The document discusses a panel discussion on plagiarism in high schools. It provides biographies of the moderator and several panelists, who include educators, researchers, and a student. The panelists then discuss various topics related to academic integrity in high schools, including defining plagiarism for students, understanding why students cheat and how they view it, research on the relationship between beliefs and cheating behaviors, and strategies for changing school culture to promote integrity.

1. Plagiarism in the Digital Age: Voices from the Front Lines What’s Happening in High Schools Now? November 18, 2009 Sponsors:

2. Moderator David Wangaard, Ed.D. School for Ethical Education Milford, CT

4. Panelist Karen O. Clifford, Ph.D. Norfolk Collegiate School Norfolk, VA

6. Panelist Bill Connolly Bentley University Waltham, MA

8. Panelist Betsy Dawson East Chapel Hill High School

10. Panelist Barry Gilmore Lausanne Collegiate School Memphis, TN Author of:

12. Panelist Jason M. Stephens, Ph.D. Neag School of Education University of Connecticut

17. In the Gap JS10 Judgment “ Cheating is Wrong” Action “ I cheated” “ I value morality but sometimes I fail to practice it.” -11th grade male believes cheating is morally wrong reports doing it anyway (Stephens, 2005)

19. Why Do Students Cheat? JS2 Unable and Ashamed Under-Interested and Indifferent Under Pressure and Outraged Three Common Motivational Patterns

21. Students’ Beliefs and Behaviors: Plagiarizing a few sentences or paragraphs from the Internet is…. JS1 Behavior Belief No Yes Total Not Wrong Count 27 130 157 % of Total 1.8% 8.5% 10.3% Personal Choice; Neither Right or Wrong Count 75 247 322 % of Total 4.9% 16.2% 21.1% Justifiable Depending on Situation Count 120 312 432 % of Total 7.8% 20.4% 28.3% Wrong because it's against school rules Count 158 144 302 % of Total 10.3% 9.4% 19.8% Always Wrong (regardless of school rules) Count 216 100 316 % of Total 14.1% 6.5% 20.7% All Students Count 596 933 1529 % of Total 39.0% 61.0% 100.0%

22. 84.5% 40.2% 81.4% 49.5% 46.6% 60.4% 20.2% 13.6% 44.5% 27.2% 60.5% 23.5% Six Pairs of “Academic Behaviors”: Conventional vs. Digital Cheating JS29 Cheating Behavior Variable Conventional Digital Copied homework By hand or in person: Copied all or part of another student’s homework and submitted it as your own Using digital means such as Instant Messaging or email: Copied all or part of another student’s homework and submitted it as your own Unpermitted collaboration In person : Worked on an assignment with others when the instructor asked for individual work Online via email or Instant Messaging : Worked on an assignment with others when the instructor asked for individual work Plagiarized a few sentences From a book, magazine, or journal (not on the Internet): Paraphrased or copied a few sentences or paragraphs without citing them in a paper you submitted From an Internet Website: Paraphrased or copied a few sentences or paragraphs without citing them in a paper you submitted Plagiarized a complete paper From a friend or another student: Obtained or purchased a complete paper and submitted it as your own work From an Internet Website: Obtained or purchased a complete paper and submitted it as your own work Used unpermitted notes during an exam Used unpermitted notes or textbooks during a test or exam Used unpermitted electronic notes (stored in a PDA, phone or calculator) during a test or exam Copied from someone else during an exam From a friend or another student: Copied from another’s paper during a test or exam with his or her knowledge Used digital technology such as text messaging to “copy” or get help from someone during a test or exam

23. Belief-Behavior Incongruity JS30 Cheated n = 1469 Did Not Cheat n = 61 (4.0%) Was “Cheating” n = 834 All Students N = 1530 Was Not “Cheating” n = 635 (41.5%) Not Morally Wrong n= 452 (29.5%) Morally Wrong n= 382 (25.0%) Self-Reported Behavior (Researcher defined cheating) Student Deontic Judgment of Cheating Student Definition of Behavior

24. Four Models of Moral Functioning JS31 Responsibility Judgment Moral Judgment Moral Behavior Socrates/Kohlberg Kohlberg & Candee (1983) Moral Judgment Moral Behavior Blasi (1983, 1984) Moral Self Moral Judgment Moral Behavior Moral Disengagement Bandura (1986, 1989) Moral Judgment Moral Behavior

25. Note. *** p ≤ .001. This means that 36% of the observed variance in cheating behavior is explained by moral judgments and disengagement Stepwise Regression with all Predictors of Cheating Behavior JS32

30. My School: Why Students Plagiarize BG1

31. My School: How Students Plagiarize BG2

33. Achieving with Integrity Commitments and Committees Integrity Pledges and Councils Community Shared Responsibility of Students, Teachers, Administrators and Parents Curriculum and Instruction Mastery Oriented Teaching and Learning; Pedagogical Caring and Fairness Core Values Respect Trust Honesty Responsibility Effort Advancing Academic Integrity as a School Community JS12 A Conceptual Model (Stephens & Wangaard Unpublished)

34. Three Levels of Intervention JS14 Based on Larson’s (1994) Model of Public Health and Disease Control Universal Interventions: Proactive and Preventative Targeted Group Interventions: Rapid and Effective Response Systems Individual Interventions: Intense, one-on-one contracting & assessment 100% of Students 20-40% of Students 5-10% of Students

35. Three Levels of Intervention JS15 School-wide Education First Year Orientation Program, Student Assemblies, Student Handbook, Honor Code Reading and Signing Ceremony; School Culture that Promotes Academic Engagement and Honesty. Classroom Prevention Classroom-based, subject area-specific discussions about the import of integrity and what constitutes dishonesty; Fair and caring instruction and assessment; Real-time, in situ reminders of AI. Individual Remediation Immediate and consistent responses to academic dishonesty; Ethical and effective procedures for adjudicating contested cases of misconduct; “Developmental” sanctioning aimed at strengthening understanding of and commitment to AI. Students, Teachers, Administrators, and Parents Students and Teachers Students

51. Flowchart for Honor System DW2 Suggested schematic to implement a secondary school honor system. On line, each box is linked to supporting text and examples from a survey of public and private schools. See link at-- http://www.ethicsed.org/programs/integrity-works/example-aipolicy.htm

54. Sample AMIS pages JS28

56. Students’ Perceptions of School Academic Integrity Policies JS5 How would you rate... Low Med High Your understanding of your school’s policies on cheating 13% 16% 71% The average student’s support of these policies 53% 40% 8% The effectiveness of these policies 48% 34% 18%

61. Impact of codes in high school JS25 Self-reported cheating - 2001 Test Writ. Code 50% 43% No code 57% 51% Self-selection or impact of code?

64. Honor Codes & Pledges JS22 Honor Code, cont. This Honor Code summarizes the Honor Policy, which defines the expected standards of conduct in academic affairs. The Honor Policy is published on our school website [link]. The Honor Council is the school body charged with enforcement of the Honor Code. The student body and faculty at [your school name here] will not tolerate any violation of the Honor Code. See examples of Codes: http://www.ethicsed.org/programs/integrity-works/pdf/HonorCodeExamples.pdf

65. Honor Codes & Pledges JS23 Honor Pledge An honor pledge can be hand written out by each student and affirmed by a dated signature of the student and a parent or guardian at the start of each school year and turned in as a first exercise to the student’s English teacher. General Pledge I pledge to maintain a high level of respect and integrity as a student representing [your school name]. I understand and will uphold the Honor Code in letter and spirit to help our school advance authentic learning. I will not lie, cheat, plagiarize or be complicit with those who do. I will encourage fellow students who commit honor offenses to acknowledge such offenses to their teacher or the Honor Council. I make this pledge in the spirit of honor and trust.

66. Honor Codes & Pledges JS24 Project Pledge On my honor, I have neither given nor received unauthorized aid on this assignment. See examples of Pledges: http://www.ethicsed.org/programs/integrity-works/pdf/HonorPledgeExamples.pdf

72. Consequences DW3 Finding of Negligence The Honor Council will assign a reflective activity to be completed in writing where the student will show Understanding of how greater attention and adherence to the Honor Code could have avoided the negligent act. For the full table and citations of examples go to – http://www.ethicsed.org/programs/integrity-works/pdf/HonorCouncil.pdf Minor Offense Meaningful Offense (not pre-meditated) Meaningful Offense (Pre-Meditated) First 50% off assignment, offer to redo for full credit, written reflection assignment for teacher 0% on assignment, offer to redo for 50% credit, 9-month probation for Honor Council or Honor Societies, written reflection assignment for teacher 0% on assignment, 9-month probation for Honor Council or Honor Societies, written reflection assignment for teacher Second 0% on assignment, offer to redo for 50% credit, 9-month probation for Honor Council or Honor Societies, written reflection assignment for Honor Council 0% on assignment, disqualification for Honor Council or Honor Societies, 30-day suspension from all extra-curricular activities, written reflection assignment for teacher 0% on assignment, disqualification for Honor Council or Honor Societies, 30-day suspension from all extra-curricular activities, 10 hours of community service, written reflection assignment for Honor Council

84. A Person-in-Context Model Context Person The Problem of Academic Dishonesty JS33 Cheating Behavior Perception Judgment Motivation Character Peers Parents Teachers Others School Climate Cultural Norms Sociohistoric Context