Critical Thinking Process by Shawnesty Mays Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00) Submission ID: 9993857 11 File name : Critical_T hinking_Pro cess_SM.do cx (15.65K) Word count : 296 Charact e r count : 187 5 0% SIMILARIT Y INDEX 0% INT ERNET SOURCES 0% PUBLICAT IONS 0% ST UDENT PAPERS Exclude quo tes On Exclude biblio graphy On Exclude matches < 2% Critical Thinking Process ORIGINALITY REPORT PRIMARY SOURCES Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work. Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version). While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved. In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012). In this digital age, the avenues by which students access written material and information are limitless. No longer are the days of only performing resea.

1. Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
Charact e r count : 187 5
0%
SIMILARIT Y INDEX
0%
INT ERNET SOURCES
0%
PUBLICAT IONS
0%
ST UDENT PAPERS
Exclude quo tes On
Exclude biblio graphy On

2. Exclude matches < 2%
Critical Thinking Process
ORIGINALITY REPORT
PRIMARY SOURCES
Critical Thinking Processby Shawnesty MaysCritical Thinking
ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in
scholarship. Integrity is loosely defined as an adherence to
moral and ethical principles; soundness of moral character and
honesty. Together, integrity and academic integrity translates
into one’s current and future profession. A student, at any level
in scholarship, may experience periods where the feelings of
being overwhelmed and stressed are present. Moreover, at the
doctorate level, where academic demands are greater for
students due to the level of scholarly research and critical
thinking involved. While in pursuit of scholarship, it is a
fundamental expectation of all students to submit original work
and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must
work, doing something useful with their own hands, that they
may have something to share with those in need (Ephesians
4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program,
to achieve and maintain academic integrity it is important for
me to keep my career goals in mind: 1) to become a well-
respected, contributing member of the academic community 2)
to lend my expertise as a consultant in strategic leadership to
better organizations. Through keeping my career goals in the
forefront, I am able to remind myself that the challenging
academic assignments and tests in the DSL program will assist

3. me in gaining knowledge of course content and my grades will
show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness
of Liberty University’s academic integrity and honor codes will
assist with my achievement and maintenance of academic
integrity while navigating through the DSL program.
Universities and colleges pen the requisite of academic integrity
and honor codes into syllabus but rarely engage the student in
instruction regarding academic misconduct and how it can be
avoided. There appears to be an assumption among public and
private schools, colleges and universities that students should
have an understanding the meaning of academic integrity but
few professors explicitly address what plagiarism means and
provide explicit examples of plagiarism (Evering & Moorman,
2012).
In this digital age, the avenues by which students access written
material and information are limitless. No longer are the days of
only performing research in a library setting and looking up
information in a card catalog. For example, today’s students
now have the ability to purchase course notes via the internet
from other students, buy written essays and dissertations, pass
an online course by someone else completing and submitting
assignments. Scanlon and Neumann (2002) surveyed 698
students at nine colleges. 8% of surveyed students reported that
they frequently copied text without citing the source, 3% copied
a paper and never cited a source and 2% of surveyed college
students purchased a paper online.
When it pertains to academic misconduct, faculty, students and
administrators all point the finger at one another. The real issue
is not the frequency of plagiarism or academic misconduct.
Moreover, the real issue why students risk their academic and
professional career by compromising their academic integrity by
plagiarism. An easy answer to why students plagiarize is that

4. they are lazy and do not work to put in the effort to complete
the assignment. After close analysis of research on academic
misconduct revealed several reasons that contributed to
plagiarism, including underdeveloped sense of integrity, lack of
maturity, one’s perception of online ethical practices,
inexperience writing in a particular genre, lack of interest in
topic and pressure to earn and maintain a high grade (McCabe,
2005).
The same reasons found to explain why students plagiarize or
experience academic misconduct can be transferred into a
vocational setting. If it is my goal is to become a well-respected
contributing member of the academic community as well as,
strategically lead organizations I must maintain integrity.
Therefore as a leader, I should remain abreast of and implement
best practices in discouraging plagiarism approaches. Research
shows that the following strategies are effective best practices
in discouraging plagiarism:
Education- Individuals need to be provided with real-world
examples of plagiarism and the consequences of such actions.
Engagement in a discussion of integrity and honor policies are
shown to be effective.
Self-Management – Teach individuals how to pace their work
and balance life outside of work.
3. Engage Interests – Allow individuals to focus on topics
that interest them. Allow individuals to use varied platforms to
share their work such as, but not limited to, video, blogs, social
media (Fischer & Zigmond, M.J., 2011).
Reference
Evering, L.C. & Moorman, G. (2012). Rethinking plagiarism in
the digital age. Journal of

5. Adolescent & Adult Literacy, 56(1), 35-44.
Fischer, B.A. & Zigmond, M.J. (2011). Education approaches
for discouraging
plagiarism. Urologic Oncology: Seminars and Original
Investigations, 29, 100-
103.
McCabe, D. (2005) It takes a village. Academic integrity.
Liberty Education, 91(3), 26-
31.
Scanlon, P. & Neumann, D. (2002). Internet plagiarism among
college students. Journal
of College Student Development, 43(3), 374-385.