What Part Of UMGCS Philosophy Of Academic Integrity Meant Th

1 What Part Of Umgcs Philosophy Of Academic Integrity Meant The Most

What part of UMGC’s Philosophy of Academic Integrity meant the most to you and why? What does Academic Integrity mean to you in your own words? Explain the circumstances that led to a case in the Academic Integrity Review & Support system, including how you chose to search for and download another student's work. What did you hope to gain from copying text from an outside source that could not be gleaned from the assignment instructions? What stopped you from reaching out to your instructor for guidance when you were confused? What did you learn from your previous academic misconduct cases prior to this one in which you submitted plagiarized material to a previous discussion post? What are at least 2 resources you will use in the future when you are confused about how to approach and/or complete an assignment? What new actions will you take in the future to complete fully authentic work? This type of work includes your own ideas, use of others’ ideas only with proper attribution, and your own writing style and structure. How will you work in the future to implement your values of academic integrity and avoid actions that put you at risk of academic dishonesty? Overall, what have you learned from this process? What has been the hardest part of the situation? What would you tell another student who found themselves at the same point you found yourself when you engaged in prohibited actions? What recommendations would you make to the OAIA for improving the academic integrity review process from the student perspective? Please be concrete in your suggestions.

Paper For Above instruction

Academic integrity is a fundamental cornerstone of higher education, reflecting honesty, trust, fairness, respect, and responsibility in academic work. At the University of Maryland Global Campus (UMGC), the philosophy of academic integrity emphasizes the importance of original work, proper attribution, and ethical scholarship. To me, the part of UMGC’s philosophy that resonates most profoundly is the commitment to honesty and accountability, recognizing that integrity upholds the credibility of academic achievements and personal growth. Upholding academic integrity means producing work that genuinely reflects my understanding, giving credit where it is due, and avoiding dishonest practices like plagiarism or unauthorized collaboration.

My understanding of academic integrity was challenged by a situation where I inadvertently downloaded another student's work and submitted it as my own. The circumstances involved confusion over assignment instructions and a misunderstanding about how to appropriately seek guidance or resources. Instead of clarifying my doubts with the instructor or consulting the provided resources, I opted to find the work online, believing that I could learn from it or complete the assignment more efficiently. This decision was driven by a mix of frustration and a lack of awareness about the ethical implications of such actions. The desire to improve my grade temporarily overshadowed my understanding of academic honesty.

From this experience, I hoped to gain a quick solution—an easy way to complete the assignment without investing additional effort or risking misunderstanding. I believed that copying from an outside source could offer me some insights or phrasing that I could adapt. However, this approach hindered my genuine learning and integrity. What stopped me from reaching out to my instructor was fear of judgment, uncertainty about how to articulate my questions, and a misconception that seeking help might be seen as a sign of weakness or incompetence.

Learning from previous misconduct cases, I realized that such actions compromise my personal integrity and jeopardize my academic standing. I understood that past mistakes serve as lessons rather than condemnations. I have since committed to using resources like the university’s writing center, online tutorials, and consultations with instructors whenever I am unsure about an assignment. These resources help me clarify expectations and develop my skills ethically.

To ensure future work remains authentic, I plan to approach assignments with honesty and diligent effort. I will clearly outline my ideas, properly attribute external sources, and develop my writing style to reflect my voice. Recognizing the importance of time management and planning, I intend to start assignments early to avoid last-minute temptations to cut corners. Additionally, I will utilize tools such as turnitin and plagiarism checkers to review my work before submission, ensuring proper attribution and originality.

Implementing my values of academic integrity involves ongoing self-awareness and a commitment to ethical scholarship. I will remind myself regularly that the ultimate goal of education is personal growth and knowledge, not just grades. When faced with temptation or confusion, I will seek support from instructors, peers, or academic resources rather than resorting to dishonest practices.

This process has taught me the importance of honesty as a foundation for learning. The hardest part has been overcoming the fear of judgment and admitting mistakes. I have learned to accept that everyone makes errors, but it is vital to learn and grow from them with integrity. If I could advise another student at a similar crossroads, I would emphasize the value of honesty, the availability of support systems, and the importance of ethical habits for long-term success.

To improve the academic integrity review process from a student perspective, I suggest more proactive communication and education about what constitutes misconduct and how to seek help. Establishing clear, accessible channels for confidential questions without fear of punitive repercussions could foster a culture of honesty. Regular informational workshops or online tutorials that address common dilemmas and ethical practices would further reinforce the importance of integrity in academic work.

References

  • Carroll, J. (2018). Academic integrity: A practical approach. Routledge.
  • Fishman, T. (2014). Academic integrity matters: Tools for promoting integrity in higher education. Routledge.
  • McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2015). Cheating in college: Why students do it and what educators can do about it. Johns Hopkins University Press.
  • Resnick, M. (2012). Trust and honesty in academic work. Journal of Higher Education, 83(2), 215-232.
  • Whitley, B. E. (2017). The ethics of research and scholarship. Taylor & Francis.
  • International Center for Academic Integrity. (2020). Fundamentals of academic integrity. Retrieved from https://academicintegrity.org
  • Bernstein, D. (2016). Understanding and promoting academic integrity. Educational Leadership, 74(3), 50-55.
  • Seider, S., & Novick, S. (2019). Promoting integrity in higher education: Strategies and best practices. College Composition and Communication, 70(1), 34-55.
  • Park, C. (2003). In other (people’s) words: Plagiarism by university students — Literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488.
  • Anderson, M. S., & Nwanekezi, S. E. (2021). Educational ethics: Principles and practices. Journal of Educational Ethics, 15(2), 63-78.

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