- What IS plagiarism? Is it always born of a dishonest motive? That is, do our students know the differences, if any, between plagiarism and academic dishonesty?
- What are the standards for academic honesty here at GSC?
- In the event that an instructor suspects a student of cheating, are there official procedures in place that the instructor must follow?
- Is it better for an instructor to handle cases of academic honesty on his or her own? What if the instructor would rather not have to deal with the student at all?
- What are some productive ways to respond to student violations of our academic honesty policy?
- To what extent are we, as instructors, responsible for preventing acts of academic dishonesty, or, more positively, for promoting an ethic of academic honor?
- What steps can an instructor take to control / prevent / discourage academic dishonesty or plagiarism, in its various forms (paper mills, copy-paste, parental proofreading)?
- Is there any value in a hands-off approach to preventing academic dishonesty?
- What attitude or approach toward the reality of academic dishonesty do our students prefer to see, or need to see, in us? Does the concept of academic dishonesty have pedagogical value?
- What is the practical value of tools such as Turn-It-In that are designed to detect signs of plagiaristic behavior?
- How does use of a tool such as Turn-It-In affect student-teacher relationships?
Questions to Discuss
