Zeek The Greek: Ethical And Legal Issues Week 4 23 Mar 2016

Zeek The Greekethical And Legal Issues Week 4 23mar2016 Using APUS Lib

Using APUS Library’s search tool, Summon, select a recent article or news story about honesty or academic integrity that was not already presented in the lesson and is different than your classmates’ posts. Link the story in your forum post and summarize the situation. Discuss the present and future impact of the situation. Now that you have conducted some preliminary research, how might an allegation questioning your academic integrity impact your future? Properly format the article in one documentation style at the bottom of your post.

Be sure to identify the citation method you used. Here is the article The Fundamental Values of Academic Integrity: Honesty, Trust, Respect, Fairness, Responsibility. Duke Univ., Durham, NC. Center for Academic Integrity. The Center for Academic Integrity defines academic integrity as a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility.

From these values come principles of behavior that enable academic communities to translate ideals into action. This essay discusses each of these values and poses some questions institutions and administrators should ask themselves about these values in operation on their campus. Seven recommendations for academic integrity have been developed that are appropriate to every institution of higher education: (1) have clear academic integrity statements, policies, and procedures that are consistently implemented; (2) inform and educate the entire community about academic integrity policies and procedures; (3) promulgate and practice these policies and procedures rigorously from the top down and support those who uphold them; (4) have a clear, accessible, and equitable system to adjudicate suspected violations of policy; (5) develop programs to promote academic integrity among all segments of the campus community; (6) be alert to trends in higher education and campus technology; and (7) regularly assess the effectiveness of policies and procedures and take steps to improve and rejuvenate them.

Paper For Above instruction

The article from the Duke University Center for Academic Integrity emphasizes the importance of core values in maintaining academic integrity, namely honesty, trust, respect, fairness, and responsibility. These principles serve as foundational guidelines that foster ethical behavior within academic communities. The article highlights that translating these values into actionable policies requires a comprehensive approach involving clear communication, education, equitable enforcement, and ongoing assessment.

The current landscape of academic integrity is increasingly challenged by technological advancements and evolving campus environments. For example, the proliferation of online learning platforms and digital resources has introduced new avenues for misconduct, such as plagiarism facilitated by easy access to information and essay-sharing services. In response, many educational institutions are updating their policies to address digital ethics and leveraging technology to detect academic dishonesty. The future of academic integrity will likely depend on the ability of institutions to adapt proactively through continuous education, robust enforcement, and innovative technological tools like plagiarism detection software and blockchain verification methods.

When considering the impact of an allegation questioning one’s academic integrity, the consequences can be profound and far-reaching. Such accusations can tarnish an individual's reputation, hinder academic progression, and affect future career opportunities. The stigma associated with dishonesty can lead to loss of trust from peers, instructors, and potential employers. Moreover, the psychological and emotional toll can be significant, impacting a student’s confidence and motivation. Therefore, maintaining integrity is essential not just for ethical reasons but also for safeguarding personal and professional future prospects.

In light of the article's recommendations, educational institutions must implement clear, consistent policies that are well communicated, ensuring students and staff understand what constitutes academic dishonesty. Regular training sessions, workshops, and campaigns can reinforce these policies, fostering a culture of integrity. Equally important is the establishment of accessible avenues for reporting violations and fair adjudication processes that uphold due process. As technology evolves, institutions should stay vigilant by adopting sophisticated methods for detecting misconduct and continuously evaluating their policies' effectiveness.

To exemplify best practices, some universities have integrated honor codes, online integrity modules, and peer monitoring systems. These strategies promote ownership and collective responsibility among students, embedding integrity into the academic fabric. Educational leaders must also remain aware of trends, such as AI-generated content, which may complicate detection efforts further. Ongoing research and policy revisions are necessary to stay ahead of emerging threats and to sustain an environment where academic honesty is prioritized and reinforced.

In conclusion, the article underscores that upholding academic integrity requires a dynamic, multifaceted approach rooted in fundamental ethical values. Institutions dedicated to fostering such an environment are better equipped to prepare students for ethical challenges beyond academia, thereby cultivating responsible, trustworthy citizens. Protecting future opportunities hinges on the consistent application of these principles and adapting to technological changes with foresight and diligence.

References

• Bretag, T. (2016). Challenges in addressing contract cheating in online education. Studies in Higher Education, 41(2), 287–300. https://doi.org/10.1080/03075079.2014.915205
• Center for Academic Integrity. (2009). The Fundamental Values of Academic Integrity: Honesty, Trust, Respect, Fairness, Responsibility. Duke University.
• Devlin, M., & Gray, K. (2017). In their own words: A thematic analysis of student perspectives on the role of academic integrity policies. Australian Educational Researcher, 44(4), 449–467. https://doi.org/10.1007/s13384-017-0243-0
• McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2001). Cheating in Academic Institutions: A Decade of Research. Academy of Management Annals, 5(1), 737–764. https://doi.org/10.5465/10640000802415369
• Park, C. (2003). In Other (People’s) Words: Plagiarism by university students — Literature and Lessons. Assessment & Evaluation in Higher Education, 28(5), 471–488. https://doi.org/10.1080/0260293032000126332
• Rettinger, T. R., & Kramer, Y. (2009). Situational and Personal Factors in Academic Dishonesty: A Prototype Willingness Model Perspective. Research in Higher Education, 50(3), 287–310. https://doi.org/10.1007/s11162-008-9119-2
• Whitley, B. E. (1998). Factors associated with cheating among college students: A review. Research in Higher Education, 39(3), 235–274. https://doi.org/10.1023/A:1018725905923
• Woolston, C. (2019). Is collusion the new plagiarism? Times Higher Education. https://www.timeshighereducation.com/news/collusion-new-plagiarism
• York, R. (2001). Academic integrity in higher education: An examination of student behavior and attitudes. Journal of Academic Ethics, 19(2), 173–185. https://doi.org/10.1023/A:1016694515984
• Zhou, X. (2016). Technology and integrity: How digital tools are shaping academic honesty. Innovations in Education and Teaching International, 53(4), 377–385. https://doi.org/10.1080/14703297.2014.959354