Academic Integrity Seminar created by Tricia Bertram Gallant and adapted by Amanda Brovold, University of California, San Diego (2014)
ACADEMIC INTEGRITY SEMINAR (2018)
PURPOSE
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The purpose of this seminar is to provide students a structured opportunity to learn from their experience, develop their ethical decision-making skills, and learn more about academic integrity and cheating at UCSD.
LEARNING OBJECTIVES
The participants in this seminar will:
Identify:
• underlying ethical and moral principles of academic integrity
• the importance of academic integrity to all stakeholders (self, instructor, UCSD, and society)
• one’s own beliefs about “legitimate academic work” and how these align (or do not align) with academic integrity expectations at UCSD
Explore:
• the contributing factors to academic misconduct on campus
• one’s personal experience—what led to the decision to act and what can be learned
• ethical decision making strategies and the resolution of “right versus right” dilemmas
Develop:
• a personal goal statement/vision for engaging in academic work with integrity
• a strategic plan for addressing weaknesses that lead to integrity violations
• a list of ethical/honest solutions to common ethical dilemmas
FORMAT
The format of this seminar is structured to address individual student needs/unique situations while attending to larger/common organizational concerns with academic misconduct. Students have the opportunity to actively develop notions of ethics in relation to academic integrity by reflecting on ethical scenarios while connecting them to broader ethical conceptualizations. We will accomplish this through a one-on-one peer advisor consultation, four face-to-face class meetings, and out-of-class assignments, allowing student’s time for reflection and learning. Trained Peer Educators, along with the seminar instructor, will work with students in seminar, as well as be available to work one-on-one with students throughout the seminar experience according to the student’s individual needs and requests.
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Academic Integrity Seminar created by Tricia Bertram Gallant, adapted by Amanda Brovold,
University of California, San Diego (2014)
SEMINAR EXPECTATIONS AND STANDARDS
In order for the seminar process to function well, the following rules and expectations must be respected and observed by all students, Peer Educators, and Instructors.
1. Punctuality. Respecting time boundaries is a key component of this seminar process. As meeting times are limited and schedules are precisely planned to maximize learning opportunities, it is expected that you be on time to all meetings.
2. No cell phones, laptops, or other communication devices should be on during seminar or one-on-one meetings. Staying present to other individuals and/or groups without external distraction is fundamental to ensuring that all members have the opportunity to learn from one another.
3. Confidentiality. Although individuals are not obligated to share personal information about themselves or their violation, the seminar is designed as a safe space wherein individuals can feel free to discuss information that is considered personal and/or private. Thus, by participating in this seminar, you may learn confidential and personal information about other students. Communicating such information in any way that it may be attributed to an individual is not permitted. However, you should feel free to share what you learn or insights you’ve gained.
4. Participation and Respect. All individuals, including students and the instructional team, have experiences and opinions that enrich learning in the seminar process. Each individual’s participation may vary; you are expected to participate as works for you in the seminar process through small group discussions, large group discussions, and one-on-one meetings. The goal is not to speak for the sake of speaking, but rather to enrich the learning process through consistent participation. You will find that if you are open to participation, you will feel activated to discuss various topics at various times in an instinctive manner. Participation also relies on the expectation of respect for others ideas, opinions, and values. Such respect may come in the form of sharing time in discussions for all individuals to speak, as well as listening and learning from differing viewpoints.
5. Meeting Deadlines. Seminar assignments are designed with the intent of reaching specific learning outcomes, wherein deadlines are set at key points within the seminar process. Time management and meeting all deadlines is required. If for any reason, you cannot meet a deadline, please immediately contact the instructor.
GRADING:
There are only two grades for this seminar— Pass or No Pass. You must receive a Pass in order to have fulfilled your obligations as agreed to with your Dean.
PASS attend all seminar meetings on time, and submit all assignments by the deadline and with clear thought & engagement, participate in the seminar activities and discussions, and meet all outlined seminar expectations and rules
NO PASS fail to do ANY of the above
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Academic Integrity Seminar created by Tricia Bertram Gallant, adapted by Amanda Brovold,
University of California, San Diego (2014)
ASSIGNMENT #1 – Ethical Dilemma Case Assignment1
This assignment offers you the opportunity to explore the ethical decision-making process through considering the dynamics of a current ethical dilemma that you are facing.
This assignment has THREE DEADLINE DATES:
1. The PROPOSAL is due at our third seminar meeting (For exact date and time see the seminar schedule for your section). Instructions in the box below.
2. The DRAFT is due at our fourth seminar meeting (For exact date and time see the seminar schedule for your section) Instructions are in the box after step 6.
3. The FINAL is due after the final Seminar meeting (for exact date, see Schedule & Deadlines document) Instructions are in the box after step 12.
Step 1: Choose your Ethical Dilemmas
Think of 2 or 3 ethical dilemmas you are currently involved in (this is not about your integrity violation!). An ethical dilemma is a conflict between two “rights” (e.g., loyalty, honesty, trust, responsibility, respect, comfort, security, happiness, freedom) or two “interests” (e.g., self versus community; you versus me; personal versus professional). We all face multiple ethical dilemmas throughout our lives and there is no doubt that you are facing some right now! These may be short, immediate issues, or on-going, spread over years. They may be small or large.
If you are having trouble coming up with something, schedule a preliminary meeting with a peer educator to talk about ideas for you to write about.
The situation you choose should be one that is not easy to work through. You should not be sure what to do. The point is to get consultation on what you should do—if it isn’t difficult, it wouldn’t be a dilemma and you wouldn’t need consultation.
Step 2: Describe the circumstance surrounding each dilemma
• who is involved
• what are the contributing factors that lead up to the situation
1 This assignment was developed by Tricia Bertram Gallant, Ph.D. and adapted by Amanda Brovold. Sources are listed at the end of the assignment.
For the proposal you must complete steps 1 through 6 below. You do not have to write all of this out as a polished paper. It is ok to use notes and bullet points. The important thing is that to work through all of the information in a way that others can understand.
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Academic Integrity Seminar created by Tricia Bertram Gallant, adapted by Amanda Brovold,
University of California, San Diego (2014)
Step 3: Describe each ethical dilemma.
• Why is it an ethical dilemma? Identify and discuss any conflicting interests, values, and/or principles involved.
• How would this situation be viewed by most people if they knew about it?
• What are you feeling when in this situation?
• Discuss any rules or behavioral standards that could be violated by taking one action or another.
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