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Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 1

Brent Duncan, PhD Dean of Faculty School of Business

Transcript: School of Business Faculty Practices for Fostering Academic Integrity for Professional Success

Brent Duncan, PhD

Dean of Faculty

School of Business



Contents Overview ....................................................................................................................................................... 3

Establishing a Framework for Fostering Integrity in the School of Business Classroom .......................... 3

Practices for Fostering Integrity in the Classroom .................................................................................... 4

Traditional Framework for Addressing Cheating Behavior in Higher Education ....................................... 4

How School of Business Faculty Define Expectations .......................................................................... 4

How School of Business Faculty Explain Consequences ..................................................................... 5

How School of Business Faculty Monitor Work ..................................................................................... 5

How School of Business Faculty Reinforce Standards ......................................................................... 6

A Holistic Approach to Fostering Integrity in the Classroom ..................................................................... 6

Syllabus Modification Guidelines ........................................................................................................... 7

Encouraging Integrity Through Syllabus Design ................................................................................... 7

Modify Assignments to Promote Original Work ..................................................................................... 8

Practices for Fostering Integrity in the Classroom .................................................................................... 9

School of Business Integrity Practices Within the Traditional Framework ................................................ 9

Define Expectations & Explain Consequences ........................................................................................... 10

Defining Expectations Lays the Foundation for Effective Intervention .................................................... 10

How School of Business Faculty Define Expectations ............................................................................ 11

How School of Business Faculty Explain Consequences ....................................................................... 12

Monitor Work ............................................................................................................................................... 13

Why Monitoring is Important .................................................................................................................... 13

Faculty Use of Plagiarism Checker ......................................................................................................... 14

Limitations of Plagiarism Checker ....................................................................................................... 14

Best Practices in Monitoring .................................................................................................................... 15

Reinforce Standards ................................................................................................................................... 16

Reinforcement is the “Control” of Integrity Strategy ................................................................................ 16

Faculty Reinforcement Practices ............................................................................................................. 16

Faculty Use of Early Alerts ...................................................................................................................... 17

Missed Benefits of Early Alert System ................................................................................................. 17

Why Faculty Don’t Use the Early Alert System ................................................................................... 18

Myth Busting the Early Alert System ................................................................................................... 19

Coordinating Interventions Through Early Alerts ................................................................................. 20

Early Alert Process .............................................................................................................................. 20

Faculty Use of Academic Violation Tracker (AVT) .................................................................................. 21

Faculty Best Practices in Reinforcement ................................................................................................. 22

Reflective Activity .................................................................................................................................... 23

References .................................................................................................................................................. 24



Overview

Brent Duncan, PhD

Dean of Faculty

School of Business

Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 1

SCHOOL OF BUSINESS FACULTY PRACTICES THAT FOSTER

ACADEMIC INTEGRITY FOR PROFESSIONAL SUCCESS

Brent Duncan, PhD

Dean of Faculty, School of Business

• From WHY to HOW

• Pract ices that foster integrit y in our

classrooms and students

• Four podcast segments with

quizzes

• Develop an intervent ion approach

to help an at risk student

Greetings. I’m Dr. Brent Duncan, Dean of Faculty for the

School of Business. Thank you for joining me to explore

faculty practices that foster academic integrity for

professional success.

During our prior discussion, we focused on WHY students

and faculty should develop academic integrity as a set of

skills for professional success. Today, we’ll look at survey

results that identify School of Business faculty practices for

understanding HOW to foster integrity in our classrooms

and students. This will be in the form of four brief podcasts;

heads up, there will be quizzes throughout each podcast.

We’ll finish up by asking you to develop and share an

intervention approach using university tools, resources,

and personnel to help an at-risk student.

With that, let’s get to work.

Brent Duncan, PhD

Dean of Faculty

School of Business


Establishing a framework for

fostering integrity in the

School of Business classroom

School of Business faculty pract ices for fostering

academic integrity for professional success

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

• School of Business faculty integrity

pract ices

• Research-based framework for dealing

with cheat ing

• Holist ic approach for fostering

integrity

• Pract ical approach for encouraging

original work

Establishing a Framework for Fostering Integrity in

the School of Business Classroom

This section focuses on establishing a framework on which

we can build integrity into our classrooms.

We’ll start by reviewing key integrity practices that School

of Business faculty already implement in their classrooms,

and compare these practices to a research-based

approach for addressing cheating behavior in higher

education. We’ll expand on this framework to consider best

practices recommended by School of Business faculty for

taking a more holistic approach to fostering integrity of

faculty and student work. Finally, I’ll show a practical

approach for assuring the integrity of our assignments so

we can encourage original work that returns greater value

for students.



Brent Duncan, PhD

Dean of Faculty

School of Business


PRACTICES FOR FOSTERING INTEGRITY IN THE CLASSROOM

0% 20% 40% 60% 80% 100%

File Academic Violat ion Tracker for plagiarism

Engage counselor through Early Alert

Provide feedback related to integrity issues

Require students to run papers through Turnit in

Run papers through Turnit in

Require students to acknowledge Code

Integrity resources and dialog in class

Inst ructor Policies reinforce Code

Faculty pract ices for fostering student integrity and professional ethics in the classroom

Rarely

Occasionally

Often

Practices for Fostering Integrity in the Classroom

Let’s start by taking a quick look at how School of Business

faculty generally foster integrity in the classroom.

Pulling from the School of Business Academic Integrity

Survey, this chart shows the most common practices

faculty deploy for helping students assure the integrity and

credibility of their work, and how much we say we’re using

each practice. We’ll review each of these during this

presentation. For now, a brief look at the chart helps

identify some areas of significant strength, while

illuminating some important opportunities for improvement.

Let’s see how these practices fit within a research-based

higher education approach for addressing student integrity

issues.

Brent Duncan, PhD

Dean of Faculty

School of Business


TRADITIONAL FRAMEWORK FOR ADDRESSING CHEATING

BEHAVIOR IN HIGHER EDUCATION

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

(Molnar & Kletke, 2012; Simkin & McLeod, 2010)

Traditional Framework for Addressing Cheating

Behavior in Higher Education

As we covered in a prior presentation, research from

traditional higher education has identified four basic steps

for dealing with cheating behavior (Molnar & Kletke, 2012;

Simkin & McLeod, 2010). The preferred approach we’re

encouraging in the School of Business includes these

general categories, but integrates important tools and

practices for developmental interventions that foster

academic integrity as a set of skills for professional

success.

Let’s see how the School of Business faculty and approach

fits within this traditional framework.

Brent Duncan, PhD

Dean of Faculty

School of Business


HOW SCHOOL OF BUSINESS FACULTY DEFINE EXPECTATIONS

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Faculty PoliciesClassroom

dialog

ModelingDevelopmental

foundat ions


Define expectat ions

How School of Business Faculty Define Expectations

Under “Define Expectations,” almost all School of Business

faculty establish a foundation for fostering integrity of

student work by communicating acceptable practices as

follows:

In their Faculty Policies documents

By initiating and facilitating discussions in the

classroom

By demonstrating and modeling acceptable practices

for the students

These practices help lay a foundation for effective

intervention when we identify at-risk behaviors in student

work.



Brent Duncan, PhD

Dean of Faculty

School of Business


HOW SCHOOL OF BUSINESS FACULTY EXPLAIN CONSEQUENCES

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Emphasize

benefits

Establish

career

connect ions(Molnar & Kletke, 2012; Simkin & McLeod, 2010)

Explain consequences

How School of Business Faculty Explain

Consequences

Under “Explain Consequences,” almost all School of

Business faculty help students avoid the risks of bad

behavior, but we have a need to shift our discussion to

include an emphasis on the benefits of assuring the

integrity and credibility of work. It is especially important for

us to connect integrity practices to career success.

Brent Duncan, PhD

Dean of Faculty

School of Business


HOW SCHOOL OF BUSINESS FACULTY MONITOR WORK

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Plagiarism

Checker

Awareness of

cheat sources

Internet

search engine

Academic

Help Desk


Monitor Work

How School of Business Faculty Monitor Work

Under “Monitor Work,” most faculty are using basic

monitoring tools, like Plagiarism Checker, to catch

incidental and unsophisticated cheating.

An area for improvement here is for us to increase our

awareness of cheat mills, cheat tools, and cheat practices

that students might deploy. Another practice is to leverage

Internet search engines and our own experience to

investigate potentially problematic content. Also, when we

run into situations that we’re not sure how to resolve, we

should feel comfortable reaching out to the Academic Help

Desk for guidance and support.



Brent Duncan, PhD

Dean of Faculty

School of Business


HOW SCHOOL OF BUSINESS FACULTY REINFORCE STANDARDS

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Feedback

• Dissonance

• Coach

Developmental

intervent ion

• Early Alert

• AVT

Engage Counselors Be empowered


Reinforce Standards

How School of Business Faculty Reinforce Standards

With “Reinforce Standards” being the control component of

integrity strategy, lack of effective control can undermine

even the best laid plans.

In this area, most faculty say they’re using developmental

feedback to help students recognize the dissonance

between performance and expectations, then coaching

them to set goals for taking action to close the gap

(Rangel, Camerer, & Montague, 2008). However, the

survey results reflect a need for improvement by

integrating university tools, resources, and personnel to

support our in-class interventions. For example, very few

faculty file Early Alerts, and even fewer use the Academic

Violation Tracker. These are fundamental tools for

engaging the university to support faculty in-class

interventions. And, they are a reflection of faculty

engagement, which can offset retaliatory SEOCs.

It is especially important to realize that we are not alone in

our commitment to support student success. When we

identify at risk behaviors, we should feel comfortable

conducting interventions that engage university resources

and personnel so the students can get support outside of

our classrooms.

Brent Duncan, PhD

Dean of Faculty

School of Business


A HOLISTIC APPROACH TO FOSTERING INTEGRITY IN THE

CLASSROOM


Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

• Check

integrit y of

default

• Modify or

replace to

promote

original

work

Develop

cheat-

resistant

assignments

and syllabus

to promote

original

work,

enhance

value

A Holistic Approach to Fostering Integrity in the

Classroom

Some faculty suggested in the survey results a best

practice for fostering integrity. Some faculty suggested in

the survey results a best practice for fostering integrity by

developing cheat-resistant assignments to promote original

work and enhance value. We can do this by checking the

integrity of the default assignments and making changes to

assure original work. Let’s drill down to see how this works.



Brent Duncan, PhD

Dean of Faculty

School of Business


SYLLABUS MODIFICATION GUIDELINES

• Check

integrit y of

default

• Modify or

replace to

promote

original

work

Develop

cheat-

resistant

assignments

and syllabus

to promote

original

work,

enhance

value

2014-2015 Faculty Handbook Sect ions 4.1.4 & 4.1.6

Stay within

course

object ives

Use course

materials

Maintain

academic rigor

Don’t change

Signature

Assignments

Syllabus Modification Guidelines

Even before starting the course, faculty can lay a

foundation for assuring the integrity of the classroom by

customizing the default syllabus. The Faculty Handbook

(University of Phoenix, 2014a) states that we’re expected

to make a personalized syllabus, as long as we:

Stay within course objectives.

Use the course materials.

Maintain academic rigor.

Don’t change signature assignments.

Brent Duncan, PhD

Dean of Faculty

School of Business


ENCOURAGING INTEGRITY THROUGH SYLLABUS DESIGN

Check integrity

of AssignmentUndermined?

NO

Yes

Use Default or

modify for

needs of

students

Modify or

replace

assignment to

promote

original work

• Search

assignment

name in Internet

search engine

• Note cheat mill

resources

• Be empowered

to drive change

Encouraging Integrity Through Syllabus Design

We can test the integrity of an assignment by using the

same technique that some students use to find cheating

material:

Copy the name of the assignment into a search engine to

see how many cheat mill resources are available for that

particular assignment.

The results can be disappointing, if not horrifying. But, this

illuminates the universal challenge in higher education to

assure the integrity of student and faculty work.

Fortunately, we as faculty are empowered to fix the

problem at the syllabus level by making changes that

promote originality in student work, while increasing

learning value.

If we don’t find cheat mill resources for the assignment,

then we can use the default, or make whatever changes

we feel necessary to meet the needs of our students.

If we determine that the integrity of the default assignment

is compromised, we should modify or replace the

assignment to promote original work.



Brent Duncan, PhD

Dean of Faculty

School of Business


MODIFY ASSIGNMENTS TO PROMOTE ORIGINAL WORK

Check integrity

of AssignmentUndermined?

NO

Yes

Use Default or

modify for

needs of

students

Modify or

replace

assignment to

promote

original work

Change the name of

the assignment

Develop pract ical,

experient ial

assignments

Pick “your

company”

• Not “a company”

Interview a

manager

• Primary source

Value for tuit ion

• Textbook

• Course materials

• Library

Discourage lazy and

risky research

pract ices

Modify Assignments to Promote Original Work

If you find that students of questionable ethics and

competency have undermined the integrity of the

assignment by posting their substandard papers on the

Internet, we can make some simple changes that promote

original work. For example:

Change the name of the assignment.

Develop the assignment as an experiential learning

opportunity by changing “pick a company” to “pick

your company or a company that you would like to

work for”.

Require that the student interview a manager

responsible for the function or activity that they’re

writing about.

o Provide them with recommended questions for the

interview.

o Have the students include the interview as a

primary source for the assignment.

Require that students get value for their tuition

investment by using course materials and University

Library resources. For example:

o Primary Source: Course Text

o Secondary Source: Other course materials

o Tertiary Source: Library

Discourage lazy and risky research practices by

restricting Internet search engines as primary research

tools for course content. Allow Internet research only:

o For tertiary sources and market research

o After the students have exhausted the premium

resources they’re paying for in the course and

University Library

o If the students know how to sift through the

garbage to find the gems



Brent Duncan, PhD

Dean of Faculty

School of Business


PRACTICES FOR FOSTERING INTEGRITY IN THE CLASSROOM

0% 20% 40% 60% 80% 100%

File Academic Violat ion Tracker for plagiarism

Engage counselor through Early Alert

Provide feedback related to integrity issues

Require students to run papers through Turnit in

Run papers through Turnit in

Require students to acknowledge Code

Integrity resources and dialog in class

Inst ructor Policies reinforce Code

Faculty pract ices for fostering student integrity and professional ethics in the classroom

Rarely

Occasionally

Often

Expectat ions

Consequences

Monitor

Reinforce

Practices for Fostering Integrity in the Classroom

Concluding this section, let’s go back to the initial slide,

which shows how School of Business faculty foster

integrity in their classrooms and connect it to the traditional

framework for dealing with cheating in the classroom.

The survey showed that faculty generally follow

appropriate practices for communicating expectations and

consequences and monitoring performance. It indicates

that we have significant opportunity for improving our

reinforcement practices.

Brent Duncan, PhD

Dean of Faculty

School of Business


SCHOOL OF BUSINESS INTEGRITY PRACTICES WITHIN THE

TRADITIONAL FRAMEWORK

Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Celebrate

st rengths

Illuminate

opportunit ies for

improvement

Explore pract ices for

fostering integrity of

student and faculty work(Molnar & Kletke, 2012; Simkin & McLeod, 2010)

School of Business Integrity Practices Within the

Traditional Framework

For the rest of today’s workshop, let’s focus on the

classroom-level steps for dealing with cheating. This will

help us to:

Celebrate our strengths in fostering integrity in student

work.

Illuminate some opportunities for improvement.

Identify faculty practices for strengthening the integrity

of student and faculty work.



Define Expectations & Explain Consequences

Under “Define Expectations,” almost all School of Business faculty establish a foundation for fostering integrity of student work by communicating acceptable practices. Under “Explain Consequences,” almost all School of Business faculty help students avoid the risks of bad behavior.

We hope to shift our emphasis from focusing only on risks of cheating to the benefits of assuring the integrity and credibility of work. It is especially important for us to help students connect academic integrity to professional success.

Brent Duncan, PhD

Dean of Faculty

School of Business


DEFINING EXPECTATIONS LAYS FOUNDATION FOR EFFECTIVE

INTERVENTION

Close the gapSet goals to take

act ion

Illuminate

disconnect

between

performance and

expectat ions

Define

expectat ions

Defining Expectations Lays the Foundation for

Effective Intervention

“Define Expectations” serves as the feed forward step. This is important for laying a strong foundation for later intervention through which we can help struggling students recognize disconnects between performance and expectations so we can coach them to set goals for taking action to close the gap (Rangel, Camerer, & Montague, 2008).

Without the “Define Expectation” step, any intervention attempt is mostly reactionary, mitigating potential efforts to help students develop success competencies. This is why it was so good to see that almost all School of Business faculty say they are taking necessary steps to define expectations at the start of a class.



Brent Duncan, PhD

Dean of Faculty

School of Business


HOW SCHOOL OF BUSINESS FACULTY DEFINE EXPECTATIONS

92% use Inst ructor Policies

to increase awareness of the

Student Code of Academic

Integrity

74% Require that students

acknowledge that they

understand and will adhere

to the Student Code of

Academic Integrity

Best Pract ices

Provide links

to student

resources for

APA and

plagiarism

Review and

demonst rate

APA and

plagiarism

resources

Integrate

resources into

classroom

act ivit ies

Emphasize

benefits,

communicate

consequences

How School of Business Faculty Define

Expectations

92% of School of Business faculty include verbiage in their Instructor policies document that reinforces the Student Code of Academic Integrity, while 74% require students to acknowledge that they understand and will adhere to the Student Code of Academic Integrity in the classroom.

In addition to this, other faculty:

Provide students with links to student resources for APA and plagiarism, like the Plagiarism Guide and Plagiarism Tutorial in the Center for Writing Excellence.

Review and demonstrate those resources in the classroom.

Integrate the resources into classroom activities.

Some faculty have noticed that their emphasis needs to shift from “preventing plagiarism” to “assuring integrity” by emphasizing benefits along with the consequences. Which takes us to the next step…



Brent Duncan, PhD

Dean of Faculty

School of Business


HOW SCHOOL OF BUSINESS FACULTY EXPLAIN CONSEQUENCES

75% explain

possible

consequences at

the start of class

Best Pract ices

Explain

professional

risks

Emphasize

benefits

• Learning

• Value

• Career success

How School of Business Faculty Explain

Consequences

75% of School of Business faculty communicate possible consequences of cheating practices at the start of classes. Their explanations tend to be in line with university training, which includes a bad grade for a paper, a failing grade for the course, a warning letter, suspension, and expulsion (University of Phoenix, 2010). A limitation of this approach is that it focuses on academic consequences, without helping the students understand the risks of developing bad practices that can harm their careers.

Some faculty help students understand how such behaviors not only undermine the value of their diplomas, they can also threaten their careers. But, negatives can only go so far as motivators. So, some faculty emphasize the benefits of developing integrity as an academic competency for professional success. For example, by assuring the credibility and integrity of their work, students will:

Develop the knowledge, skills, and practices they are paying for.

Put legitimate value into a diploma that can help to advance their careers.

Build a foundation for career success.



Monitor Work

Brent Duncan, PhD

Dean of Faculty

School of Business

Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 1

Monitor Work



Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Monitor work

• Check for plagiarism

• Increase awareness of

cheat tools and resources

• Leverage tools to

investigate

• Engage with University

Under “Monitor Work,” most faculty are using basic monitoring tools, like Plagiarism Checker, to catch incidental and unsophisticated cheating. Let’s also consider how we might increase our awareness of cheating tools and resources, leverage some of these tools to investigate potentially problematic content, and connect with university resources and personnel for guidance and support.

Brent Duncan, PhD

Dean of Faculty

School of Business


WHY MONITORING IS IMPORTANT

Monitoring fosters ethical pract ice

Intense goals can mot ivate

unethical behavior

• Goals are good

• Monitoring necessary to inf luence and

reinforce posit ive behaviors

Percept ions of observat ion

inf luences behavior

• Boss is watching, so look busy

• Support at tent ion events with

feedback monitoring to inf luence

last ing change

(Schweitzer, Ordonez, & Douma, 2002) (Aronson, 2008)

Why Monitoring is Important

Goals theory research helps us understand the importance of actively monitoring student performance to assure ethical practices that lay the foundation for academic and professional success. In short, demanding, goal-driven environments can drive increases in unethical behavior (Schweitzer, Ordonez, & Douma, 2002). That does not mean that goals are bad; goal-setting is the most research-supported motivation tool we have. However, awareness that intense, goal-driven environments can influence unethical behavior helps us understand the importance of monitoring performance in academic and professional settings.

Social psychology research helps us to understand that even the perception of observation influences behavior (Aronson, 2008). When individuals think they’re being watched, they tend to do what they think they’re supposed to do. This can also result in the Hawthorne Effect—“the boss is watching, so look busy.” It is important to make sure the attention event, the monitoring, is accompanied with substantive feedback or coaching that influences permanent changes in behavior (Duncan, 2013).



Brent Duncan, PhD

Dean of Faculty

School of Business


FACULTY USE OF PLAGIARISM CHECKER

70% use Plagiarism

Checker to monitor

similarity and enforce

integrity standards0% 10% 20% 30% 40% 50%

Every paper

One set of papers per course

Suspected papers

Never

Not applicable

How often do you use Plagiarism Checker

for student work?

Turnit in usage

Faculty Use of Plagiarism Checker

70% of School of Business faculty use Plagiarism Checker to monitor similarity. While that sounds good on the surface, let’s dig deeper to see how faculty are using Plagiarism Checker to monitor student work. 35% of faculty run through Plagiarism Checker every paper in a course. 15% of faculty run one set of papers per course through Plagiarism Checker. 45% of faculty only use Plagiarism Checker for papers they suspect of containing plagiarism. About 5% never use Plagiarism Checker.

It is important to consider which approach might be more effective? Obviously, the Never category is not the solution. But, does “one set of papers per course” offer a “just right” feeling between “every paper” and “suspected papers?”

Brent Duncan, PhD

Dean of Faculty

School of Business


LIMITATIONS OF PLAGIARISM CHECKER

70% use Plagiarism

Checker to monitor

similarit y and enforce

integrit y standards

64% require students

to submit Plagiarism

Checker report with

paper

Limitat ionsDoesn’t catch

egregious and

intent ional

• Accidental, incidental,

unsophist icated

Misinterpretat ion,

misunderstanding

• Clean report does not

mean clean paper

• Confusion, host ility

Limitations of Plagiarism Checker

Many faculty seek a common ground by placing responsibility for checking on the student, with 64% saying they require students to submit a Plagiarism Checker report with their papers. While this can be a highly effective tool for helping honest students avoid accidental plagiarism and develop effective proofing practices that can enhance integrity of their work, understanding the limitations of Plagiarism Checker can help illuminate practices for improving monitoring.

In short, all Plagiarism Checker does is compare the submitted work to content on the Internet; the faculty report also includes a comparison with other student papers (University of Phoenix, 2014b). This makes Plagiarism Checker a good tool for catching accidental, incidental, and unsophisticated cheating. However, it does not catch the most egregious forms of intentional cheating, like paying someone to write an original paper, feeding papers through a paraphrasing tool, or colluding to help others cheat.

Also, some students can misinterpret the results, thinking that their clean report means the paper is plagiarism free. When faculty confront these students with a faculty report that shows high amounts of similarity with other student papers, the student reaction can range from confused to hostile, and even belligerent.



Brent Duncan, PhD

Dean of Faculty

School of Business


BEST PRACTICES IN MONITORING

70% use Plagiarism

Checker to monitor

similarit y and enforce

integrit y standards

64% require students

to submit Plagiarism

Checker report with

paper

Best Pract icesExplain

monitoring

process during

the “Define

Expectat ions”

phase

• Plagiarism Checker

Manual

Spot check posts

with Internet

search engine

• Copy a set of posts

into Microsoft Word

document

• Run through

Plagiarism Checker

Run f irst set of

papers through

Plagiarism

Checker

• Students know

you’re helping

• Ident ify

intervent ion

opportunit ies

Best Practices in Monitoring

This leads to one of the best practices for improving monitoring effectiveness and the potential interventions that follow. In short: Explain the monitoring process during the “Define Expectations” stage. This helps assure potential problems are at least covered in your feed forward. This can help anticipate and reduce cheating behaviors, while providing a more solid foundation for later interventions. The Plagiarism Manual in the Center for Writing Excellence is a good tool you might consider introducing to students during your “Define Expectations” stage.

Other practices faculty recommend for improving monitoring include:

Spot check posts with an Internet search engine. This is especially important for online environments, in which an increasing number of students and faculty are copying content directly from the Internet and pasting it as their participation posts.

When we find a suspect post or recognize a pattern, we can copy a set of student posts into a Microsoft Word document and run it through Plagiarism Checker.

While only 15% of faculty are running the first set of papers for a course through Plagiarism Checker, this seems to be an effective practice for identifying potential problems early in a course so faculty have time to conduct interventions to support student success. The practice can also help students understand that faculty members are actively working to support the integrity of their work and the classroom. Put another way, this helps the students know you’re watching, so they should be on their best behavior. And, if we follow up such attention events with substantive coaching and support, that best behavior can become habit.



Reinforce Standards

Brent Duncan, PhD

Dean of Faculty

School of Business


Reinforce Standards



Define

expectat ions

Explain

consequences

Monitor work

Reinforce

standards

Reinforce standards

• Control

• Feedback, intervent ion tools,

engagement tact ics for

correct ing at -risk behavior

• Apply concepts to develop

and intervent ion st rategy

The most powerful car won't go far without a steering wheel

and breaks.

In this section, we're going to look at the steering wheel and

brake elements of integrity strategy, including, faculty

practices in feedback, intervention, and engagement to

correct at-risk behaviors and support student success. At

the end, we’ll ask you to apply the lessons and practices to

develop and share an intervention strategy for helping an

at-risk student in your class. So, from here, let’s take a look

at how School of Business faculty say they reinforce

standards to foster integrity in their classrooms and student

work.

Brent Duncan, PhD

Dean of Faculty

School of Business


REINFORCEMENT IS THE “CONTROL” OF INTEGRITY STRATEGY

Lack of effect ive

control inhibits

st rategic success

and learning(Hit t , Ireland, & Hoskisson, 2016; Schermerhorn & Bachrach, 2015)

Reinforcement is the “Control” of Integrity Strategy

“Reinforce Standards” is essentially the “control”

mechanism of integrity strategy. As we know from strategic

management practices in business, lack of effective controls

can undermine even the best laid plans, inhibiting strategic

success and learning (Hitt, Ireland, & Hoskisson, 2015;

Schermerhorn & Bachrach, 2015). Looking at the survey

results, this seems to be an area where we have the

greatest opportunity for improvement. This could be

illuminating discovering why some at-risk students can

advance through the program without correction.

Brent Duncan, PhD

Dean of Faculty

School of Business


FACULTY REINFORCEMENT PRACTICES

88% provide students with

feedback related to integrity issues

34% regularly

use Early Alerts

13% use Academic Violat ion Tracker

• 60% never, 25% rarely f ile AVT

Faculty Reinforcement Practices

88% of faculty say they’re using developmental feedback to

help students recognize and correct practices that

undermine the integrity and credibility of their work.

However, the limited use of university intervention tools

indicate that most faculty may feel they’re alone in fostering

integrity of student work.

While the Early Alert System is designed specifically for

faculty to engage the university to support in-class

interventions (University of Phoenix, 2014c), only 34% of

faculty submit Early Alerts for students. Fewer than 13% of

faculty occasionally use the Academic Violation Tracker

system. 60% of faculty report that they never file AVTs,

while 25% rarely file AVTs. It is important to note that any

classroom sanctions beyond a warning should result in an

AVT so that the student can get university-level support

beyond the classroom. Sanctions that should trigger an AVT

include assignment resubmission, deducted points, and

reduction of grade.



Brent Duncan, PhD

Dean of Faculty

School of Business


FACULTY REINFORCEMENT PRACTICES

88% provide students with

feedback related to integrity issues

34% regularly

use Early Alerts

13% use Academic Violat ion Tracker


Feedback Intervent ion

Engaging

University

What this seems to suggest is that we may be good at

providing students with feedback on integrity issues, but we

have an opportunity to learn more about organizing and

conducting interventions to realign some students with

performance expectations.

Let’s dig deeper into these areas to see where we might

improve, and to explain more of what is happening behind

the scenes when a faculty member engages the university

to support in-class interventions for at-risk students.

Brent Duncan, PhD

Dean of Faculty

School of Business


FACULTY USE OF EARLY ALERTS

0 1 2 3 4 5 6+ NA

Early Alerts/ Course 28% 27% 23% 4% 2.50% 2.30% 2% 1.20%

0%

5%

10%

15%

20%

25%

30%

How many Early Alerts do you submit in a course?

Faculty Use of Early Alerts

The Early Alert System and Academic Violation Tracker are

essential tools for organizing and conducting interventions

to support struggling students, but, they seem to be highly

underutilized:

Nearly 60% of faculty say they either never or rarely

use the Early Alert System.

27% say they occasionally use it at a rate of 2 to 3

times a course.

Only about 7% of faculty seem to regularly use the

Early Alert system, from 4 to 6 times a course, while

2% use it quite frequently, more than 6 times a course.

Brent Duncan, PhD

Dean of Faculty

School of Business


0 1 2 3 4 5 6+ NA

Early Alerts/ Course 28% 27% 23% 4% 2.50% 2.30% 2% 1.20%

0%

5%

10%

15%

20%

25%

30%

How many Early Alerts do you submit in a course?

MISSED BENEFITS OF EARLY ALERT SYSTEM UNDERUSE

Early, coordinated

intervent ion vital for

correct ing behaviors

that inhibit success

Coordinat ing efforts

among faculty and

counseling fosters

success competencies

Benefits for engaged faculty

• Enlists allies in support ing student success

• Assures student receives support outside class

• Provides guidance, feedback, support

Missed Benefits of Early Alert System

The limited use of the Early Alert System is unfortunate,

because student success research generally shows that

early intervention is a key to helping students overcome

behaviors that could inhibit academic and professional

success, and interventions are more effective when we can

coordinate efforts of faculty and university to connect

students with resources and training (Bean, 2005).

The Early Alert System is especially important for engaged

faculty, for the following reasons:

Help us know that we’re not alone in helping the

student.

Help assure that the student will get university-level

support outside of our classroom, even when we’re no

longer working with the student.

When used correctly, the Early Alert System can also

provide us with guidance, feedback, and support for our

in-class intervention efforts.



Brent Duncan, PhD

Dean of Faculty

School of Business


WHY FACULTY DON’T USE EARLY ALERT SYSTEM

0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

Students don't need it

In-class intervent ion suff icient

EAS form irrelevant to student needs

Student responsibility to contact counselor

Don't know how to use EAS

Ineffect ive

Other

Why do you not use the Early Alert form?

Faculty Response

Why Faculty Don’t Use the Early Alert System

If an Early Alert System is such an important intervention

tool for supporting struggling students, then why don’t so

many School of Business faculty use it?

50% of faculty believe their students don’t need it.

45% say they believe that in-class interventions are

sufficient.

22% say the Early Alert Form does not include options

relevant to student needs.

8% say it’s not their job; that the student should take

responsibility for contacting their counselor.

3% say they don’t know how to use it.

15% say that they believe the EAS is ineffective.



Brent Duncan, PhD

Dean of Faculty

School of Business


MYTH BUSTING EARLY ALERT SYSTEM

Too late once problem is

not iced

• Early Alerts are important even if faculty ident if ies issues while processing

f inal grades

• The Early Alert is a means to engage the University to support the student

outside of the classroom

Not aware of the form

• Essent ial tool for engaging counseling to support faculty intervent ions

• Syllabus > Classroom > Performance > Select the Alert icon next to the

student ’s name

Not my job• A fundamental role of faculty is to support student success, which includes

fostering integrity and credibility of student work

Doesn’t do any good

Black hole,

never hear back

No followup

• Counselors connect with the student within 24 hours

• Legal barriers inhibit counselor<>faculty communicat ion

• Follow up early alert with email to [email protected]

• Liaison between faculty and counselor

Myth Busting the Early Alert System

Let’s individually address and dispel each myth driving

these perceptions.

Too late once the problem is noticed

Early Alerts are important even if a faculty member

identifies issues while processing final grades. Even

engaged faculty can only do so much for students who are

struggling with integrity and ethics issues. By processing an

early alert late in a class, we can help assure the student

continues to get support beyond our class.

Not aware of the form

The Early Alert System and Academic Violation Tracker

forms are available through the Performance link in the

course syllabus. Within the syllabus, go to the Classroom

home page and select Performance. Select the Alert icon

next to the student’s name. Select the most appropriate

option and send the form. If you don’t feel the form contains

a sufficient option or want to provide additional information,

send an e-mail to [email protected].

Not my job

For faculty who feel it’s not their job to engage the

university to support student success, fostering integrity

and credibility of student work is a fundamental role of

School of Business faculty. In our mission to develop

leaders for business excellence, we should implement

intervention steps when we discover students are engaging

in behaviors and practices that could threaten their careers.

In-class interventions can include using the Early Alert

System to engage counselors to support your in-class

efforts to support student success.

Black hole

Legal and institutional barriers prohibit direct contact

between counselors and faculty, so, by design, the Early

Alert Form is a one-way information flow with legally-

approved descriptors. But, please understand that

counselors DO receive and respond to the Early Alerts. You

can open a two-way dialog with counselors through the

Academic Help Desk, which can serve as a liaison between

you and the counselor. Let me show you how this works.



Brent Duncan, PhD

Dean of Faculty

School of Business


COORDINATING INTERVENTIONS THROUGH EARLY ALERTS

Counselor Faculty

Early Alert

Auto Response

[email protected]

Student? !?

Coordinating Interventions Through Early Alerts

Because legal and structural barriers prohibit direct

communication between faculty and counselors, each party

can be unaware of what the other does, yet both are on the

front line in their roles to support student success. The Early

Alert System provides the legally approved process through

which faculty can engage counselors to support in-class

interventions. However, as we saw earlier, some faculty

perceive that the Early Alert form is ineffective, while others

are not aware of the form.

For their part, counselors can be frustrated when they

receive an early alert, because the form tends to provide

insufficient information for helping them understand what

needs to be done to support the student.

Fortunately, the process includes a solution that almost

everyone tends to miss: An e-mail option through which

faculty can provide details that cannot be communicated

through the form. The following it the recommended

approach to engaging counseling to support in-class

integrity intervention efforts using Early Alerts:

1. Send the Early Alert. Check your faculty e-mail for the

auto-response from the Academic Help Desk. This e-

mail provides the contact information for the Academic

Help Desk.

2. Send an e-mail to the Academic Help Desk with details

that can help the counselor know what is wrong, what

you’re doing about it in class, and what you hope the

counselor can do. The Academic Help Desk will filter the

e-mail for any possible information that might be

considered a FERPA violation, then forward it to the

counselor. The Academic Help Desk representative

typically also follows up with the faculty member.

Brent Duncan, PhD

Dean of Faculty

School of Business


EARLY ALERT PROCESS

Select “Classroom

Performance Link”

in Syllabus

Select the “Alert ”

but ton next to the

student ’s name

Select the “Early

Feedback Alert ”

opt ion

Select the opt ion

closely matches the

student ’s needs

• Academic Help Desk

For integrity issues

• “Student needs plagiarism

resources”

• “Student needs APA

format t ing resources”

Check email for

auto response

conf irmat ion

Send details to

academic.helpdesk

@phoenix.edu

Cont inue to support

student in class

Early Alert Process

For easy reference, here is the recommended Early Alert

process I described in the prior slide.



Brent Duncan, PhD

Dean of Faculty

School of Business


FACULTY USE OF ACADEMIC VIOLATION TRACKER (AVT)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

0 1 2 3 4 5 6 8 10+

AVT/ Course

AVT/ Course

95% of faculty feed

papers through

plagiarism checker

13% regularly

report plagiarism

issues through AVT

• 60% “never ”

• Not serious

• No problems

• Hassle

• Not my job

• Don’t know how

Faculty Use of Academic Violation Tracker (AVT)

A huge gap seems to exist between the number of papers

faculty feed through the Plagiarism Checker and the

number of plagiarism issues faculty file through the

Academic Violation Tracker. While nearly 95% of faculty say

they either occasionally or often feed student papers

through Plagiarism Checker, only 13% report that they

regularly file plagiarism issues through the Academic

Violation Tracker.

Reasons faculty give for not filing AVTs include:

They are able to correct integrity issues in class so they

don’t feel it’s necessary to escalate to the university.

The violations are not egregious enough to justify

intervention.

They don’t identify any integrity issues.

It’s too much of a hassle.

It’s not their job.

They don’t know how.

This would be acceptable if it reflected a reality in which

virtually no cheating is occurring. However, external

research in general higher education trends and internal

classroom audits suggest a different reality in which we

must ask to what degree we as faculty contribute to student

integrity issues through inattention, unawareness, and

unintentional modeling.



Brent Duncan, PhD

Dean of Faculty

School of Business


FACULTY BEST PRACTICES IN REINFORCEMENT

88% provide students

with feedback related

to integrit y issues

34%

regularly use

Early Alerts

13% use Academic

Violat ion Tracker


Best Pract icesReach out for help

• EAS

• AVT

• Academic Help

Desk

Empowered in

support student

success

• Prepare leaders

• Build value into

diploma

• Strengthen

program

viability

Documented

intervent ion

• Engaged faculty

Commitment to

student success

Faculty Best Practices in Reinforcement

Let’s wrap up this section by returning to the initial findings

that illuminate opportunities for improving our reinforcement

practices, and review some best practices some faculty

recommended through the Integrity Survey.

Some faculty feel they’re alone in supporting student

success. This is only the case if we don’t know how to reach

out for help. The university has well-established processes

for supporting faculty in their effort to foster student

success. This includes the Early Alert System and

Academic Violation Tracker system we already discussed.

But, it is also important that we recognize that the Academic

Help Desk is always ready to answer our questions and

guide us through challenging situations in class and with

students.

As faculty, we should feel empowered in our efforts to

assure the integrity and credibility of student work, even if it

creates uncomfortable situations. Our job is to prepare

future leaders for business excellence—and the school

applauds faculty who support student success through the

university framework.

That student who graduates lacking basic competencies in

academic integrity and professional ethics may become

poised for business failure, which reflects on the university

and faculty. In other words, fostering integrity and credibility

of student work helps assure the value of the diploma, while

strengthening our credibility as faculty. It is also important

for us to recognize as faculty that documenting intervention

efforts through Early Alerts, AVTs, and outreach to the

Academic Help desk communicates to the university that we

are engaged in supporting student success.



Brent Duncan, PhD

Dean of Faculty

School of Business


REFLECTIVE ACTIVITY

Review the “Plagiarism Guide” and other “Avoiding Plagiarism (Former Avoiding Plagiarism” resources in Center for Writ ing

Excellence

Complete the “Avoiding Plagiarism Mastery Test ” in the Plagiarism Guide

Considering an integrity issue from one of your courses, do the following:

Develop an intervent ion approach

that integrates the following

• “Avoiding Plagiarism” resources

• Your verbiage for init iat ing a dialog with

the student

• Early Alert

• Academic Violat ion Tracker, if egregious

Address these quest ions

• What are the intervent ion steps you would

take to help the student recognize and

change pract ices?

• What is the verbiage you would use to

init iate a dialog that helps the student

recognize and correct the pract ice

• At what point would you file an AVT?

• What do you do if the student drops after

you init iate an intervent ion?

Post your response and discuss

with your colleagues

Reflective Activity

Let’s work together to develop and share specific practices

for conducting interventions for supporting academic

integrity as a competency for professional success.

For this exercise, do the following:

1. Review the Plagiarism Guide and other Academic

Integrity resources in the Center for Writing Excellence.

Consider taking the Plagiarism Mastery Test in the

Plagiarism Guide to test your knowledge.

2. Consider an integrity issue from one of your courses.

3. For this situation, develop an intervention approach that

integrates the Academic Integrity resources, your

verbiage for initiating a dialog with the student, an Early

Alert, and an Academic Violation tracker (if egregious).

4. Answer the following questions:

a. What are the intervention steps you would take to

help the student recognize and change practices?

b. What is the verbiage you would use to initiate a

dialog that helps the student recognize and correct

the practice?

c. At what point would you file an AVT?

d. What do you do if the student drops after you

initiate an intervention?

5. Post your response and discuss with your colleagues.



References

Aronson, E. (2008). The social animal. New York, NY: Worth.

Bean, J. (2005). Nine themes of college student retention. In A. Seidman (Ed.) College Student

Retention. Westport, CT: American Council on Education and Praegar.

Duncan, B. (2013). Assessing the viability of team learning with remedial students in a lecture based

Japanese higher education culture. Ann Arbor, MI: ProQuest. doi:3558721

Hitt, M. A., Ireland, D. R., & Hoskisson, R. E. (2015). Strategic management: Competitiveness &

globalization (11 ed.).

Hitt, Ireland, & Hoskisson (2016). Strategic management: Competitiveness & Globalization. Boston, MA:

Cengage Learning., CT, Stamford: Cengage Learning.

Molnar, K. K., & Kletke, M. G. (2012). Does the type of cheating influence undergraduate students'

perceptions of cheating? Journal of Academic Ethics, 10(3), 201–212.

doi:http://dx.doi.org/10.1007/s10805-012-9164-5

Rangel, A., Camerer, C., & Montague, R. (2008, July). A framework for studying the neurobiology of

value-based decision making. Nature Reviews Neuroscience, 9, 545–556.

Schermerhorn, J. R., & Bachrach, D. G. (2015). Management (13 ed.). Hoboken, NJ: Wiley.

Schweitzer, M. E., Ordonez, L., & Douma, B. (2002). The dark side of goal setting: the role of goals in

motivating unetchical decision making. Academic of Management Proceedings (B1–B6).

doi:10.5465/APBPP.2002.7517522

Simkin, M. G., & McLeod, A. (2010). Why do college students cheat? Journal of Business Ethics, 94(3),

441–453. Retrieved from http://www.jstor.org/stable/40784704

University of Phoenix. (2010). Plagiarism guide. Retrieved from

https://ecampus.phoenix.edu/secure/aapd/grammar/plagiarism/whynotplagiarize.asp

University of Phoenix. (2014a). 2014-2015 Faculty Handbook. Retrieved from

https://d3qlakwpo3n83o.cloudfront.net/content/public/02-DOCUMENT-

524b0270d046d486db009775/renditions/b06539d3-1efa-49cb-b190-9afc629a2361/UOPX_2014-

2015_Faculty_Handbook.pdf

University of Phoenix. (2014b). Submitting a paper for plagiarism review. Retrieved from Center for

Writing Excellence: https://ecampus.phoenix.edu/classroom/ic/cwe/SubmitPaper.aspx

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https://ecampus.phoenix.edu/content/FAResources/classroster/classroomearlyalert.aspx

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