Slides

Chris--that was the thrust of the discussion--the balance between punitive measures and teaching. It is a very subjective topic as in, it depends where the students are in their academic journey. Moreover, it depends if there was an attempt made to cite/reference (perhaps poorly but an attempt nonetheless).

One other point that came up in one of the workshops was the misunderstanding of the so-called Plagiarism Report. Realize it is merely a similarity report and that plagiarism takes more understanding of the report AND an instructor who looks beyond the number to investigate what made the 26% number happen--often it is partly small phrase matches which are common turns of phrase, not plagiarism.

Now, I will say (from the other side of my mouth) that it is important to document if a significant plagiarism indent occurs. The time we have with students (call it the UPX tempo) makes it much easier to allow plagiarism to go unreported--or at least under-reported. If we have students for 5 weeks and see 1 or 2 papers, it easier to think honest mistake and pass them on.  They move to the next class and make another honest mistake.  I had a 300 level student tell me (after I turned in an AVT for plagiarism)--that he had done it on and off since starting at the school and was never called on it. 

Teaching moments yes, but that gut feel should also tell you when it is time to whip out the AVT.  Often that warning shot across the bow is all that is needed to wake up a student that is being sloppy.

One last point--if ever in doubt--do not hesitate to ask for a second opinion.