Plagiarism:
Clarifying OSU's Approach
Stefanie Buck, Instructional Design and Ecampus Librarian, OSU Libraries
Lynn Greenough, Instructional Technology Specialist, TAC
Raphelle Rhoads, College Student Services Administration
Overview
1)
2)
3)
4)
5)
Plagiarism (5 min)
SafeAssign (20 min)
Student Conduct (20 min)
Proactive prevention (5 min)
Questions and comments (10 min)
Poll
How often do you encounter plagiarism
in your classes?
75%
Hutton, P. A. (2006). Understanding student cheating and what educators can do about it.
College Teaching, 54(1), 171-176. doi: 10.3200/CTCH.54.1.171-176
Confusion
Fear
Perceived
seriousness
Perceived
sanctions
Resentment
Academic
consequences
Gullifer, J., & Tyson, G. A. (2010). Exploring university students' perceptions of plagiarism: a
focus group study. Studies In Higher Education, 35(4), 463-481.
doi:10.1080/03075070903096508.
Introducing SafeAssign
A tool to help students and instructors identify unoriginal
content in student papers.
• Students’ papers are compared
to content in websites, online
journals and other student
papers in the SafeAssign
system.
• A report highlights passages in
the paper that match the
SafeAssign sources
Why SafeAssign?
Integrated with Blackboard
Reviewed by Legal and multiple
stakeholders
SafeAssign is entirely optional for
instructors
Best used as a teaching tool to improve
writing, not a “smoking gun”
SafeAssign Databases
The Internet
ProQuest ABI/Inform Database
Global Reference Database
hosted by Blackboard
Institutional Database
hosted here at OSU
Draft Mode
Draft Mode
You can set
up students to run a draft
You can set up SafeAssignments
to allow
of their paper through
the matching process and
view a
SafeAssignments
to allow
SafeAssign report. students to run a draft of their
paper through the matching
process and view a
SafeAssign report.
Create a SafeAssignment
Create a SafeAssignment, cont’d
Enable Draft Mode
Urgent Checking
SafeAssign Report
Originality report
highlights text in the
student document that
matches any text found in
the databases.
Plagiarism and/or Paraphrasing
Word-for-word:
Paraphrasing:
Timeline
Academic honesty policies and
procedures already in-place
Tutorials and webinars rolling out in
early March
Spring Break 2013 - SafeAssign will be
live in Blackboard
Academic Dishonesty
Academic or Scholarly Dishonesty is considered a violation of the
Student Conduct Code.
It is defined as an act of deception in which a Student seeks to
claim credit for the work or effort of another person, or uses
unauthorized materials or fabricated information in any
academic work or research, either through the Student's own
efforts or the efforts of another.
Academic Dishonesty Report Form
“In an academic community, faculty members play the most
important role in maintaining academic standards”
•
•
•
•
•
Gather Evidence
Invite the Student(s) to discuss the incident
Preponderance of the Evidence
Academic penalty
Send form to Department Chair, Director, Dean, and SCCS
Academic Integrity & Success Seminar
Powered by Orange & Integrity
“Theory and research in psychology
show that a thorough understanding of
an individual’s view of an issue or
problem is an essential requirement
for successful change of that person’s
attitude and behavior” (Gullifer &
Tyson, 2010, p. 463)
Gullifer, J., & Tyson, G. A. (2010). Exploring university students' perceptions of plagiarism: a
focus group study. Studies In Higher Education, 35(4), 463-481.
doi:10.1080/03075070903096508. Abstract retrieved from Academic Search Premier database.
(Accession No. 51312499)
“[The] notion that many student plagiarists
are either uninformed or unaware, rather
than calculating cheaters, doesn't lack
support, including new research concluding
that the more effective anti-plagiarism
strategy is to increase knowledge on the
subject rather than instill the fear of being
caught” (McLester, 2011, para. 2).
McLester, S. (2011, January). The accidental plagiarists: a growing sentiment that lack of
awareness is often the cause of student plagiarism is prompting educators to reconsider their use
of the technology made to stop it. T H E Journal [Technological Horizons In Education], 38(1), 39+.
Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA248093506&v=2.1&u=s8405248&it=r&p=AONE&s
w=w
“We strongly suggest that anti-plagiarism software should
be approached as an aid to a coherent and positive
educational approach to academic honesty, rather than as
a quick shortcut to stop plagiarism and cheating. Using
this type of software just to police students implies a
reactive attitude to the problem of plagiarism, which
disregards the reasons that are likely to underpin it, the
real intentions of the students, and the actions that may
prevent it from happening” (Ledwith & Risquez, 2008, p.
383).
Ledwith, A., & Risquez, A. (2008). Using anti-plagiarism software to promote academic honesty
in the context of peer reviewed assignments. Studies In Higher Education, 33(4), 371-384.
doi:10.1080/03075070802211562
Preventing Plagiarism Proactively
1.
Provide a clear and unambiguous definition and clear and specific
instructions.
2.
Have a consistent academic policy that is consistently enforced.
3.
Provide exercises on paraphrasing and plagiarism.
4.
Repeat exposure. Don’t assume they learned it in another class.
5.
Focus on the writing process (multiple drafts).
•
•
Use SafeAssign in draft mode.
Require multiple drafts.
Other ideas?