integrity [email protected] or [email protected]


And please join us for our Academic Integrity conference in Toronto in October!



integrity and incongruity in an increasingly integrated world

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