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Creating a Culture of Honesty and Prevention: Textual and Visual Plagiarism

Malcolm Clements: Co-ordinator Contextual Studies. Creating a Culture of Honesty and Prevention: Textual and Visual Plagiarism. Cleveland College of Art and Design is one of four remaining independent art colleges in England.

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Creating a Culture of Honesty and Prevention: Textual and Visual Plagiarism

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  1. Malcolm Clements: Co-ordinator Contextual Studies • Creating a Culture of Honesty and Prevention: Textual and Visual Plagiarism

  2. Cleveland College of Art and Design is one of four remaining independent art colleges in England. Undergraduate provision is based in Hartlepool at the college’s Centre for Higher Education. Current degree programmes include: Applied Arts Costume Construction for Stage and Screen Entertainment Design Crafts Fashion Design Fashion Enterprise Film and TV Graphic Design Photography Textiles 2012 History of Design and Antiques Innovative Surfaces Jewellery History

  3. All modules are core and for each programme written modules in Contextual Studies and Professional Studies occur at each level. In level three the dissertation is still present and there are no plans to change this.

  4. We have always worked within defined regulations on cheating and plagiarism but reference to these was low key.

  5. Plagiarism has not been a major concern at CCAD until 2007, when there was a sudden rise in cases of written plagiarism. Attendance at the 2nd International Plagiarism Conference showed that this was a national if not international trend, and as our figures had revealed a 0.6% rise, we were able to quickly devise a policy of prevention.

  6. Initial research was carried out to see if there was a pattern amongst those either plagiarising, paraphrasing or copying; compact figures, dyslexia, EFL, WP or mature groups were considered, but no model occurred.

  7. A plagiarism advisory group was organised consisting of historians and professional studies staff. We all agreed that whilst we had seen a rise in proven cases, any knee-jerk reaction would be counter-productive. The University of Teesside regulations; under which we work, provide clear guidelines on action to be taken, however we quickly agreed that it was better for all concerned if we were to provide a policy of prevention.

  8. The Policy

  9. With written assignments in Contextual Studies, Professional Practice and assignment evaluations, the possibilities for plagiarism are evident, and our most recent policy has been devised in order to address these dangers... ...at this stage it is worth acknowledging that our student groups do not exceed 20!

  10. Staff understanding:

  11. Wikipedia / Web Paraphrasing Collusion Bought essays Dangers:

  12. As the internet was the most commonly used source for the plagiarism of text, we created a web based prevention site which is linked to the college’s VLE.

  13. Culture of Honesty

  14. The use of completely different assignments each year; based on an ever changing series of lectures on major themes • The on-line submission of essay and report drafts • A drop-in spelling and grammar checking service • Making referencing part of undergraduate life, thereby making acknowledgment normal practice • Regular use of VLE and study skills

  15. Funded by TQEF/HEfCE Research Findings:

  16. Summary of Cheating and Plagiarism in HE Programmes

  17. Analysis

  18. Since instigating our policy we have seen a drop in textual plagiarism, so we are now developing a similar programme for art and design practice.

  19. The issue was highlighted when some of our students were entered in the 2009 Texprint Prize; the ensuing publicity about the winner made it clear that the time was right to form some clarity between a student’s design work and the act of homage, pastiche and plagiarism. As the publicity grew, headlines such as ‘Is Plagiarism Taught in Art Schools?’ started to appear in newspapers and on the net, which made students very aware and concerned about this issue.

  20. Exercise

  21. As a small independent art and design college we have been able to devise a system of plagiarism prevention that relies on the notion of honesty as a key to its success. The main instigators of this success are: • Annual changes in assignment design • Regular formative feedback on written drafts • Referencing as a daily occurrence • Introducing notions of honesty at an early stage • Constant reiteration of honesty practices • Make notions of ownership normal practice • On-going links between the lecture room and use of the VLE Overview:

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