To that end, we pledge to conduct our professional lives in accordance with the standards of behavior spelled out below in the list of strategies for promoting academic integrity, choosing from that list those practices that best fit our teaching style and the circumstances under which we teach. We also pledge to talk with our students about our commitment to academic integrity, letting them know what they can expect from us and what we expect from them.
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Strategies for Promoting Academic Integrity
With regard to preparing a course, a faculty member can promote academic integrity by:
·giving
careful consideration to the syllabus to make sure it is updated to reflect
the latest scholarship and the best available texts,
·spelling
out clearly in the syllabus the nature of the work required of the students,
the criteria for grading, as well as any expectations s/he might have of
the them,
·respecting
copyrights, trademarks, and patents (on software, for example), and
·planning
to talk about what integrity requires of the students as each new task
occurs (exams, written or lab assignments, group work, oral presentations…).
At the
beginning of the semester, a faculty member can promote academic integrity
by:
·providing
the students with a syllabus that clearly spells out course requirements,
teacher expectations, and the grading process, and
·discussing
why s/he is committed to academic integrity and why integrity is important
for the discipline, perhaps including examples of how professionals in
the discipline have violated those principles, and the consequences of
those violations.
With regard
to preparing for class,
a faculty member can promote academic integrity by
doing the things necessary to make the class a worthwhile educational experience
for the students.This can be done
by:
·staying
up to date on recent scholarship and trends in the discipline, as well
as the current issues,
·giving
credit to his or her sources,
·rereading
the assigned text materials, and/or working out problems ahead of time,
in preparation for class,
·clarifying
information s/he might not be clear about,
·recognizing
that some subjects may be uncomfortable for some students and trying to
find ways to deal with those issues in a direct, constructive manner,
·preparing
the class with an eye toward what is current today (that is, not simply
relying on past notes), and
·creating
opportunities for intellectual growth rather than devoting class time to
a recitation of facts or restating what the students can learn for themselves
by reading the text.
With regard
to class sessions, a
faculty member can promote academic integrity by taking
her/his students seriously and treating them with respect.This
can be done by:
·showing
up for all class sessions, unless s/he’s simply unable to do so,
·coming
to class on time, and for the most part, not ending the class early or
keeping the class late,
·not
wasting class time, but using it well to fulfil the objectives of the course,
·fostering
and expecting mutual respect among the students and creating a safe environment
in the classroom,
·talking
about and modelling for students file sharing and downloading protocols,
as well as respect for software licensing rights,
·doing
his or her best to answer the students’ questions, or arrange to do so
outside of class,
·being
especially careful when a students asks what might be considered a “dumb”
question, or one that was just answered,
·honestly
acknowledging when s/he doesn’t have an answer or doesn’t know something,
and then going out and getting an answer by the next class,
·making
clear when s/he’s expressing an opinion, and not imposing on the students
her or his views on controversial issues,
·respecting
the views the students express and not making fun of the students or their
views,
·treating
all students the same and not playing favorites in applying the policies
spelled out in the syllabus,
·both
encouraging the students, and giving each of them an equal opportunity,
to participate in class discussions,
·containing
those students whose enthusiasm for participating in the discussion makes
it difficult for others to participate,
·discussing
discipline-related ethical dilemmas that the teacher has faced and how
s/he dealt with them,
·engaging
in an ongoing process of self-evaluation of the effectiveness of teaching
methods and whether students are learning from those methods,
·not
allowing students to ridicule other students or their ideas,
·not
talking with students about other students or faculty members,
·adequately
preparing students to do the class assignment or activity,
·providing
equal opportunity and treatment for all students, such as not modifying
syllabus requirements unless willing to do so for all students,
·encouraging
the students to ask her or him and not their classmates for help with assignments
and laboratories,
·working
to identify students who look as though they may not have the study skills
and/or study habits necessary to succeed without cheating, and either working
with them to help them develop those skills and habits, or taking them
to the Learning Center where they can get help, and
·knowing
what his or her students are capable of doing by watching them work in
laboratory situations.
With
regard to being available to students outside of class, a faculty member
can promote academic integrity by:
·being
available during office hours or at arranged times to work with students
on an individual basis, and
·returning
calls and emails in a timely fashion.
With regard
to exams, a
faculty member can promote academic integrity by:
·doing
his or her best during class time, and through appropriate and meaningful
out-of-class assignments, to prepare the students for the exams,
·developing
exam questions that will be a meaningful test not only of the course content,
but also of the student’s ability to express and defend intelligent judgments
about that content,
·making
clear what constitutes a violation of academic integrity with regard to
exams,
·setting
up the classroom in such a way that it reduces the chances of cheating,
·carefully
monitoring all exams to ensure fairness and to ensure that honest students
will not feel disadvantaged by other students who might choose to cheat
if given the opportunity,
·being
consistent in his or her policy regarding makeup exams,
·being
aware of the fatigue factor when grading exams, and
·giving
due and careful consideration to exam answers when evaluating them and
assigning a grade.
VII.With
Regard to Written Assignments
With regard
to written assignments, a
faculty member can promote academic integrity by:
·devising
meaningful assignments that grow out of and further the work done in the
classroom,
·making
clear what constitutes a violation of academic integrity with regards to
written assignments (i.e., what constitutes “doing your own work”),
·providing
students with a clear written description of all written assignments so
they know what is expected of them and what the teacher will be looking
for when grading them,
·providing
students with samples of well-written assignments,
·finding
out if students know how to do the assignment, and if not, teaching them
how to do so,
·looking
at the students’ work at the various stages of a long term assignment,
·giving
due and careful consideration to the papers when evaluating them and assigning
a grade,
·returning
assignments in a timely fashion, and
·confronting
students whom s/he suspects of having plagiarized or in other ways not
handed in work that is entirely their own.
VIII.With
Regard to Assigning Final Grades
With regard
to assigning the grade the student earned, a
faculty member can promote academic integrity by:
·having,
and adhering to, a clear process and set of criteria for grading spelled
out in the syllabus,
·helping
students know throughout the course of the semester what grade they are
earning,
·carefully
weighing all of the student’s grades during the course, as well as the
other factors that affect the final grade as spelled out in the syllabus,
before assigning a final grade, and
·giving
respectful consideration to students who question the grade they received.
With regard
to possible academic integrity violations on the part of students, a
faculty member can promote academic integrity by:
·not
overlooking a possible violation, but taking the time and making the effort
to determine if a violation did occur,
·not
violating the confidentiality of students who bring information about academic
integrity violations, and
·being
familiar with and following the College’s policy on dealing with academic
integrity violations.