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Understanding US academic expectations
This document discusses cultural expectations and values in U.S. academic culture compared to other cultures. It notes that U.S. academic culture values interaction, discussion, original thought, analysis and synthesis of information, and direct communication. It contrasts this with other cultural approaches like rote memorization, lecture style, pre-established classes, and indirect communication. The document then discusses additional difficulties international students may face, such as different definitions of academic honesty. It provides examples of academic misconduct and recommends resources for students to help avoid plagiarism and other issues.
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Understanding US academic expectations
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- 3. What are yourexperiences?
- 4. U.S. Academic Culture& Expectations
- 5. Values & Priorities* •Interaction, discussion • Original thought • Individual ownership of ideas and knowledge • Analysis, synthesis of information • Directness in oral and written communication (stylistic, vocabulary differences by discipline) • Freedom and choice • Academic misconduct is very serious * Adapted from U.S. Culture Series: U.S. Classroom Culture January 01, 2004. Michael Smithee, Sidney L. Greenblatt, and Alisa Eland
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- 7. Continuum of Educational& Cultural Differences Thinking Critically……………………….........…... Rote Memorization Interactive Classroom…………...……………….........…. Lecture Style Self-selected classes…………...……………….. Pre-established classes Competition………………………...............................…... Cooperation Direct Communication…………...………….. Indirect Communication Focus on Originality………….........……………….. Focus on Tradition Focus on Individual………….............………….. Focus on Community Citing………………………...............................................…... Copying
- 8. Additional Difficulties &Cultural Differences “Common knowledge” vs. individual knowledge Collaboration vs. competition Group focus of society vs. individual society focus Reporting misconduct = betrayal vs. Reporting misconduct = honor Equal access to resources vs. competition for resources Academic/Cultural differences between UCB & prior education Disciplinary/Course-specific differences in expectations No one definition of Academic Honesty or Integrity Changing rules, expectations Financial, family pressure Imposter Syndrome
- 9. Academic Honesty & CommonMistakes
- 10. What is anAcademic Honor Code? • Rules (usually ethical or moral) which guide a community or society • Community or institutional expectations • By being a member of the community- you agree to abide
- 11. “As a memberof the UC Berkeley community, I act with honesty, integrity, and respect for others.” http://asuc.org/honorcode/
- 12. Why is AcademicHonesty important? • Self-respect • Making ethical choices • Benefits to society • Beliefs and values • Trust, fairness, honesty, responsibility • Integrity is fundamental to academics • Genuine learning- that’s what learning is all about • The “Real World” outside of academics- How would you feel if you knew your doctor or attorney had been academically dishonest in their studies? Had cheated or plagiarized in school? In a professional environment?
- 13. Academic Misconduct Academic misconductis any action or attempted action that may result in creating an unfair academic advantage for oneself or an unfair academic advantage or disadvantage for any other member or members of the academic community. This includes a wide variety of behaviors such as cheating, plagiarism, altering academic documents or transcripts, gaining access to materials before they are intended to be available, and helping a friend to gain an unfair academic advantage. The Center for Student Conduct http://sa.berkeley.edu/conduct/integrity/definition
- 14. Types of AcademicDishonesty Cheating Plagiarism Course Materials Theft or Damage of Intellectual Property Alteration of University Documents Disturbance s in the Classroom or Lab False Information or Alteration of Information Unauthorize d Collaboratio n The Center for Student Conduct http://sa.berkeley.edu/ conduct/integrity/definition
- 15. Respect for authority25.6 % Language problem 20.9 % Previous educational experience on referencing 27.9 % Cultural misconception (Plagiarism does not matter) 20.9 % Individual values (Personality trait) 4.7 % Source: Overcoming the cultural issues associated with plagiarism for International students Cultural factors that can impact understanding of plagiarism? http://www.theglobeandmail.com/news/ national/why-do-international-students-cheat/ article593033/
- 16. Common Mistakes • Unauthorizedcollaboration- i.e. sharing test answers, notes, problem sets, essays; Working together to complete an assignment without permission • Using other’s ideas, phrasing, metaphors, without acknowledgement • Citation problems- assuming something is common knowledge, failing to cite sources properly, online content, poor selection of sources • Using old exams to prepare for a test • Paraphrasing problems • Self-plagiarism- multiple submission, submitting old papers • Time Management issues • Study skills • Not reading the syllabus or understanding course expectations
- 17. Academic Consequences • Notknowing is not an acceptable excuse • Consequences range from getting an F on a paper, to an F in the class, to suspension, expulsion, dismissal • Official conduct procedures & process • Suspension, expulsion, dismissal all have consequences to visa status • Long term consequences- Grad School, employment, recommendations, lacking necessary skills for success, failing to achieve subject mastery
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- 19. UC Libraries Guides& Research Help Library Research Help: http:// www.lib.berkeley.edu/Help/ research_help.html Citation Guides, Style Guides, & Avoiding Plagiarism: http://www.lib.berkeley.edu/ instruct/guides/citations.html http://www.lib.berkeley.edu/Help/ guides.html
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