1. Be aware of “professorial honesty” = atmosphere of trust

 

  • Equity of interaction

    • Impartiality in handling of students
    • Respect for all students
    • Concern for all students
    • Integrity (being consistent and truthful in explaining and administering policies propriety
  •  

    Equity of procedure: creation and enforcement of rules for grading, classroom administration

    • Appropriate workload for students, their level, goals
    • Fair tests (=on material of text/course, appropriate difficulty level; well-designed with clearly phrased questions; using skills worked on in class)
    • Providing prompt and constructive feedback
    • Being responsive to students (solicit feedback and respond to)
  •  

    Equity of outcome: distribution of grades

    • Follow institutional practices
    • Use accurate assessment instruments
    • Make multiple assessments
    • Tell students how they will be graded—and follow it
    • Base grade on individual performance unless otherwise justified and explained
    • Don’t change policies mid-course without clear reasons based on student need
  • Equity of perspective

    • Decisions should be made on what students need not what professor needs
    • Decisions should be communicated in language that students will understand
    • Treat students as ends in themselves

2. Write a clear syllabus: items to include

  • Definition of plagiarism
  • Definition of acceptable and unacceptable collaboration
  • Explanation of potential penalties
  • Explanation of 0-tolerance policy (if you have one)
  • Explanation of detection and response process

3. Treat academic dishonesty seriously

  • Affirm the importance of academic integrity
  • Clarify expectations for originality, collaboration, attribution and
    • Do this preferably in writing, in the syllabus
  • Treat academic honesty as the student’s responsibility
  • Confront dishonesty and apply some consequences

4. Empower students to succeed through honest effort

  • Show them how to succeed in your course
  • Support where necessary

5. Help reduce pressure on students=show them how to do this

  • “Normalize” pressures that students feel
  • Discuss ways to “talk oneself down” from an anxious state


Sources: Ann Lathrop and Kathleen Foss, Student Cheating and Plagiarism in the Internet Era.
Bernard Whitley, Jr. and Patricia Keith-Spiegel, Academic Dishonesty.