Teaching and Learning Academy
Highlights from the week of November 3-5, 2004
Focus on case “Plagiarism or Innovation?”
37 people participated across the four study groups.
 COMMON PLACES/RECOMMENDATIONS
 LINGERING QUESTIONS
Wednesday @ 3:00
Idea ownership is not universal across cultures; professors must be explicit in their
expectations and definitions of what constitutes cheating/plagiarism
 Need to teach documentation as a strong way to establish authority as a writer.
 Possible idea for TLA: publish a set of recommendations for WWU on
plagiarism/cheating—a set for faculty and a set for students and then use faculty manual
as basis for workshop(s).
 Responsibility for academic integrity needs to be shared by the institution, faculty, and
students.
 How common is plagiarism at WWU? (See 1994-95 Academic Integrity Study
conducted by the Office of Assessment.)
 What are some strategies faculty are currently using to prevent plagiarism?
 What are some *strategies* students are currently using to plagiarize?
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Thursday @ 2:00
The University has a responsibility to the community to preserve the quality of the
education students receive and the integrity of the degrees that are offered—through
preserving their reputation and maintaining high standards.
 There are different degrees of plagiarism (copying vs. incorrect citation), so there should
also be different kinds of consequences for plagiarism.
 The University should play a role in ethical reasoning in terms of ensuring that students
are educated on plagiarism whether it is through Summer-start, individual professors,
introductory writing courses, requiring a writer’s handbook, etc.
 Should one person have complete authority when deciding the consequences of
plagiarism?
 Is an introduction to proper citation and plagiarism enough? How might instructors
assume more responsibility to make sure students are thoroughly educated on the subject?
 To what extent can teachers determine a student’s intent when plagiarism happens? Is it
even their responsibility to try?
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Thursday @ 3:00
It would be a good idea to attach a plagiarism brochure to every syllabus.
Teachers should model good citation practices when even speaking in class
The threshold for noticing academic dishonesty varies across departments; largely this is
due to the varying type of contact teachers have with students (in terms of writtem
products.)
 Is it enough just to fulfill an ethical minimum by notifying students of the policy
regarding plagiarism, or should teachers focus more on a clear understanding—a best
practices approach?
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 How do you achieve a balance between trying to prevent academic dishonesty with
professional vigilance and maintaining an environment of trust in the classroom?
 To what extent does high-stakes and competitive environment result in more cheating?
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Friday @ 12:00
The University has few agreed-upon standards for citation; faculty should be clear about
their expectations and should put aside time to show exactly what they want, especially
since citation style and documentation expectations vary between departments and
disciplines.
Students need to be taught that citing sources makes their arguments more legitimate.
Citing is currently treated as more of a policing tactic than something writers do to
establish authority.
Students often paraphrase pieces of others’ ideas/language without citing and it’s hard to
track.
Discipline based citing seminars as well as a more general citation seminar for the
university would be useful
Why is citing so different across disciplines?
To what extent do student writers understand the dangers/benefits of using information
from websites?
To what extent do students understand how citation guidelines have changed with
internet access?
How can professors create assignments that encourage students to approach them
ethically?
We need to have a discussion about motivation – what factors prompt students to
plagiarize/cheat?
Civil Discourse-in-Action Project Updates
Critical Moments Group: the first meeting with the Anthropology class went well; there
was lots of conversation without any lull period. The story used was one about a girl
from Laos who had a Professor that kept referring to her as “Chinese.”
Communication Group: trying to get AS review to a Critical moments meeting; they have
been successful at getting more information out about the Outdoor Learning Space.
Outdoor Learning Space: Saturday 11/6/04 at 12pm they will begin clearing the rock
query.
Student Panel: the criteria for evaluations are mostly set; they are currently working on a
evaluation style and who they will evaluate
Campus Community Coalition: Whole group (75 members total from campus and community)
has met, but report not available at this time.