Plagiarism & Student Cheating

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General Guides and Resources

  • Academic Integrity and Academic Misconduct (UWS 14, the chapter in the UW System Administrative Code regulating academic misconduct), from the Division of Student Life, UW-Madison.
  • Cheating in School : What We Know and What We Can Do, by Stephen F. Davis, Patrick F. Drinan, and Tricia Bertram Gallant. (link goes to the e-book version available to UW-Madison affiliates). CONTENTS: Cheating in our schools, colleges, and universities : a critical problem for the twenty-first century -- The nature and prevalence of student cheating -- Reasons for academic dishonesty : situation, disposition, and changing times -- From cheat sheet to text messaging : the evolution of techniques -- Short-term deterrents : strategies for class, labs, and online testing -- Long-term deterrents : development of individual and institutional integrity -- The call for action and wisdom : conversations that make a difference -- Refining our tactics and strategies -- An optimistic (and provocative) conclusion : finding the good in student cheating.
  • International Plagiarism Conferences (UK/Ireland) – there have now been several of these academic conferences
  • "Combating Plagiarism" CQ Researcher v. 13, no. 32 (September 19, 2003). This is a complimentary issue of a subscription-based publication. It summarizes all recent aspects of plagiarism, including celebrated cases of writers and journalists, as well as by students.
  • Plagiarism: A Good Practice Guide, by Jude Carroll and Jon Appleton (May 2001) for the Joint Information System Committee, which "promotes the innovative application and use of information systems and information technology in further and higher education across the UK."
  • Both Inside Higher Education (freely available on the Internet) and The Chronicle of Higher Education (partially available freely on the Internet) cover plagiarism and cheating issues on campuses. "Toward a Rational Response to Plagiarism," by Rob Jenkins, Chronicle of Higher Education, Aug. 14, 2011, offers good advice to instructors on keeping your priorities straight; speaking candidly about plagiarism in class; making plagiarism difficult; not penalizing the non-plagiarists; and, in the final analysis, letting it go, in the sense of not devoting an excessive amount of time to looking for plagiarism or obsessing over those not caught.
  • "Academic Dishonesty, Plagiarism Included, in the Digital Age: A Literature Review," by Zorana Ercegovac and John V. Richardson, Jr., College and Research Libraries v. 65 no 4 (July 2004): 301-318 (in Library Literature and Information Science Fulltext, where available). The authors looked for material on effective pedagogical strategies for academic integrity programs, because, as they said: " [i]t is simply not enough to define plagiarism, distribute neatly prepared citation templates for different formats, and say that plagiarism is wrong, punishable, easily detectable, and against honor codes, especially when applied generically across the board."  Instead, the authors favor including units on academic integrity appropriate to different educational levels and across disciplines. Based on Lawrence Kohlberg's phases of moral reasoning, they offer a research agenda for mapping the phases to pedagogical tools and strategies in the context of information literacy.
  • Office of Research Integrity, US Dept. of Health & Human Services, Policy on Plagiarism.
  • Plagiary [link goes to archived version at University of Michigan] was a refereed online journal, 2006-2007, that featured research articles and reports addressing general and specific issues related to plagiarism, fabrication, and falsification. "Fighting Plagiarism With Humor," by Jerry Bornstein, Plagiary 2, no. 9: 1-7 ( December, 2007), describes a website created to parody term paper mills and, through humor, to help students understand plagiarism, and the consequences of academic dishonesty.
  • The International Journal for Educational Integrity is a peer-reviewed online journal covering topics including plagiarism, cheating, academic integrity, honour codes, teaching and learning, institutional integrity and student motivation.
  • Statement on Standards of Professional Conduct, from the American Historical Association (January, 2005), includes a section on plagiarism.
  • For links to numerous other articles on all aspects of plagiarism, as well as copyright issues, see "Plagiarism," by Sharon Stoerger. This is a particularly good resource for tracing articles about scholars accused of plagiarism.
  • "The Scholarship of Plagiarism: Where We’ve Been, Where We Are, What’s Needed Next," by Rebecca Moore Howard and Missy Watson, WPA: Writing Program Administration, v.33, No 3 (Spring 2010), reviews seven books on plagiarism published from 2007-2009 from the perspective of the field of rhetoric and composition.
  • Many university libraries have published "libguides" on plagiarism. Most of the information on the guides is general, although some will pertain to the campus where it was created.

Plagiarism in non-credit MOOCs (Massive Open Online Courses)

Miscellaneous Issues

  • "Forget About Policing Plagiarism. Just Teach," by Rebecca Moore Howard. Chronicle of Higher Education, November 16, 2001. Takes issue with the "digitized gotcha" approach that replaces the student-teacher relationship with a criminal-police relationship. Stresses role of teachers in crafting "authentic assignments" and other pedagogical reforms.
  • "Four Reasons to be Happy about Internet Plagiarism," by Russell Hunt. Teaching Perspectives (St. Thomas University), December 2002: 1-5. Provocative excerpt from a longer piece. Hunt argues that the rise in plagiarism may lead to changes in practices he would like to see challenged: "1. The institutional rhetorical writing environment (the "research paper," the "literary essay," the "term paper")...; 2. The institutional structures around grades and certification ... 3. The model of knowledge held by almost all students, and by many faculty -- the tacit assumption that knowledge is stored information and that skills are isolated, asocial faculties...; 4. ... [A] model of how texts work in the process of sharing ideas and information which is profoundly different from how they actually work outside of classroom-based writing, and profoundly destructive to their understanding of the assumptions and methods of scholarship."
  • "Plagiarism: a Misplaced Emphasis," by Brian Martin, in Journal of Information Ethics v.3, no. 2 (Fall, 1994): 36-47. Argues that institutionalized practices like ghostwriting and honorary authorship are bigger issues.

Other Practices

Mounting Student Evaluations of Courses and Instructors

  • MyEdu (formerly Pickaprof)
    Requires (free) registration for use. Posts students comments alongside official student evaluations; graphs grades given in each course. Written up in The Baltimore Sun in "Making the grade with Pick-A-Prof; Web site: An online service lets students determine whether a professor is a soft touch for good marks," by Alex MacGillis, March 8, 2003, included in Lexis-Nexis on campuses subscribing to that database.

Examination Analysis

  • Integrity "analyzes multiple-choice test data in order to evaluate the statistical integrity of tests and the academic integrity of students taking tests."

Examination Security

Examination security software locks down the hard drive and Internet access from computer-equipped classrooms and student laptops during test administration.

Bibliography of Research in Health Science Settings

Selected research articles on student plagiarism in health science settings.

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