Thriving in Academe

Should We Act as Judge and Jury or Try To Create a Culture of Academic Honesty?
We can find a way out of the chaos by considering these academic dos and don'ts.

When we consider the issue of academic honesty, we walk a tightrope: We can choose to act as an enforcer of rules, as judge and jury, and mete out punishments for breaking the rules.

Our other choice is typically to act positively by encouraging academic honesty through our behavior and how we structure the learning experience.

Neither point of departure is completely satisfying. Might we instead think about pursuing a broader goal, about trying to create a culture favoring academic honesty and integrity, while being prepared, at the same time, to deal with the realities of dishonest behaviors?

Ten principles of academic integrity (McCabe & Pavela, 1997) can help us pursue this broader goal and lead us to some practical "dos and don'ts". These principles can also, I've found, offer fruitful substance for faculty discussion groups and development workshops.

1. Affirm the importance of academic integrity. One simple way of acting in accord with this cornerstone principle of the academy is to cite, in course syllabi, the institutional statement on academic honesty and affirm our intention to abide by that statement. We can use part of the first class to review our institution's standards, repeating this review before examinations and whenever major outside class assignments are due.

2. Foster a love of learning. We know that our own enthusiasm is a motivator for students. We show our love of learning by our style in the classroom and by direct and indirect expressions of curiosity and excitement. We can combine our presentation of relevant material with the expectation that students will learn that material with integrity. For example, if we have assigned a paper, we can require submission of an outline, first draft, or research notes. These help assure that a paper is actually being written by the student.

3. Treat students as ends in themselves. Recognizing students as individuals is a sign of respect for them. We hope, of course, that they will, in turn, accord us respect. Our own hard work is a sign of respect. One example of our work showing respect is making up our own tests rather than using standard examinations. This might be more time-consuming, but we avoid the risk of students obtaining standardized questions. Consistent fairness in grading policies is another essential sign of respect.

4. Foster an environment of trust in the classroom. Basic to fostering an environment of trust is our willingness to accept students as mature adults.

Trust builds when we make our standards clear and then adhere to those standards fairly. If, for example, we use cooperative learning approaches, then we need to clarify the boundaries between "collaboration" and inappropriate assistance. Specific examples help, and our explanations should be in writing.

Levels of trust are likely to differ, depending on the kind of class. A large introductory class differs from a small graduate seminar. Allowing students on the first day of class to collectively establish the expectations for classroom behaviors is a way of showing trust and respect. This is particularly effective in a large class.

5. Encourage student responsibility for academic integrity. We are increasingly aware of the importance of creating communities of learners.

A community shares responsibilities, and we should expect an increasing level of responsibility for learning from our students. If guidelines and expectations are clear and applied fairly, most students will respond positively. But we also need to be prepared to deal with those who don't respond in that way.

When using small groups, for example, we need to know how to handle students who do not make appropriate contributions to group activities. Having students grade each other is one way of meeting this challenge.

6. Clarify expectations for students. This is one of the most important things we can do to promote academic honesty. And it starts with our syllabus-by not just sharing a statement about academic honesty in it but by also including clear information on testing policies, expectations for group work, policies on make-up exams and late assignments, and grading policies. Providing this information in the syllabus means we always have something to "point" to before or if problematic situations arise. And it's easy to remind students by simply saying, "As stated in the syllabus . . . ".

7. Develop fair and relevant forms of assessment. A mismatch between our assessment practices and what and how we teach is an invitation to academic dishonesty because students will feel frustrated and confused.

If, for example, we claim to be teaching critical thinking, then we should test that skill, not just factual knowledge.

New electronic learning environments also challenge us on issues of test security and "cyber-cheating." These challenges invite us to consider the relationship between outcomes and assessment.

By thinking more about "lower stakes" assessment methods-portfolios or reflective journals, for instance-we may be able to enhance learning overall.

8. Reduce opportunities to engage in academic dishonesty. Making rules is the easy part! More difficult is changing our culture to nurture academic honesty rather than penalize transgressions. But we all know we sometimes we have to make rules and take preventive steps.

Some examples: allowing students to have at their desks only what's needed for taking a test, preparing multiple forms of a test or scrambling items, randomly seating students for tests, preventing groups that enter together from sitting together, requiring students to show identification before giving them the exam, and diligently proctoring exams.

9. Challenge academic dishonesty when it occurs. This may be difficult. We may be concerned about lack of administrative support or that the dishonesty will reflect poorly on us; We may even fear legal consequences, retaliation or, even, sad to say, potential violence. But if we don't challenge academic dishonesty, we are sending a contradictory values message.

We should ask students to explain behavior or material that we think may reflect academic dishonesty. If the explanation isn't satisfactory, and if we don't find guidance in departmental or institutional procedures, then we should go to the administration.

10. Help define and support campus-wide integrity standards. As instructors, we are the primary role models for academic integrity. But we share this responsibility with our institution. We need well-defined policies and procedures in place, at all levels.

Finally, too often lost in the discussion of academic honesty are the many students who don't cheat. When teachers turn a blind eye to cheaters, they undermine the hard work of these honest students and send them the message that it's OK to be dishonest.

These 10 principles can help faculty, students, and administrators identify and promote positive values and behaviors rather than merely list behaviors that are prohibited. The principles can serve as a good beginning for thinking about our roles, duties, and responsibilities as college and university teachers and scholars—as a community devoted to the pursuit of truth with integrity.

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