Because experimental research in teaching and learning is a difficult undertaking (especially in actual classrooms rather than the laboratory), we lack evidence-based guidance for some aspects of our teaching. Where evidence does exist though, I strive to incorporate it into my practice. So what happens when I realize that my evidence-based practice is based on (apparently) fabricated data? First, I take a moment to appreciate the irony that the alleged fabrication was in a study of honesty.
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One Weird Trick to Promote Academic Integrity
Patrick’s note, October 17, 2021: Though this post still represents my experience and thoughts, the Shu et al. (2012) paper cited below has been retracted due to evidence of fabricated data. I have addressed this in a subsequent post.
My Academic Integrity Baseline
My first academic teaching position was at Middlebury College, a small, prestigious liberal arts college in Vermont. During freshman orientation, students pledge to follow the school’s honor code. Faculty are expected to provide clear instructions and expectations regarding citation practices, collaboration, etc., and students are expected to follow these policies without faculty policing. When a Middlebury student submits an assignment or exam, they write and sign the honor pledge on that work.
“I have neither given nor received unauthorized aid on this assignment.”
This made part of my job as a faculty member quite easy, as it was the students’ responsibility to follow and enforce academic integrity. If fact, faculty are not even allowed to proctor an exam without special permission of the Dean of the College.
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