University of Sydney Case Studies in educating students about academic honesty
Case study 1
Context
Dr Anthony Fee's unit of study, Business in the Global Environment, is offered to undergraduate students. It is compulsory for most students in the Bachelor of Commerce program, and a small number of students take this unit as an elective. Dr Fee has found that although all students in his unit have completed a compulsory on-line Academic Honesty module (developed by the School of Business) in first year, their understanding of academic honesty and information literacy skill varies considerably.
Approach
Dr Fee believes that the goal of helping students understand academic honesty can be split into the sub goals of helping them to (1) understand why academic honesty is important, and (2) develop skills for achieving standards of academic honesty.
To help students see the importance of academic honesty Anthony makes the concept relevant to students' future reputation in the workplace and the 'knowledge economy'. He 'frames' academic honesty as the skill of successfully managing, using and presenting knowledge. As part of the unit of study Dr Fee teaches skills of paraphrasing and referencing for report writing; he provides students with examples of previous students' work and leads discussion on good and poor aspects of the work. Dr Fee also stages assessments to identify students who need most help early, and give students opportunities to learn from feedback. Struggling students are also encouraged to attend tutorials in the PASS program to enhance their referencing skills.
Outcome
Students understand the importance of academic honesty through relevance to their future professional reputation, and learn academic writing skills in a collaborative context.
Case study 2
Context
Sydney Nursing School offers graduate students a Master of Nursing or undergraduate students a combined bachelor degree and Master of Nursing. Around 10% of students are international students. Dr Murray Fisher teaches into the nursing programs and has found that students understanding of academic honesty varies considerably.
Approach
Dr Fisher divides teaching students about academic honesty into two 'steps'. The first step involves helping students understand the importance of academic honesty. The second step involves helping students to acquire skills of academic writing, including paraphrasing and referencing.
In his teaching Dr Fisher links the importance of academic honesty to students' future code of work ethics, and nurse competence standards for registered nurses. To help students develop their writing skills, the Nursing School has developed an online study skills module called 'Skill-up', which includes a section on academic honesty and 'avoiding plagiarism', with readings, audiovisual resources and short quizzes. In the first unit of study in the Nursing program students are also required to write a 500-1000 word reflection on how they have maintained their academic honesty in the unit of study assignment. Dr Fisher believes that this task helps students develop their understanding of academic honesty in a meaningful context.
Outcome
Students understand the importance of academic honesty through relevance to their professional work as nurses, and learn academic writing skills in a meaningful context.
Case study 3
Context
The Writing Hub in the Faculty of Arts and Social Sciences was established to help undergraduate students develop their abilities in 'argumentation, composition, cross-cultural communication and critical thinking'.
Approach
Teachers in the Writing Hub help students to understand academic honesty in context through teaching students about rhetoric, which is the art of persuasion. Part of the ability to persuade a reader is genuinely showing them what other authors have written about the topic, to win them over. So intellectual property is a 'rhetorical source' and academic honesty is a 'rhetorical device', and for students to 'practice rhetoric' they must make an argument backed by appropriate sources. In rhetorical terms, this is called an ethical appeal, as it demonstrates the writer's credibility or ethos.
To help students develop abilities in paraphrasing and referencing, students are given opportunities to work collaboratively in groups, and share their writing and ways they have used sources with peers. Students are also assessed cumulatively, with an emphasis on writing as a process rather than a product. Smaller cumulative assessments (each worth 20%) on brainstorming, using sources and source justification, and reflection, are set before the main assessment (worth 30%) is due. In the task on using sources, students list potential sources for their assignment and explain why they have chosen these sources for their argument(s). Students receive feedback on their writing from peers, tutors and lecturers.
Outcome
In practicing rhetoric, students are motivated to reference their work accurately to be more convincing to their reader by employing ethos.
Case study 4
Context
Dr Megan Le Masurier teaches a postgraduate course on magazines in the Department of Media and Communications. Dr Le Masurier has developed a nine-step framework to help her students understand academic honesty and develop their writing skills, particularly in paraphrasing and referencing conventions for journalism.
Approach & Outcome
For information about Dr Le Masurier's nine-step framework and the outcomes of her project see her article in the 2010 issue of Synergy, the University's magazine for the scholarship of teaching and learning.