Unit 10周国志 It Takes a Village
Background Information
1. About the author & the text
Donald L. McCabe is the leading researcher on academic integrity in the United States. He is a professor of Organization Management at Rutgers University, and helped found the Center for Academic Integrity at Duke. During the past ten years he has surveyed over 14,000 students at 60 colleges and universities. His work appears frequently in business, education, and sociology journals. The text is an extract from his essay 案例分析法It Takes a Village: Academic Dishonesty & Educational Opportunity, which was published in Liberal Education in 2005. 2. Academic dishonesty
Academic integrity is a fundamental value of teaching, learning and scholarship. Yet there is growing evidence of students' dishonesty during their academic career. Two major forms of
academic dishonesty are cheating and plagiarizing. Cheating means getting unauthorized help on an assignment, a quiz, or an examination. Plagiarism means submitting someone else's work as one's own. For example, copying material from a book or other source without acknowledging that the words or ideas are someone else's is plagiarism. Factors identified to influence academic dishonesty include competition and pressures for good grades, instructional situations that are perceived as unfair or excessively demanding, faculty who are perceived as uncaring or indifferent to their own teaching or to their students' learning, lax attitudes on the part of faculty toward academic dishonesty, peer pressure to support a friend, and a diminishing sense of academic integrity and ethical values among students.
3. Honor code
An honor code or honor system is a set of rules or principles governing a community based on a set of rules or ideals that define what constitutes honorable behavior within that community. The use of an honor code depends on the idea that people (at least withi
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n the community) can be trusted to act honorably. Those who are in violation of the honor code can be subject to various sanctions, including expulsion from the institution.
In America, the first student-policed honor system was instituted in 1779 at the College of William and Mary at the behest of Virginia's then-Governor Thomas Jefferson. In 1842, Henry St. George Tucker, then a professor at the University of Virginia, revised the university's honor code. The idea was to have students "vouch" for one another and agree to report misbehavior. In this spirit, Tucker revised the honor code to include the following pledge: "I do hereby certify on honor that I have derived no assistance during the time of this examination from any source whatever, whether oral, written or in print." This pledge has, in one form or another, since been adopted into the honor systems of other American universities.
Enforcement of honor codes differs from campus to campus as well. Here are some sample honor codes:
"I hereby certify on my honor that I have neither given nor received any assistance during
this examination." {University of Virginia)
"We will not lie, steal or cheat, nor tolerate among us anyone who does." [U.S. Air Force Academy Honor Code)
"I affirm that I have adhered to the honor code in this examination." (Oberlin College Honor Code)
顺铂的不良反应
"I have neither given or received nor have I tolerated others' use of unauthorized aid." [Valparaiso University Honor Code)
"No member of the Caltech community shall take unfair advantage of any other member of the Caltech community." [California Institute of Technology Honor Code)
石英砂岩Notes
1．liberal education: (Para. 1) The Association of American Colleges and Universities defines liberal education as "a philosophy of education that empowers individuals with br
oad knowledge and transferable skills, and a stronger sense of values, ethics, and civic engagement". Characterized by challenging encounters with important issues, and more a way of studying than a specific course or field of study, a liberal education can be achieved at all tyes of colleges and universities. Liberal education has its origins in the medieval concept of education proper to a free man, as opposed to a slave, who could only be educated with a professional, vocational, or technical curriculum. In the medieval Western university, seven liberal arts were identified: grammar, rhetoric, and logic (the trivium) and geometry, arithmetic, music, and astronomy (the quadrivium). 自由教育，通才教育，人文教育，博雅教育 2. Among other things, it is a challenge to develop students who accept responsibility for the ethical consequences of their ideas and actions. (Para. 1): It is a demanding job to shape students into the ones who have the sense of taking responsibility for the moral outcome of what they think and what they do
3．…石家庄城域网, our goal should be to find innovative and creative ways to use academic inte
grity as a building block in our efforts to develop more responsible students and, ultimately, more responsible citizens. (Para. I): to employ academic honesty as a means to teach our students to be responsible for their behaviors so that in the end they will be cultivated into responsible citizens.
4. In particular, to help students appropriately orient themselves and develop an appropriate mental framework. (Para. 2): to help student have a proper understanding of their own positions, and help them form a set of values and principles as a basis for one's judgment and decisions.
5. Without such guidance, cheating makes sense for many students as they fall back on strategies they used in high school to negotiate heavy work loads and to achieve good grades. (Para. 2): Without such guidance, many students would feel it understandable to play the tricks which they used in high school so that they can find a way through heavy work loads successfully and get good marks.
6. ... I have become convinced that a primary reliance on deterrence is unreasonabl
e: (Para. 4): I have come to believe that it is not sensible to rely solely on threatening students away from cheating by strong sanctions.
7. Having decided that sanctions do little more than to permanently mar a student's record...: (Para. 5): Punishment can only give a student bad record, it is not of much help to him.
8. These strategies seem often to be win-win situations. (Para. 5): Both students and teachers benefit from these measures.
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