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Academic Integrity Principles

TEN PRINCIPLES OF

ACADEMIC INTEGRITY

1. Affirm the importance of academic integrity.

Institutions of higher education are dedicated to the

pursuit of truth. Faculty members need to affirm

that the pursuit of truth is grounded in certain core

values, including honesty, civility, and diligence.

2. Foster a love of learning.

A commitment to academic integrity is reinforced

by high academic standards. Most students will

thrive in an atmosphere where academic work

is seen as challenging, relevant, useful, and fair.

Faculty have a special responsibility to maintain

currency in their field and in teaching methods

that fully engage the diversity of students.

3. Treat students as unique individuals.

Faculty and staff members are expected to provide

individual attention and consideration. Students

will generally reciprocate by respecting the values

of their teachers, including a commitment to

academic integrity.

4. Promote an environment of trust in the classroom.

Many students are mature adults who value an

environment free of arbitrary rules and trivial

assignments, where trust is earned and given.

Faculty are expected to keep scheduled office hours,

make accommodations for students who cannot

attend regular office hours, reply promptly to

student inquiries, emails and phone calls, administer

final examinations according to scheduled timelines,

and begin and end classes on time. Additionally,

faculty should foster a classroom environment

where diverse, and sometimes divergent, ideas are

welcomed and respected.

5. Encourage student responsibility

for academic integrity.

With proper guidance, students can be given

significant responsibility to help protect and

promote the highest standards of academic

integrity. Students want to work in communities

where competition is fair, integrity is respected,

and cheating is punished. They understand that

one of the greatest inducements to engaging

in academic dishonesty is the perception that

academic dishonesty is rampant and tolerated.

6. Clarify expectations for students.

Faculty members have primary responsibility

for designing and cultivating the educational

environment and experience. They must clarify

their expectations in advance regarding honesty

in academic work, including the nature and scope

of student collaboration. Most students want

such guidance, and welcome it in course syllabi,

carefully reviewed by their teachers in class.

Instructors should inform students of the academic

requirements of each course. Such information

may appropriately include, but is not limited to

(a) notice of the scope of permitted collaboration,

if any; (b) notice of the conventions of citation and

attribution within the discipline of the course; and

(c) notice of the materials that may be used during

examinations and on other assignments.

7. Develop fair and relevant forms of assessment.

Students expect their academic work to be fairly

and fully assessed. Faculty should comment on

student work, praise that which is well done,

and show students where their work does not

meet academic standards. Also, faculty members

are responsible for using – and continuously

revising – forms of assessment, including rubrics,

portfolios, examinations, and essays that require

active and creative thought and promote learning

opportunities for students.

8. Reduce opportunities to engage

in academic dishonesty.

Prevention is a critical line of defense against

academic dishonesty. Faculty will not tempt

or induce students to engage in acts of

academic dishonesty by having ambiguous

policies, undefined or unrealistic standards for

collaboration, inadequate classroom management,

overly consistent assignments and exams, whose

answers do not change from year to year, or poor

examination security.

 

9. Challenge academic dishonesty when it occurs.

Faculty and staff are to teach and model academic

integrity and to ensure student integrity in

performance of their assignments. Students

observe how faculty and staff members behave,

with their colleagues and with other students,

and what values they embrace. Faculty and

staff members who ignore or trivialize academic

dishonesty send the message that the core values

of academic life, and community life in general,

are not worth any significant effort to enforce.

10. Help define and support campus-wide

academic integrity standards.

Responsibility for defining, promoting, and

protecting academic integrity is a communitywide

concern, and must be applied consistently

with due process procedures, in affirmation of the

shared values that help make Laney College a true

learning community.

(Adapted from Ten Principles of Academic Integrity

by Donald L. McCabe and Gary Pavela)

 

Source:  Laney College Catalog, 2013-2015, p.59-60

  • Laney Faculty Senate

    Tuesday 21 October 2014
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