2-Minute Mentor: Responding to Plagiarism
Recognizing and responding to plagiarism
- What are warning signs of plagiarism?
- How are cases addressed at KU?
- What’s the best way to approach a student who has plagiarized?
Click below to watch CTE’s 2-Minute Mentor video on this topic:
Recognizing and Responding to Plagiarism video transcript (doc)
Responding to academic misconduct
Academic misconduct, as defined by the University Senate Rules and Regulations, can take myriad forms, including plagiarism, cheating on exams, forging signatures, and disrupting classes. Following are recommended steps to follow when dealing with plagiarism. (Although plagiarism-specific, the basic steps described here are generally applicable to all kinds of misconduct.)
Conduct a Web search for distinctive phrases (e.g., “crime committed by neighbouring tribes“ or “war of vendetta and one of conquest“).
Talk to colleagues
If you haven’t had to deal with much misconduct and aren’t sure what to make of the evidence you’ve collected, your fellow faculty members can likely offer helpful advice.
Talk to the student(s)
Inform the student about the problem (e.g., “I have some concerns about the last paper you handed in. Could you stop by my office?”).
For more detailed information on filing charges of academic misconduct, check out the following example of procedures (pdf) from the College of Liberal Arts and Sciences.
To learn more about preventing plagiarism, please check out the 2-Minute Mentor video below.
Preventing Plagiarism video transcript (doc)
More academic integrity resources
Additional materials are available in CTE’s Essential Guide to Teaching.
These portfolios in the CTE Gallery show examples of effective course design, which promotes academic integrity:
- Using Creative Expression as a Tool for Increasing Scientific Communications and Understanding—Gregory Rudnick
- Exploring Travel Across the Disciplines—Tony Rosenthal & Mary Klayder
- Using Inquiry to Connect Literature and Culture—Sonya Lancaster
- Energizing Philosophy through Service Learning—Ann Cudd