Department of Computer Science Guidelines for Academic Integrity

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1 Department of Computer Science Guidelines for Academic Integrity 1. Definition of Academic Integrity The NIU Graduate and Undergraduate Catalogs define academic integrity for the University as follows: Good academic work must be based on honesty. The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or an assignment written, in whole or in part, by someone else. Students are responsible for (or guilty of) plagiarism, intentional or not, if they copy material from books, magazines, or other sources without identifying and acknowledging those sources or if they paraphrase ideas from such sources without acknowledging them. Students responsible for, or assisting others in, either cheating or plagiarism on an assignment, quiz, or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university. This definition, slightly abbreviated, is in our Academic Misconduct Statement, a printed copy of which is given to all incoming graduate students and undergraduate majors 1. Each graduate student is asked to sign and return a copy. In addition, this catalog language is in our Academic Misconduct Policy for Teaching Assistants, given each semester to all graduate assistants and undergraduate teaching assistants. 2. Why is Academic Integrity Important to Maintain? The University believes that maintaining and protecting academic integrity is vital to the ethical and intellectual health and standing of the institution. Among the many reasons for this are: A. Reputation of NIU and the Department: our reputation affects both the number and the quality of applicants to our programs. It also likely affects the number and quality of applicants for faculty positions. Since our faculty and student body are the university, we should attend closely to anything that can threaten them. B. Effect on Employment Prospects for our Students: if, because of cheating, the quality of our graduates noticeably diminishes, employers will eventually discover this and reduce or stop recruitment at NIU. This would be most unfortunate for students who do not cheat and thus do graduate with the skills intended. After all, most of our students are here to prepare for the software development workforce, and if they suffer reduced opportunities because of rampant cheating in our program, we are doing them a grave disservice. C. Expectation of Fairness to Honest Students: whether it is obvious or not, students do expect their professors to set and maintain firm classroom management policies and practices. Starting with simple things such as asking students to be on time to class and controlling talking 1 Undergraduate majors will receive Academic Misconduct Statement as of Fall Page 1 of 7

2 during lectures, through more serious practices such as monitoring tests and closely checking assignments, students do expect us to attend to these matters. In cases of cheating, students will perceive unfairness if they think that no effort is being made to limit cheating or if no significant penalty is assessed when it is found. This reduces our authority and the respect that we hope to earn from our students. (At the same time, we recognize that the professor may be aware of special or extenuating circumstances which may modify the normal process of dealing with cheating and that these circumstances probably should not be shared with the class.) D. Model for Ethical Behavior: a vital and central purpose of an academic institution is the search for new knowledge. As practitioners of this activity, we model ethical and truthful behavior to our students and must insist that they in many cases, the next generation of academics behave in an honest and ethical manner in their academic life. 3. Faculty Responsibility Each member of the department s faculty is responsible for maintaining the highest level of academic integrity. To that end the department expects each faculty member to (a) take active measures in the design of their courses specifically targeted to thwart or reduce the likelihood for academic misconduct, (b) actively and vigilantly look for academic misconduct (including guiding student assistants assigned to their courses to help accomplish this same task), (c) to aggressively investigate all incidents in which academic misconduct is suspected in a fair and timely manner, and (d) to file an academic misconduct report and impose an appropriate penalty each time academic misconduct has been determined to have occurred. 4. Suggested Best Practices Here are some suggested best practices to consider when designing courses. Not all these suggestions need be used in a single course, but some would probably be helpful in a given course. A. Tests Do not write all multiple choice questions. Require some writing or coding. Never reuse a test from one semester in a later semester. It would seem OK to pick out a few questions from a few different older tests. If you hand back tests to students during class and then pick them up, this will not prevent the tests from entering the public domain. Cell phones can quickly take a few pictures and your test is public. Make different printed versions of a test with different question sequences. You could use the same question sequence with the answers in a different order. Commercial software is available to automate this task, from an instructor-supplied question pool (ExamView 2 is one). We can look into the best options for this if there is interest. 2 Page 2 of 7

3 You can use different colored paper to signal that there are different versions of a test (whether there are or not). Or use the same color to imply they are the same when they are different. Change the strategy from one test to then next so students will not know what to expect. This is an extra effort, to be sure, but it will help greatly to reduce cheating on multiple choice questions normally the easiest question type on which to cheat. Don t make the questions themselves (significantly) different, as one version might be harder than another. Announce at the beginning of each test that all materials other than a pencil must be on the floor during the test. Use (or visible possession) of any electronic device in any fashion will result in a 0 on the test and an academic misconduct report. Have students sit in alternate chairs, when possible. Watch students. Do not read a book and rarely look up. Leave the room for a moment by the front door and quietly enter the room by the back door and stand silently for a few minutes, then walk quietly up to the front again. Or just walk to the back of the room and stand there for a while, then walk back. Do this several times during the test. It will be difficult for students to talk, use cell phones, etc. if you are continually watching. This is boring, but it cannot help but be effective. B. Programming and Other Assignments Over time, develop a pool of assignments for your course. Occasionally, go back to one that has not been used for a while, and make some minor modification(s) that will distinguish the new one from the old. Students who might find an old version in the student assignment bank might not notice. Then you have a case. Tests, quizzes, and assignments, all graded according to consistent and objective guidelines, with attention to potential should be the primary determiner of course grades, since these instruments are most amenable to monitoring. Devise a specific late assignment policy, appropriate to your class. Do not allow students to skip assignments, especially if later assignments build on earlier ones. Skills and knowledge gained in one assignment are often practiced, reinforced, and elaborated upon in subsequent assignments. Allowing students to skip (or even significantly delay) completion of some assignments in this progression inevitably will impede this accumulation of skills and knowledge, leading to a poorer mastery of the course content as well as an increased proclivity to cheat as students realize that they lack an adequate foundation from the first part of the course to succeed, by their own efforts, in the second. The department strongly encourages faculty to make use of the automated software plagiarism detection tool Measure Of Software Similarity, more commonly known as MOSS 3. This tool should at least be used to compare programs submitted in a given semester, but may also be used to compare programs submitted in a given semester against a repository of programs (e.g., maintained by each faculty member) from 3 Page 3 of 7

4 previous semesters. This latter application of MOSS can be particularly effective in discovering incidents when students cheat by submitting programs from a solution pool to which they might have access (e.g., Greek system or other formal, or informal, groups or clubs). Consider informing students that automated cheating detectors will be used in identifying suspicious sets of programs. When reports or papers are required, educate students explicitly on the idea of plagiarism, and on how to credit others work in a written report. This should be in the syllabus, but we recommend spending a few minutes in class on the subject. There are automated ways to check for plagiarism in papers. These range from just copy/pasting a few suspect non-attributed sentences into Google to seek a match to a facility in Blackboard that will search an extensive external and NIU-internal database for copied material. This feature is called SafeAssign and is explained in the Blackboard Help system. Copying code from textbooks or the internet for use in a program should be considered the same as copying text from an article or book: it should be limited, and where copied code is used, the code should be documented as to its source. This goes back to the basic definition of academic honesty: The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. It seems reasonable to apply this idea to code as well as other intellectual products. You may want to impose additional restrictions. For example, copying well-known and commonly used algorithms (selection sort) or techniques (how to hide a soft keyboard) might be considered fair use. Very specific or unusual code might not. If you decide to have specific limitations, your course syllabus (or specific assignments) should have a clear statement about this C. Course Policies Tests are easier to monitor than assignments. Additionally, many instructors consider assignments to be the means by which students acquire much of the content, knowledge, and skills presented in a course; and that tests are how they demonstrate what they have learned. Given this, consider weighting tests more heavily than assignments (60% 40% or even 70% 30%) in determining course grades. Of course, this information must be in the course syllabus. However, we should be careful here. We all know that some students are better than their tests indicate. Here s a possible way to reduce the impact of poor test takers (especially in lower level courses) and at the same time to encourage students to keep up in their studies: Each week (or two weeks) make up a set of 10 quiz questions over recent material. Design these questions to be easy (= quick) to grade. Publish them on Blackboard or the web several days before the quiz. Blackboard quizzes can be automatically graded, as well. Students can be encouraged to study together for these quizzes. They can even come to your office to ask you if their answers (on a couple of them) are correct. On the announced day, give the quiz but only give 2 or 3 questions. Don t tell them which ones in advance just that there will be a few of the 10 on the Page 4 of 7

5 quiz. Anyone who is serious and diligent can get close to 100% on these quizzes. (Maybe drop the lowest one or two.) Involve your TA in looking for misconduct. This means meeting with him/her frequently especially in the first half of the semester. If you do this, it will involve some quick scheduling in order to get assignments back within a week (our goal). We suggest the following for at least the first few assignments: o Write grading guidelines with specific point values for specific anticipated errors. o Have the TA grade 3 programs according to these guidelines in pencil. o Have the TA bring them to your office and go over them with him/her. Point out any additional things that the TA might have missed or you might have forgotten; make general comments; give praise where due. o Send him/her off to grade the rest (and possibly revise the 3 already done). o Have him/her bring the graded programs back a day before you plan to hand them back. Ask if there were any issues or problems. Ask if there was anything suspicious. o Check a few yourself. Make notes that you want to bring to the TA s attention. Make any required corrections notes or point value changes - on the programs. Hand them back. This is a paper-based workflow. You could work out an electronic version, but the face-toface work with the TA will emphasize your interest and involvement in this process. It will notify the TA that you are looking for misconduct and that you are concerned about the quality of students work and the quality of the grading. This is all good. Finally, when you talk to your TA about grading and ask him or her to watch for cheating, be sure to inform him/her that any such suspicion should be reported to you. Under no circumstances should the TA discuss this with the student. 5. Getting at the Truth When you suspect a student or students of cheating, first ask another faculty member to confirm your suspicions by looking at the evidence (e.g., programs). If there are multiple students involved, talk to them individually. Don t reveal the name(s) of the other party(ies). Privately ask each student to come see you (individually) in your office. Whenever you talk to a student about cheating, it should be in your office or in the department office. You should not initiate or be enticed into a discussion of cheating in the classroom, hallway, or other public place where the discussion could become public and heated. The only exception to this is in a test situation, where you may confiscate the test, instruct the student to leave the test, and inform the student that you will discuss this later in your office (or the department office). Do not reveal evidence. When the student comes to see you, have the evidence available (for example, the text of the two essentially identical programs), but at this point do not show them to the student. Verbally describe the similarities briefly, and ask for an explanation: Page 5 of 7

6 I have two programs here that are essentially identical. Can you explain this? No, I haven t any idea. Well, it is clear to me that academic misconduct has occurred. You can tell me about it now, or we can take this to the Judicial Office, which will partially influence the penalties, if you are found responsible. Did you work together with anyone on this? Did you get it from someone or give it to someone? No All right. Something has happened here. Can you imagine explaining this to the judicial hearing board? Do you understand that if you are responsible for academic misconduct, it is possible that you could get an F in this course or be suspended or dismissed from the university? Umm... I tell you what. You think about this, and come back in half an hour (or other time period probably the same day) and tell me anything you may recall or know. If you are honest in this, we will determine a penalty here. It will not be light, but it will not be an automatic F. If you truly did nothing wrong, we will need to have an investigation and if you are found to have lied or not revealed things, the penalties will be more severe.. (later) Well, I did work a little with Joe in the lab. But we did not cheat! We just talked about it a little I have looked at your two programs. There is no way that they could be that similar unless you worked closely together. I have had another professor look at these, and she agrees with my finding. Well At this point (if not earlier), usually the student will admit to something. If not, you have to be willing to take it to a hearing. This is rare. 6. Suggested Penalties Any serious effort to reduce cheating must involve penalties assessed against the cheaters. There is no effect in saying don t do it again or giving a 0 on this single assignment (the student will have gotten a 0 or close to it if he/she had not cheated, so he/she is not much worse off than if the student had been honest). Here are the department s guidelines. Any deviations from these should have a compelling justification. File a report: Any academic misconduct must have a formal complaint filed with the Judicial Office. In the event a penalty is assigned, the university must have a record of this to support the action in the event of a lawsuit. Even in the event that no penalty is assessed, a report must be filed so that if a future infraction by the same student occurs, there will be a record of this (and any other) infractions available to the judicial system. Impose a penalty: A substantial penalty for those found responsible should be imposed. Again, a 0 on the assignment is insufficient penalty. At the risk of unnecessary repetition, if Page 6 of 7

7 the student had not cheated and thus not done the assignment, (s)he would have likely received a 0. In effect, a penalty of a 0 on the assignment justifies the risk of being caught. (If the cheater gave his code to another person, perhaps a lesser penalty, for example, a 0 would be appropriate) Therefore, o In general, the department recommends a 0 on the assignment and a letter grade reduction for the course. o In particularly egregious cases (in one case, a student stole his roommate s floppy disk from his roommate s computer, copied the file, and then put the disk back) more severe penalties may be warranted. Note: In the case where the student is already failing, a 0 and letter grade reduction is still a penalty in the sense that a Judicial Report will be filed, with possible additional consequences, now or later. Approved: Department Advisory Committee, April 30, 2012 Page 7 of 7

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