Please be very aware, I am a stickler about academic honesty.
The course prospectus includes a discussion of academic integrity that specifically references the University of Baltimore's Policies and Procedures. (A copy of the relevant portions of the course prospectus is included below.)
There are a variety of actions that would constitute academic misconduct; for a full description see the prospectus and the web-site. However, the most important definitions (an abbreviated version UB’s Academic Integrity Policies and Procedures) are:
Thus,
As the Prospectus makes clear, information/ideas gleaned from required course readings do not require attribution (except in cases involving direct quotes or wholesale lifting of content). The same goes for material that was part of class discussions or assistance received via the listserv or from the instructor. However, other assistance/joint effort should be documented. Obviously there are minor instances of providing assistance to another student that don't need to be documented - talking someone through downloading the original Access files is not worthy of documentation (but, doing it for them is); telling someone where to find the import menu is not (giving them a copy of your imported files is). As I note in the prospectus, err on the side of caution.
At one level I don't disagree that learning from each other is an important part of the program and my courses. But, for reasons I set forth below, a balance must be struck. Please carefully re-read my statement from the prospectus.
KEY POINT -- The receipt of a degree in a professional program is an indicator that you possess and can use the knowledge, skills, and abilities (KSAs) that were part of the program curricula.
One of my responsibilities -- to your prospective employers, to the citizens you represent, and to your fellow recipients of a UB MPA degree -- is to be a gatekeeper who certifies that you have those abilities.
Despite cynical rumors to the contrary, you do not DESERVE a degree for paying tuition and showing up for class; you EARN it by demonstrating that YOU have acquired (mastered) the KSAs. When I give you a grade of B or better, I am certifying that YOU have demonstrated a satisfactory, graduate-level acquisition of the KSAs. [We all are angry that with his high-school degree Johnny can't read. Without deciding whether it's the fault of the "system," his teachers, his parents, society, or, in some cases, Johnny's desire/natural ability, most of us agree that just giving him a degree for attendance is not the solution to the problem.]
There are really two separate issues here: the *process* of acquiring the KSAs and the *outcome* of having acquired them. In theory, I don't really care what goes on in the process part -- you may learn from me, from your own efforts, from colleagues, or already have known them. As long as you know them at the end, and can perform on your own, I am satisfied.
[Aside: in this regard, open book is very different than "open colleague." Acquisition of many of the KSAs covered in the program are not demonstrated by rote memorization, but by the ability to recognize and categorize the problem, and, using the book, to perform the manipulations to arrive at the answer.]
First, I assume none of you would even consider giving or receiving help to/from other students during a traditional, end-of-course, examination. It wouldn't be "right." But, a pre-test group study session would be OK. Unfortunately, for the reasons noted next, the line is not so clear in most MPA courses -- I'm not giving you a full day exam at the end of the semester to "test" the knowledge you have acquired.
Second, the nature of this course does not lend itself to "final" exams, rather the process of learning is inextricably intertwined with the demonstration of KSA mastery. KEY POINT: The assignments you turn in ARE your exams! [Aside: this is true in two ways -- (i) I use them to determine that YOU have acquired the KSAs; and, (ii) an important professional ability is being able to work things through (problem solve) on your own and to get answers out of books. Thus, the assignments test part (ii) abilities as well.]
Third, the nature of the courses I teach do not lend themselves to unique assignments for everyone -- like individual research papers, etc. Also, doing (by yourself, not with others) the assignments inevitably becomes part of learning the material.
Yes, repetition is part of learning certain material. Let me say it again -- the assignments you turn are your tests. No, they are not multiple choice, set up in a stuffy room, with a proctor, but they are used to evaluate your individual acquisition of the KSAs. Thus, they should reflect your own work, not the work of others.
Too often when collaboration occurs, the weaker party doesn't learn - they just get the right answers. When I help a student with a problem I do so by asking a series of questions (it drives some students nuts, answering questions with questions) or I show them how to solve a similar problem, and then make them solve the original problem on their own - to demonstrate that they have acquired the skill. It is a very slow, frustrating, and tedious process. I often am tempted just to show them the right answer. I can (usually) resist the temptation, but I'm not sure fellow students (under peer pressure) can. Nor, do I want them to be put in an uncomfortable situation of having to turn down a colleague who seems to be relying on them a little too much.
I also recognize that once in a while we all get stuck, and just a little hint helps us out. And, when someone explains it, the light comes on, the duck comes down, and we understand. (See again the discussion in the prospectus.) KEY POINT: I have crafted my approach to allow just that to happen -- but it should not happen in secret, but out in the open.
We have a listserv for helping each other out. We have a procedure for documenting (footnoting) discussions/assistance. Should I note extraordinary similarity between two submissions on an assignment intended to reflect individual effort, when the footnote is there I don't have to wonder how/why it occurred, or if the line between helping and sharing was crossed. You have documented what happened for me.
It's sort of like the rule in PA of not doing something you wouldn't want to appear in the papers in the morning. If you are uncomfortable telling me about what occurred during your interaction with a colleague, then maybe you are going over the bounds of propriety. At least I hope it makes you think twice.
Along these lines a student wrote:
Tom, I didn't think I was confused over this point but now I am. In other classes, I guess because they were open book, we were always allowed to share work with each other… so I for one would not have thought sharing work with other students (understanding we must each do our own) constituted cheating.
Tom sez -- it is impossible (inherently contradictory) to share work with other students and each do your own! Recall from above the need to distinguish (i) work submitted for establishing that you have acquired KSAs from (ii) "other work" (perhaps practice problems) you might share as part of the learning process.
The student sez --It is extremely difficult to go to college at nite and work full time, with a family, etc., etc. Success depends on the support students give to each other.
Tom sez -- No, success depends (or at least should depend), on whether or not you acquire the KSAs. To a reasonable extent, I do hope you help each other learn, within the constraints noted above. But, that said, this type of program may not be the correct learning environment for everyone -- it requires an ability to work things out on your own. If success/survival in this program requires you to cross the boundaries of ethical integrity, then I recommend finding a program in which you can succeed without violating ethics.
KEY POINT FOLLOWS -->>>> The student sez -- Don't get me wrong I don't think any of us should do each others work but we need to help each other.
Tom sez -- I absolutely agree. This is the challenge I face, how do I know which of the two possibilities has occurred? How do I ensure that you have acquired the KSAs? First, by requiring that the work submitted by each student reflects his/her efforts and his/her abilities, and not the efforts/abilities of others. Second, by allowing students to learn from each other by getting a little help when they get stuck, and documenting that they have done so. This allows me a better opportunity to assess students. I don't think its a good way, but I haven't come up with a better one.
Let me clarify. In general I have found that most students are worthy of trust, and understand the difference between appropriate and inappropriate behavior. I also have discovered, in all teaching environments I have been in, that some small, but not minuscule, proportion succumb to temptation, and allow expediency to supersede integrity.
The norms and rules of academic integrity will be vigorously and strictly enforced.
Plagiarism and Cheating. As a policy for this course, plagiarism or cheating will result in a failing grade for the assignment, and, for any violation that is more than de minimis, will result in a failing grade in the course, and may result in other actions (including suspension or expulsion) pursuant to UB’s Academic Integrity Policies and Procedures.
Due to the nature of this course, I expect (and hope) students will interact – discuss course content, ideas, and readings – outside of the scheduled classes. For such assignments you should neither give nor receive assistance from anyone. Due to the nature of this course, I expect (and hope) students will interact — discuss course content, ideas, and readings — outside of the scheduled classes. However, unless otherwise explicitly stated, all assignments are expected to reflect individual effort. Unless otherwise stated, treat all assignments as if they were in-class tests.
For this course, the following are examples of evidence of plagiarism or cheating:
This is an important matter; if you have questions about this policy, you should ask the instructor for clarification. As a general rule, if the idea is not your own, cite the source (even if it is a classmate). If you suddenly realize you have received more help on an assignment than appropriate (from someone other than the instructor), use a footnote or a cite to clarify the nature of the help received and the portion of the work that reflects your individual effort. If you over-cite, I will let you know; err on the side of caution.