©2004 DavidJulian.com*
10
AM – 3 PM
Friday, April 29, 2005
Johnson Community Room
Eastern Connecticut State University
Co-sponsored
by the Center for Educational Excellence and the Academic Affairs Committee
Eastern Connecticut State University
While academic dishonesty has long been an issue for academe, our 21st Century electronic environment has made it very easy for students to succumb to plagiarism and more difficult than ever for faculty to prevent and detect. Even when we suspect that a student has submitted a plagiarized paper, how do we “prove” the plagiarism and what are the consequences of academic dishonesty? Research by Donald McCabe, The Center for Academic Integrity at Rutgers, demonstrates that promoting a culture of academic integrity on campus can reduce the plagiarism epidemic. This program will focus on bridging the gap between faculty and student perceptions as well as what is required to build a culture of academic integrity.
Using sample student analyses of online paper mill web sites, student survey responses, and existing scholarship on plagiarism, authorship, and intellectual property, Kelly Ritter, Associate Professor of English and Composition Program Coordinator, Southern Connecticut State University, will examine how the consumerist rhetoric of the online paper mills construes academic writing as a commodity for sale, and why such rhetoric appeals to students, whose cultural disconnect from the academic system of authorship increasingly leads them to patronize these sites. Ritter will also address how faculty course design and student-professor interaction can mitigate this dilemma.
Susan
Herzog, Information Literacy Librarian, Eastern Connecticut State University,
will demonstrate Turnitin, the industry leader in anti-plagiarism software,
and examine its pros and cons. Herzog will also preview a web page for the
program which will provide useful resources for all who attend.
Marie T. Saddlemire, Doctor of Philosophy Candidate in Higher Education Administration,
Bowling Green State University, will summarize the results of a qualitative
research initiative involving faculty participants from a mid-sized, public
university. The faculty shared information about their knowledge of, personal
and professional experiences with, and communication about academic dishonesty.
Analysis led to the emergence of four major themes: the definition and nature
of academic dishonesty, shaping influences, values and beliefs, and proactive
and reactive responses to academic dishonesty. The results indicated that
faculty perceptions and decision-making are strongly influenced by their personal
value systems. Emphasis will be placed on the role that faculty socialization
plays in faculty understanding of, and response to, issues related to academic
dishonesty. Implications for practice will be discussed, including the ways
in which faculty can be authentic while responding consistently to cheating
incidents.
For conference handouts, PowerPoints and Web Resources, please see: