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Academic Integrity

A Guide to Classroom Honesty

Sources:
(1) “Ethics in Academic Work” Student to Student Presentation, Orientation Week,
2008 www.wlu.ca/academicintegrity
(2) Baetz, M. , Nitsch, D., “Student-Led Sessions on Academic Integrity in
Orientation: An Innovative Institutional Response to Academic Misconduct” submitted
to The Journal of College Orientation and Transition
(3) Baetz, M. “Reflections of Academic Integrity Ambassadors” Dons Training, 2010
Talking_Points_Copy_of_Latest_Version_of_AI_Slides.ppt
What is Academic Misconduct?
“Academic misconduct is an act by a student, or by
students … which may result in a false evaluation of the
student(s), or which represents an attempt to unfairly gain
an academic advantage … Whether or not a student
intended to commit academic misconduct is not relevant
for a finding of academic misconduct.”

Source:
WLU Undergraduate Academic Calendar, 2010-2011
Types of Misconduct
Plagiarism
“...the unacknowledged presentation...of the work of
others as one’s own...”
Cheating
“...involves using, giving, receiving, unauthorized
information...”
Impersonating another student
e.g., using another student’s clicker
Source:
WLU Undergraduate Academic Calendar, 2010-2011
Types of Misconduct
Submitting the same piece of work
“...for more than one course without permission..”
Falsifying, misrepresenting, forging
“anything including academic record or supporting
documents”
Buying academic work
Unauthorized collaboration
Source:
WLU Undergraduate Academic Calendar, 2010-2011
Consequences
„ At Laurier there are three levels of action depending
on severity:
1) Instructor/relevant administrator (e.g., Chair, Program
Co-ordinator, Associate Dean, Dean, or designate)
2) Dean of faculty
3) VP: Academic or President
„ Throughout process, students are given the right to
defend themselves and appeal the decisions made

Source:
www.wlu.ca/academicintegrity
Importance of Academic Integrity
Reflection #1
“I told my friends about the different ways someone
can be academically dishonest, as some were surprising
to me.”
(1) How confident are you in knowing what
constitutes academic misconduct in your courses?
(2) Do you ever discuss academic integrity with your
friends? If so, how often and why would this
matter?

Source: Baetz & Nitsch


Reflection #2
“I know and have seen people cheating… Knowing that
the university is trying to do something about this
makes me feel better about my school and the integrity
of my degree”
(1) Have you ever observed another student cheating
and if so did you report the student?
(2) How is academic misconduct detected in your
courses?

Source: Baetz & Nitsch


Reflection #2
“I know and have seen people cheating… Knowing that
the university is trying to do something about this
makes me feel better about my school and the integrity
of my degree”
(1) Have you ever observed another student cheating
and if so did you report the student?
(2) How is academic misconduct detected in your
courses?

Source: Baetz & Nitsch


Reflection #3
“The reality of the consequences …I never really knew
that it did happen (here) and that real students
experience huge life changes…”

(1) What types of “huge life changes” can be the


result of academic misconduct?
(2) What makes for a “fair” penalty for academic
misconduct?
Source: Baetz & Nitsch
Reflection #4
“Most people don’t see it as being as big an issue or
problem as it is. Some students feel that academic
misconduct occurs in a vacuum and that the
misconduct of others doesn’t reflect as poorly on them
as it actually does”
(1) Why might some students feel academic misconduct
is not a big problem?
(2) Who is affected by academic misconduct?

Source: Baetz & Nitsch


Reflection #5
“Different high schools think and deal very differently
with academic misconduct. This further emphasizes the
need for these sessions so that students are on a level
playing field upon entry to Laurier”

(1) What ethical issues face universities if high school


standards vary? (Consider utilitarianism, rights
and justice.)

Source: Baetz & Nitsch