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ETHOS
A Monthly Publication of the
Center for Academic Integrity
Featuring Summaries of Integrity News plus News from the Center
Quote of the Month
 Better keep yourself clean and bright; you are thewindow through which you must see the world.
 ~ George Bernard Shaw
“False Positives on Plagiarism”
 
Inside Higher Ed Online
, Posted Online: 03/13/2009This article presented by Scott Jaschik examines the use of plagiarism detecting programs used by faculty in order todetect academic dishonesty. Programs such as Turnitin andSafeAssign are discussed in this critique. A study by a groupfrom Texas Tech University raises several ethical andperformance-based questions regarding the Turnitinsoftware. These concerns range from inaccurate plagiarism
detection to the company’s practice of paying presenters’
travel costs for conventions.
“Graduate Students, Faculty Publish AcademicIntegrity Book”
 
By Rebecca Kheel
The Daily Orange,
Posted Online: 03/23/2009This article announces the release of a book titled,
“Pedagogy, Not Policing: Positive Approaches to AcademicIntegrity at the University.” The book was published by the
Graduate School Press of Syracuse University GraduateSchool and is a collaboration of graduate students andfaculty members of various universities. The book is to beused as a guide for dealing with academic dishonesty in ateaching environment.
THE ASSOCIATED PRESS
Miami Herald Online,
Posted Online: 04/01/2009
Writer for the Florida Magazine Association,Heather Lee, was accused of plagiarizing herwork. The Florida Magazine Association hasrevoked ten awards previously given to theeditor. The Florida Magazine Association statedthey had no previous knowledge of plagiarizedwork from Lee. Further information regarding
the Florida Magazine Association’s position on
the matter can be found on their official website.
“Magazine loses 10 awards after alleged plagiarism”
 
 
rom the Director 
As the semester and academic year wind to a close, anunfortunate fact is that there will be a final flurry of academic dishonesty cases that arise and must be dealt with. It is tempting to see each case as a failure
of oursystems, of our teaching methods, of values, or of thestudents themselves. These cases are disconcerting.They are proof that our best efforts fall short and that despite those efforts, our students still cheat. We want to look, instead, at our successes, but we miss an
opportunity if we don’t examine those cases to see
what they can tell us.One thing they tell us is what students worry about.They worry about grades, sometimes more than theyworry about learning. They worry about competingwit 
h their peers. Sometimes they don’t worry about 
doing their work. Sometimes they worry that what 
they say isn’t good enough.
Another thing that academic dishonesty cases tell us iswhere and how our students are tempted to cheat. We
see “clusters” of cases
--in science lab reports, in largelecture courses and in certain kinds of assignments.We see trends in the methods and mechanisms of cheating. This is information we can use.
Perhaps the most important things this year’s cases
tell us is where to focus our attention next year. One of the wonderful things about our work is its cyclicalnature. We put forth an effort during each semesterand each year, then we have the chance to assess,revise, and prepare for the next one. We see what 
works and what doesn’t, and we try again. I feel safe in
predicting that next year, like this one, we will haveacademic dishonesty cases. But if we pay attention to
what this year’s cases tell us, we can make progress.
Come talk about this and other subjects on the forum:
APRIL 2009
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