Freshmen Seminar
Lesson Plan
Academic Integrity
Topic:
Length of Class:
55 minutes
Does this lesson require a “pre-class” activity? No
Objective:
1)
2)
3)
Know the university policy regarding academic integrity
Know where to go for further clarification on academic policy
Begin to understand the concept of “academic integrity” in regard to higher
education
Class outline:
I.
Attendance & Announcements (10 minutes)
II.
Activities (45 minutes)
Activities:
I.
Introduction to Academic Integrity Policy
A. Lead off question: “What do you think of when you hear the phrase “academic
dishonesty”?  Most students will respond with “plagiarism or cheating”.
Explain that their answer is definitely correct, but that academic integrity
encompasses much more than not “cheating” or plagiarizing.
B. Familiarize students with academic integrity policies at SBU. Policies are
outlined in the Academic Integrity Chapter in the FYS textbook.
C. Highlight some of the situations that may not register with students as being
“dishonest”. (i.e. double submission, cell phone ringing during an exam,
changing lab results to illustrate what you know you should have gotten, etc)
D. Create discussion around differences between high school and college –
remember many things that are not allowed in college regarding academic
integrity were perfectly acceptable in some high schools.
II.
Academic Judiciary Office
A. Briefly go over Academic Judiciary Office – Who are they and what do they do?
B. Explain that the procedure (if a student is accused of academic integrity) is
outlined in the FYS textbook.
C. Highlight “Q” grade and “Q” course
III.
Implications for Practice
A. Case Study
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i.
ii.
iii.
iv.
v.
Have students form four small groups. Using the two case studies in
the FYS book, assign case study “A” to two of the groups and case
study “B” to the other two groups.
Ask each group to identify if the situation described could be
classified as academic dishonesty.
If yes, what kind of academic dishonesty?
Identify the main issues that are taking place in each situation
What could the student have done differently to avoid being accused
of academic dishonesty?
B. Test Your Knowledge
i.
Using the “Making Decisions about Academic Behavior” activity in
the FYS textbook, have the students individually decide whether
each situation could be
ii.
Have students form small groups (4-5 students). Assign each group
3-4 of the situations and ask them to collectively decide whether
each situation could be construed as academic dishonesty. They
should be able to support their answer with university policy.
iii.
Ask groups to present their answers and arguments.
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