Integrity and Incongruity in an Increasingly Integrated World

1. Integrity and Incongruity in an Increasingly Integrated World T. Fishman International Center for Academic Integrity AcademicIntegrity.org

2. Subtitle: Sometimes there are disconcerting gaps between theory and practice . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org http://sanford-soccer-net.blogspot.com/2011/02/norman-hubbard-failing-to-bridge-gap.html

3. Internationalization of student cohorts is good (for the students, and for us.) Some working assumptions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

4. Internationalization of student cohorts is good (for the students, and for us.) We should not admit students who do not have access to the things they will need to succeed. Some working assumptions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

5. Internationalization of student cohorts is good (for the students, and for us.) We should not admit students who do not have access to the things they will need to succeed. If we choose to admit students with a wider range of writing abilities, it follows that we need to offer a greater range of resources and/or support services. Some working assumptions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

6. Both writing and learning are social activities. More working assumptions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

7. Both writing and learning are social activities. None of us, if pressed, could identify all of the sources of knowledge we now claim as “ours.” More working assumptions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

8. Both writing and learning are social activities. None of us, if pressed, could identify all of the sources of knowledge we now claim as “ours.” Faculty agree neither on a definition of plagiarism nor on how to interpret or apply plagiarism policy. More working assumptions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

9. How do we provide the assistance and resources for our increasingly diverse range of students while still maintaining the quality of instruction, fairness, and rigor? Tough Question . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

10. How do we provide the assistance and resources for our increasingly diverse range of students while still maintaining the quality of instruction, fairness, and rigor? Should we try to make room within existing curricula? Should we offer “extra” instruction (or leniency) to a select few? Should we maintain existing practices and standards and let the consequences fall as they may? Tough Questions . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

11. In some cases, what we expect or require of international students is explicitly contrary to their own cultural norms. ~Sharon Meyers Other things to keep in mind . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

12. The students who make it to where we are do so by learning to succeed within a system of accepted cultural practices. (It should not be a surprise that they see marks or their diploma, rather than learning, as their goal. That’s how it has been presented to them.) Other things to keep in mind . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

13. “Any discussion of plagiarism needs to recognize that the framework under which "plagiarism" is conceived in American academia is the product of a particular cultural and institutional history and not one that is universally shared.” -The Plagiarism Project Other things to keep in mind . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

14. “People are blind to their own academic cultures; they think students know things when they don’t.” (from Janet Ryan’s research responses, given in her slides here this morning.) Faculty perspective? T. Fishman International Center for Academic Integrity AcademicIntegrity.org

15. I am a visitor here...I am not permanentAnd the only thing keeping me dry is where I am . . . -The Postal Service (Song Lyric) A student’s perspective? T. Fishman International Center for Academic Integrity AcademicIntegrity.org

16. There is a critical difference between importance and immediacy . . . -Bill Moyers (journalist) Students’ understanding? T. Fishman International Center for Academic Integrity AcademicIntegrity.org

17. Q: Where do we find the most frequent occurrences of plagiarism? T. Fishman International Center for Academic Integrity AcademicIntegrity.org

18. Q: Where do we find the most frequent occurrences of plagiarism? A: Where we look. (Thanks to Tracey Bretag for this insight) T. Fishman International Center for Academic Integrity AcademicIntegrity.org

19. Undergrad Grad Faculty (Observing) Percentage of students who admit to written cheating 48% 31% 86% N= 75,000+ 12,500+ 15,800+ *US only; UGs excludes first year students -Don McCabe, Address to AAC&U October 2009 T. Fishman International Center for Academic Integrity AcademicIntegrity.org

20. Clearly, this is not simply an issue with International Students Putting a “face” on the problem. T. Fishman International Center for Academic Integrity AcademicIntegrity.org

21. Clearly, this is not simply an issue with international students, however, considering the issues faced by second (or third) language speakers can help us to understand and address it. Putting a “face” on the problem. T. Fishman International Center for Academic Integrity AcademicIntegrity.org

22. Clearly, this is not simply an issue with international students. One of the things we can do is to speak to students in language they understand. Steps toward addressing the problem T. Fishman International Center for Academic Integrity AcademicIntegrity.org

23. Often, even our native speakers find it difficult to understand what we say about plagiarism. With the stakes as high as they are, we must try to remedy that situation. As Neil Morris noted this morning, the stakes are quite high, and penalties quite severe, yet we don’t define it for them and they are quite poorly prepared to write for us. When we accept them, it becomes our responsibility. It *is* our responsibility T. Fishman International Center for Academic Integrity AcademicIntegrity.org

24. Plagiarism occurs when someone • Uses words, ideas, or work products A new definition of plagiarism T. Fishman International Center for Academic Integrity AcademicIntegrity.org

25. Plagiarism occurs when someone • Uses words, ideas, or work products • Attributable to another identifiable person or source A new definition of plagiarism T. Fishman International Center for Academic Integrity AcademicIntegrity.org

26. Plagiarism occurs when someone • Uses words, ideas, or work products • Attributable to another identifiable person or source • Without attributing the work to the source from which it was obtained A new definition of plagiarism T. Fishman International Center for Academic Integrity AcademicIntegrity.org

27. Plagiarism occurs when someone • Uses words, ideas, or work products • Attributable to another identifiable person or source • Without attributing the work to the source from which it was obtained • In a situation in which there is a legitimate expectation of original authorship A new definition of plagiarism T. Fishman International Center for Academic Integrity AcademicIntegrity.org

28. Plagiarism occurs when someone • Uses words, ideas, or work products • Attributable to another identifiable person or source • Without attributing the work to the source from which it was obtained • In a situation in which there is a legitimate expectation of original authorship • In order to obtain some benefit, credit, or gain which need not be monetary A new definition of plagiarism T. Fishman International Center for Academic Integrity AcademicIntegrity.org

29. Complex issues should not be addressed in simplistic ways . . . Incongruity? T. Fishman International Center for Academic Integrity AcademicIntegrity.org

30. Complex issues should not be addressed in simplistic ways . . . However, We do a disservice when we hold students to standards we know to be written in ways they do not comprehend. Toward better understanding T. Fishman International Center for Academic Integrity AcademicIntegrity.org

31. Complex issues should not be addressed in simplistic ways . . . However, We do a disservice when we hold students to standards we know to be written in ways they do not comprehend. “We have a powerful weapon in our hands and have to be careful to avoid collateral damage” ~ Janet Ryan (this morning) T. Fishman International Center for Academic Integrity AcademicIntegrity.org

32. Whether they are “international” students or not, most of our students are “visitors” To help them learn the mores of academic culture, we should embed the knowledge they need, in language they can understand, throughout our curricula. To make progress . . . T. Fishman International Center for Academic Integrity AcademicIntegrity.org

33. For more information, please contact the International Center for Academic Integrity CAI-L@clemson.edu or tfishma@clemson.edu AcademicIntegrity.org Thank you T. Fishman International Center for Academic Integrity AcademicIntegrity.org

34. For more information, please contact the International Center for Academic Integrity CAI-L@clemson.edu or tfishma@clemson.edu AcademicIntegrity.org Thank you And please join us for our Academic Integrity conference in Toronto in October! T. Fishman International Center for Academic Integrity AcademicIntegrity.org