Academic Dishonesty: Recommendations for the Future of Higher Education

The culture of academic dishonesty has become a common practice among students across numerous college campuses. It is imperative to address the policies designed to clearly define plagiarism and academic integrity, as they are not universally understood. The authors explore how academic dishonesty and academic integrity are defined at varying institutions and compare and contrast how such policy violations are addressed by campus administrators. The authors propose recommendations for campus administrators and policymakers to redefine best practices for faculty and staff to instill a culture of academic integrity on college campuses

Academic Integrity Resources - links and guides

an online tutorial, a pdf version, a powerpoint presentation, links to regulations

A broad character education approach for addressing America’s cheating culture

Cheating is highly prevalent in American high school students and across the globe. Although numerous approaches are in place to combat this issue, most character education approaches have focused primarily on fostering moral integrity (a strength of moral character). Here, we argue that a broad character education approach to addressing cheating culture—one drawing on moral, civic, performance, and intellectual character strengths – may provide new ways to address this epidemic. We begin by outlining current scholarship and approaches to addressing cheating. We then note that many of these interventions aim to foster academic integrity through a moral lens and posit that a broad character education approach that draws on all four areas of character (not moral character alone) may provide additional avenues for promoting student integrity and dissuading academic dishonesty. We discuss the potential benefits of building specific strengths within each character domain in relation to integrity, and offer suggestions for further research. Finally, we conclude with a discussion of how educators might leverage each of these character areas and the interplay between them to foster academic integrit

Academic Integrity in an Ethical Context: INFO2009 Week 2

Reminder of ECS academic integrity tutorial, scenarios for small group discussion on 1) academic integrity 2) integrity in the workplace. Students are invited to draw parallels between these two aspects

Report Writing (or a few useful things about writing)

Lecture Slides on the topic of report writing which incorporate a few in class activities. These slides deal with IEEE format referencing.Also briefly discusses academic integrity

Plagiarism On The Internet

This article addresses the problem of plagiarism on the Internet and offers practical guidelines and instructions for dealing with that problem. While technology-based tools such as plagiarism detection services are discussed, primary focus is given to stopping plagiarism before it occurs. Prevention ahead of time is considered far better than detection later in time. Good prevention techniques involve educating the faculty in terms of how they can better plagiarism-proof\u27 their assignments, and encouraging the administration to create academic plagiarism policies, academic integrity codes, and Christian academic policy statements. This article developed from a workshop presentation made at the 2002 Association of Academic Christian Librarians\u27 Annual Conference

Menorah Review (No. 22, Spring, 1991)

The Christian-Jewish Encounter -- Hooked on Academic Freedom and Integrity -- Genesis and Semiosis: Structural Reading of a Biblical Book -- Book Briefing

KECENDERUNGAN INTEGRITAS AKADEMIK SISWA SEKOLAH MENENGAH ATAS

Integritas akademik adalah komitmen terhadap nilai-nilai kejujuran dan ketidakjujuran akademik dalam keseluruhan pelaksanaan pendidikan yang akan memengaruhi keyakinan dan tindakan dalam perilaku yang boleh dan tidak diperbolehkan. Penelitian ini bertujuan untuk mendeskripsikan kecenderungan integritas akademik siswa di Sekolah Menengah Atas berdasarkan karakteristik demografis. Pendekatan yang dgunakan adalah pendekatan kuantitatif dengan metode survei jenis cross sectional survey design. Partisipan untuk mengukur integritas akademik siswa melibatkan sampel sebanyak 174 dari populasi 620 siswa kelas X SMA Negeri 1 Lembang yang dipilih dengan menggunakan strategi two stage random sampling. Instrumen pengumpulan data menggunakan instrumen M-AIS (McCabe Academic Integrity Survey) yang berskala ordinal mengacu pada teori integritas akademik yang dikemukakan oleh McCabe dengan nilai reliabilitas tinggi sebesar 0.89 pada aspek I dan 0.88 pada aspek II. Analisis data menggunakan perhitungan rata-rata ranking untuk diklasifikasi pada setiap kategori tingkatan dan analisis nonparametrik U-Mann Whitney untuk membandingkan setiap karakterisitik demografi. Hasil penelitian menunjukkan: (1) siswa memiliki integritas akademik tinggi, (2) integritas akademik perempuan lebih tinggi dibandingkan laki-laki, (3) integritas akademik siswa peminatan MIA lebih tinggi dibandingkan siswa peminatan IIS, dan (4) integritas akademik siswa yang terlibat dalam ekstrakurikuler lebih tinggi dibandingkan siswa yang terlibat dalam komunitas. Rekomendasi penelitian ditujukan kepada pihak sekolah, guru bimbingan dan konseling, serta peneliti selanjutnya.;---Academic integrity is a commitment to the values of honesty and academic dishonesty in the overall implementation of education that will affect the beliefs and actions in behavior that is allowable and unallowable. The aim of this study is to describe the tendency of academic integrity in high school students based on demographic characteristics. The approach used was a quantitative approach with survey method type of cross sectional survey design. The participants that involved in this research were used to measure students’ academic integrity involving 174 students as the sample out of a population of 620 students of class X SMA Negeri 1 Lembang which were selected using two stages random sampling. M - AIS instrument ordinal scale ( McCabe Academic Integrity Survey) was used as the data collection instrument which refers to the theory of academic integrity proposed by McCabe with high reliability value of 0.89 in the aspect I and 0.88 in the aspect II. In data analysis, calculation of average ranking was used to classify each category in levels and U-Mann Whitney nonparametric analysis to compare every demographic characteristics. The result shows that: (1) the students have high academic integrity, (2) the academic integrity of women is higher than men, (3) the academic integrity of students of MIA program is higher than that in IIS program, and (4) the academic integrity of students that involved in extracurricular is higher than students who are involved in the community. Research recommendations were addressed to the schools, the teachers' guidance and counseling , as well as further researcher