In our recent Plagiarism Education Week webcast with ICAI's Teddi Fishman, "Harnessing the Power of Choice and Teachable Moments in the Development of Integrity," she identified and discusses strategies for helping students learn to make informed choices about academic integrity and suggest ways to make the best use of "teachable moments" when they choose incorrectly.
We received so many great questions from our audience that we couldn't answer them all on the air. Teddi was kind enough to respond to some of the additional questions here on our blog.
June: Since all instructors contribute to teaching students academic integrity, do you have any suggestions regarding techniques administration can use to encourage all educators to help reinforce the importance of academic integrity in the classroom?
Teddi Fishman (TF): That's a great question. I'm really lucky in that I get to see how people do this in different places, and the range is so wide. It has a lot to do with the particular environment, but I will say that one of the commonalities seems to be administrators who are less concerned with raw out-puts (test scores, graduation rates) than with the quality of both the instruction and the graduates. That's one of the reasons that efforts like NCLB are often counter-productive to integrity. If you base your rewards on things like test scores, you're running the risk of teachers getting the message that the scores are the only important thing, whereas what we *want* to convey is that we'd rather have students with an honestly earned C than a dishonestly earned A.