Should RSJ create an honor code?
This week's story on the journalism school Web page suggests that the school consider creating an honor code as a way to create a community built on trust.
The article linked above presents a compelling argument for why this could be an important step for reversing what seems to be a culture of cheating. Given the fact that the discipline of journalism is facing many of the same issues of integrity and honesty that we grapple with on campus, tackling the problem head on at a j-school seems particularly useful.
The article linked above presents a compelling argument for why this could be an important step for reversing what seems to be a culture of cheating. Given the fact that the discipline of journalism is facing many of the same issues of integrity and honesty that we grapple with on campus, tackling the problem head on at a j-school seems particularly useful.
posted by donica at
1:09 AM
102 Comments:
I believe that creating an honor code is a great idea and will help to foster some sort of integrity and pride in journalism students at UNR. When I was in your class, Donica, we talked about it, and I still think it would perhaps light a fire under students who are too lazy to do their own work. Journalism requires interviews, sources, research, critical thinking. And these do not happen by copying other people's work and getting credit for them. Our generation has the responsibility to change journalism, to shape it into a more ehtical and more honorable profession than it seems to be now. Starting with an honor code gives students the responsibility of creating a system that they will have to live up to.
By
Katie Palani, at 7:58 PM
Larger Social Perspective of the Plagiarism Problem
There is an interesting thesis regarding pressing problems in the university today. It says that nearly every problem prevalent in the University reflects a much larger social problem of which the specific problem is a microcosmic symptom.
Cheating, specifically, might be largely a reflection of larger social problems, and if so, the chances that the adoption of an honor code will change things doesn't look promising.
Why do students cheat if they spend significant amounts of time and money to receive an education? One answer is that they're irrational and lazy, but let's assume that students who cheat are rational beings.
One explanation says that they look upon higher education as an investment in which they seek the biggest return for the smallest investment possible. Time, not just money, is an investment to students. If the return is a degree, then students probably don't care whether the letters representing their intellectual worth to the university system really reflect their efforts. And time translates into dollars, literally, and to different extents depending on where you can get a job.
Why would the degree be a return instead of an education? Well, in the current social context, a degree means more than an education to be an informed member of society. You can get a library card and read thousands of books, you could run circles around post-docs and so on, but nobody's going to care because employers look for degrees and universities harbor an unhealthy obsession with GPA and credit hours.
University students who take the time and energy to flesh out their education with extra-curricular materials receive absolutely nothing in return. What chumps, the cynic might say. And unfortunately, we live in a world where the cynic has a very good point.
Thirty years ago it was probably more possible to make a comfortable career for yourself without a degree than today, and if that's the case, then these little numbers and letters on paper reflect your class position more than ever. So who cares if you're really educated, those who want a promising future will look at the letters and numbers. This is something more idealistic students must sometimes learn the hard way.
Another explanation says that students are alienated from their own educational experience. Forced into a random buffet of 101 classes with sometimes a hundred or more other students, the student plays no significant role in all of this. Their education is something passive they sit through, like a TV show. There exist people who look upon education as a spiritual experience, and it's not likely that they would cheat on something that they perceived to have a spiritual dimension. Nor is it likely that they view a passive process to have a spiritual character.
So until employers and the academic community look at more than the little number and letters that sum up your worth as a human being, until society recognizes a more enlightened criteria by which to judge the worth of students, students admit naivete by caring about how informed, reasoned or ethical they are.
By the way (unless I have my chronology wrong), the first part of the Duke University honor code was adapted pretty much verbatim from the West Point Military Academy honor code, stated thus: "I will not lie, cheat, or steal, or tolerate those who do."
Keep in mind: many schools who use an honor code (such as West Point) implement an honor system. And until students are in a position to take an honor code seriously, you might end up training them to callously use a veneer of ethics as a social tool, just another hoop to jump through on their way to a degree. So in other words, I wouldn't adopt an honor code until you're ready to adopt an honor system. If anti-plagiarism software is really necessary, that doesn't seem very likely.
That's my take on the situation speaking from an impartial perspective. I have somewhat overstated and oversimplified the case to bring what I think are the most fundamental aspects of the problem into relief.
Jeff Harkness
By
Anonymous, at 11:16 PM
This post is in response to Jeff's comment. I appreciate an impartial view, Jeff. I am a student at UNR, and somehow lucked out in that I do love school, and I have not cheated in my life. I'm not saying I'm a saint, but I admitt I'm caught up in the middle of this.
I also agree that there are problems adopting an honor code when society does not seem ready for it, let alone the journalism students. I do believe, however, that change starts somewhere, and that the youth are more apt to change, especially if the school they attend demands it. I think that by starting an honor code in college, in one department, students might actually find a value to their work that's more important than the letters and numbers. It is my opinion that an honor code might even give students pride in their work, not just in their grade to get the degree. At least I hope this would be the case.
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katie palani, at 3:24 PM
We agree that younger people have more capacity to change their habits, an idea explored by Benjamin Franklin, educational theorists and anthropologists, among others. Of course, not all students are young people. It would be interesting to know which age group cheats the most, and I would put money on the younger one.
You say that the students will change "if the school they attend demands it." Well, we're having this discussion because cheating is not an option and students do it anyway. Integrity is demanded from students, and it is not always given. It's actually given less often than it used to be. That's the problem.
Pride in one's work doesn't come from an honor code. It comes from a sense of accomplishment after a struggle to pour your heart and soul into a worthy endeavour. "You learn by doing," as John Dewey might say, and you are what you do. It imparts a sentiment like something said by F. Scott Fitzgerald: "This is it. This is my line. From now on, nothing matters but this. Without this I am nothing."
Moreover, pride isn't the only sentiment that could motivate students to do an honest job, and it's a good thing. I think what would keep students honest would be what Christopher Lasch called "a proper sense of awe." He was talking about the trivialization of sports when he used that phrase, but I think it applies to the trivialization of education equally as well.
I agree that change starts somewhere. But should we prescribe the solution before we fully appreciate the root causes of the problem?
Some students are lazy but I've met many hard-working people who have been profoundly tempted to cheat. In order to understand why, you have to look at the larger roles of students and universities in society. It's not as useful to champion solutions until we understand the problem as clearly as possible.
Jeff
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Anonymous, at 5:51 PM
In response to Jeff again. I agree with what you said about the university not being the highest level. I only meant that perhaps if the school, with the help of an honor code and an honor system, as you mentioned, that students might take pride, or have integrity, about their own work. I guess I'll use the cheesy metaphor of a journey. Perhaps if students, young or old as you corrected me, would look at their work as the journey, or the important part of the process, not just a means to an end, in a degree, then perhaps cheating would not be an option. It is my opinion that the industry, from the college level to the real world, focuses on finding a good job that pays well, or that will bring fame and recognition. But the same industry does not uniformly support the ethical approach to making a name for oneself. And for that matter, as you said, neither does the community. I don't mean pride in an egotistical way. I mean pride as the feeling you get with a job well done, without cheating. And I thoroughly believe that a true sense of pride in one's work is possible. I don't think that an honor code alone will solve the problem, but perhaps it is a good starting place.
As I argued in Donica Mensing's ethics class last semester, saying that the world needs to change or society needs to change before the students can is a pessimistic and passive approach to change. In my opinion, the change starts with the next generation of journalists, in this case, those in the Reynold's School of Journalism. The classes won't be perfect, and someone will always cheat, but if the standards are raised there and students are praised and rewarded for a job well done, ethically, then perhaps a change will take place in the long run that will change the journalism profession. I know it sounds naive, but change starts somewhere.
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katie palani, at 7:51 PM
Ok, but you still haven't addressed what needs to be tackled before we start proposing solutions to the problem. What causes cheating? I've offered some possible explanations but it's a complex issue that needs to be explored.
A simple analogy is a doctor treating a patient. You can tell the patient that the cure starts with them. Ok, inspiration always helps. But logically speaking, their malady might be very specific and the approach the doctor takes makes all the difference.
I'm not suggesting society needs to change before the status quo can at the journalism school. Defeatism is worse than pessimism. Some of the causes I entertained stem from within the structure of our educational system.
Furthermore, there is no immutable law proclaiming that students can't have an impact on the society they will soon inherit. But if the problem relates to larger social issues, the most effective approach to a solution would take those causes into account and tailor the solution to those causitive mechanisms.
If we can come up with a good model that explains why students cheat in the first place, it could make the task of addressing the problem more transparent. Honestly, I think just proposing an honor code is a shot in the dark. I'm not saying it couldn't somehow play a role.
Conceiving education as a journey could certainly be useful. But you need a strategy to do that, and a way to instill a sense of meaningful narrative in every student.
Another promising avenue of approach is the identification of values antithetical to cheating and finding creative ways to instill those values. Those values may not have anything to do with honesty per se.
The lack of some values has been recognized in the school, and it definitely relates to the society for which we are consciously prepared. One of them is creativity. Your creation is like a child. You'd never rip off your baby from someone else. That would be denying your right to show the world what you are.
One thing I've been told over and over again in the school is to "have a thick skin." Well, what's wrong with sensitivity? At the risk of jettisoning credibility, I might quote a rock star: "What became of subtlety?"
Just some tentative suggestions, but again, we need a clear conception of what causes cheating to really address it properly.
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Anonymous, at 10:11 PM
Colleagues,
Perhaps I am the only one, but I spent two years of my undergraduate education in an environment that was framed by both an honor code and a fairly regimented approach to social conduct. Specifically, during exam periods, the instructor left the room and since we were indoctrinated in a conservative, religious regime the assumption was that no one would cheat. For the most part, that was true. Since we were all competitively good students and since we took our education very seriously, for the most part, we did not cheat. In all honestly, I must admit that about 20 of us cheated unabashedly on a French 2 exam. Our rationale was that our instructor had Alzheimers and there was one fluent French student in the class. Right or wrong, we attributed the ordeal to "divine intervention." The fluent French student needed friends and we needed grades. Msr. French needed to retire. So, the cheating was completely justified, sanctioned by the group, and ultimately sad.
There were social (rather than institutional) sanctions against cheating during my undergraduate time. In that world, an honor code would have been an applied insult. We WERE, by our nature, moral and honest and true. I suspect that had we been asked to take a vow, we would have rebelled. Now, having said this, it was the 1970s and, at least in my world, none of us felt particularly secure. We were struggling for rights, and equality, and social justice. I would not have cheated had my life depended on it! It was a time and place when individual success was all that one could count on. The social institutions were not necessarily fair or just, and the world was a scary place.
So, as I ponder the questions posed by colleagues about "honor codes" I am reminded of that time.... when I was 16 through 19. When there were rules imposed that made no sense to me, but when I knew intrinsically that it was my generation that would need to act and overcome the failures of the past. I would have rebelled against additional sanctions during a time when sanctions were arbitrary and capricious. For example, we had an 11 p.m. curfew. This did not curtail misbehavior, btw. Rather, all it meant was that 90% of the student body collaborated to figure out how to overcome rules, security and decisions made by well-meaning elders. Thirty years later I can tell you for certain that it was not honor systems or sanctions or rules that turned us into good citizens. IT was life experience and values forged one-on-one with friends and individuals.
I do not oppose the notion of "honor codes" but I also do not endorse the notion that they can be enforced or necessarily initiated. Our students will necessarily adopt their own code of ethics. We can influence it by imposing standards and requirements. And, perhaps we can teach it through our own actions. But every generation responds to its social and political circumstances in unique ways. The "Codes of Ethics" that might have been required of my contemporaries are largely irrelevant to a 19-year-old today.
For my own part, I wish to defer to the judgment and muddling misadventures of my students. I remember all too well how very much I was able to learn about the world during my youth (which in all but a chronological sense, continues today.)
Jean
By
Anonymous, at 1:54 PM
It seems that those who desire an honor code do not need on, while those who need one would not adhere to its rules. In short, this seems pretentious and sophmoric.
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Anonymous, at 2:58 PM
^^ I was wondering if someone was going to point that out.
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Anonymous, at 3:54 PM
I agree on the last three posts, for the most part, especially that the students that would adhere to the code are the students who already feel that way on their own. And Jean, I agree with your point about violating rules just because they exist. But I wonder what makes a majority of students today cheat, as Jeff was wondering also. It seems that our personal success in the real world is not necessarily linked with an ethical lifestyle, per se, because it is easier to get ahead without actually doing all the work, because work takes time. I'm not in this discussion because I am bored and have nothing better to do. Like you, I think that something needs to be done about the unethical mindset of students today. And I'm only 23. Since I started college, I have changed majors three times and ended up in General Studies so that I would challenge myself. College is not that difficult, if you apply yourself, even an hour a day, as long as you go to class. So I don't really understand why students need to cheat anyway, becuase life is not that rough at UNR, at least for most of us.
But that's not really the point. I agree, Jeff, that a tailored model of what makes a student cheat would be ideal in coming up with a solution, and I propose that mainly laziness entices students away from doing their own work. It's not even, in my words, social injustice, for the most part. Kids don't think that the world is jipping them. In fact, I propose that students might thinkk that they're working the system. There is little focus on creativity, as you mentioned, Jeff. School is about standardized test scores and no child left behind. We have to keep up appearances with other countries, don't want America to look stupid in the world market. But that inevitably wipes out creativity and original thought.
Like the new grad program is attempting to do, school, especially at the university level, should encourage original thought, cooperation, and self-critiqeing.
I propose that an honors code might propell students toward the atmosphere that Jean was part of in her college years. Though it may take time, since our students don't, for the most part, already feel that way, the honor code,when combined with an enforced responsiblity on the students' part to monitor their own work as well as that of their peers, might engage students enough to have pride for original, hard work.
By
Anonymous, at 6:28 PM
You're contradicting yourself. How can you "enforce responsibility" to "monitor your own work"?
Furthermore, no one has the right to speak for a student body of some 15,000 students and say they're all "working the system." That's ludicrous.
Perhaps some kids are working the system. The rich students with fancy cars and plenty of money to live the high life. There also exist students who work 50+ hours a week and carry a burden of heavy debt that wasn't normal in Jean's day. Student aid is getting chopped from the federal budget to allow tax cuts for the rich. The class divide widens and the less fortunate students often have to drop out altogether or get pile-driven under a mountain of debt. While a good many students lie in the middle ground and I don't know the exact demographics, saying students are all lazy regardless of the circumstances around them is ridiculous.
What about student athletes stretched between very different tasks, who maybe also work? Or disabled students or students with mental illnesses? Kids from broken families who are drug-addicted? Are you saying all these people are just lazy?
I believe firmly in personal responsibility and overcoming adversity. Having said that, we need to understand people who cheat on their own terms, not from the perspective of one who has never even been tempted.
Society is not just. We have a long way to go. I don't know whether it has anything to do with whether kids cheat, but then again I don't make any claims to such knowledge. It's a complex issue that probably doesn't have a one-size-fits-all solution.
Let us avoid the Procrustean bed.
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Anonymous, at 7:20 PM
You're right. Not all students are lazy. And I'm not saying that everyone has it easy. And I don't mean that all students are working the system. Otherwise this entire debate would be pointless, because no one would care. The point is, a general mentality of incoming freshmen, and you cannot dispute this, is that college is the time to party - get blasted every night, get laid often, and school comes after that. Not all college freshmen, but it does seem to be a major theme. And these are the students that would benefit from an honor code, or an honor system, or some other way to crack down on cheating and laziness. Because cheating is laziness.
And saying society is not just, and we have a long way to go is fatalism. You're prolonging the agony of the percentage of the student body that is lazy and that cheats. The point of initiating an honor code, as I understand it, is to start to break the chain of negative behavior that includes cheating and laziness, as well as a lack of pride in one's work. Sure, it might not exactly pinpoint the microscopic problem, but it starts to get students thinking about the value of a real, participatory education. It is not a fix-all, and I realize that. But it is a start. And it might shed light on the more complex problem through trial and error. If you don't want to start there, where do you propose we start? The world? Move a mountain?
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katie palani, at 9:30 PM
What does a participatory education have to do with an honor code? Absolutely nothing.
As to where to start, it was already suggested that you explore the problem before proposing a solution.
Want it spelled out? Create an anonymous forum where cheaters can go and explain themselves without fear of retribution, for starters. And if they are just lazy? Ok. Then you need to find out why they're so uninspired, because it is the job of this institution to instill the life-and-death significance of education. Cheaters just cheat themselves of what they pay for.
The "cheating is laziness" explanation is inherently inadequate, because it doesn't explain why someone would write someone else's paper for money. It is a careless and self-serving explanation for educators that don't feel like expending the effort and risk for experimentation.
You don't need to move a mountain to change the way kids are taught. Give them a little leeway instead of ordering them around like a bunch of sheep. Encourage them to think for themselves for once. And quit catering to the corporate machine and the idiotic ideas and products they shove down the throats of students. They get those ideas about "party time" from the corporate media system whose constituents sell them products that accompany that culture. It doesn't happen in a vacuum. They don't get it from the Qu'ran.
The best learning institutions and educators all cherish creativity and freethinking. 100 level undergraduate education lacks that consistently. The 100-level courses those incoming freshman are forced to take for a degree. Why?
Is it some giant coincidence that students don't care, when their future employers obviously don't, etiher? They destroy the environment, accrue hundreds of millions in criminal fines, commit countless crimes against humanity, and students are supposed to care about some piddling assignment their 101 instructor might not even read?
Suggesting students aren't in a position to change the society they inhabit for the better is truly fatalistic. The fact is students HAVE changed history, SDS being a prime example among many others. Apathy is encouraged and enforced by a number of repressive policies on this campus.
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Anonymous, at 10:48 PM
And another thing. There are plenty of assignments I'm not proud of. Not because I cheated, or because I got a bad grade but because they were irrelevant assignments handed out with a nod to the non-intellectual corporate lapdogs.
I didn't come here to learn about advertising. I don't care, it's not my field. But I still found myself doing assignments about advertising in courses required for print journalism students. Why? Because that's what the corporations and the cult of professionalism demand.
It's truly shameful, and teachers who pour that poison down students' throats have very little right to complain about how shallow and unethical their students are. It is easily arguable that it would have been MORE ethical to have cheated on advertising assignments and use the saved time to learn about something journalistically relevant.
Most students don't know who I.F. Stone is but they know advanced target-marketing techniques. I wonder if it's the students or the journalism school that should be ashamed. The journalism school, in selling it's soul to corporate America, has truly sold the souls of students along with it.
So let's shift the dialogue. Instead of pointing the finger at the "lazy students" and prescribing cynical solutions we all know won't work, let's look at new teaching techniques that might instill the values that keep kids from cheating in the first place.
The business model of education is a remarkable failure. I'm a student, not a customer. Customers are conditioned not to think. Students are. That's the difference.
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Anonymous, at 5:54 PM
I think it's easy to turn the blame on the institution. And I think it's easier to say that if they change, I'll change. But it should not take the parent changing for the child to change. And I don't agree with your place to start to change the system. I think starting a program will help direct the process of finding out more about the cause. And really, I don't think that students who routinely cheat will bother to become suddenly honest and blog about their cheating experiences, unless a large cash reward is offered. We already know that those who routinely cheat do not have a real, vested interest in their education for an education.
And I think your comment that it is easier to say that cheating would be ethical to avoid becoming well-rounded is a farce.
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katie palani, at 10:28 PM
And another thing. In this debate, I am not criticizing the field of journalism, nor the college. Those are two separate and equal debates. Here, I simply am trying to make the point that in the Reynolds Journalism school at UNR, an honor code might be a good place to start in creating a less-apathetic and more ethical envirnoment in which students may study, learn, and eventually evolve the system. That is all.
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katie palani, at 10:32 PM
You're not constructing any reasoned arguments based on evidence or circumspect logic. You're just declaring opinions unsupported by underlying reason or factual evidence. Not only that, you're misinterpreting arguments and avoiding points that don't agree with your position.
You have yet to cite a single author, circumstance, or even give a simple line of reasoning supporting your views. You just parrot empty platitudes like "cheating is laziness," or exploring social circumstances in which a problem exists is "fatalism."
To disregard a larger social perspective of cheating when it's obviously a problem rampant in educational systems across the country and within different departments of the university, not just the Reynolds school, is shortsighted at best. Wouldn't you agree that the problem of cheating transcends the Reynolds School? That doesn't equate to "blaming the institution" when one identifies factors which might somehow contribute to a complicated and pervasive social problem.
You either don't understand what I said about advertising being taught in writing classes, or you're intentionally misinterpreting it.
I find the corporate advertising machine to be morally reprehensible for good reasons. They have an economic interest in hawking dangerous, hazardous, or environmentally unsound products without informing the consumer. Secondly, ad dollars control mainstream media outlets who are afraid to offer alternative viewpoints on important issues for fear of driving off their economic base. And the principles on which advertising operates contradict any sense of journalistic objectivity. The same goes for PR.
The point is, the school could offer many things besides advertising in their writing classes to make us more "well-rounded" besides catering to this industry running amok in American society and blurring the line between objective journalism and hawking products with catchy slogans.
You could just as easily argue that Creationism should be taught in science class because it would make the students more "well rounded." In fact that argument probably has been offered for Creationism. The form of argument is the same as yours, and it has the same problem. Creationism is not scientifically grounded, therefore it has no business in a science class. Similarly, advertising has no grounding in the principles of sound journalism, not even so-called "advocacy journalism" because it has no interest in facts or alternative perspectives. Facts are poison to a cigarette advertisement, which is why law demands a Surgeon General's Warning. Advertising therefore has no place in journalism classes.
That would be beside the point if it didn't illustrate why your opinions can't be taken seriously. You make statements without supporting them. I at least give interpretations of society based upon empirical facts. Whether you agree on the interpretation is where real debate happens, not just people reciting convenient phrases to each other.
Students who cheat obviously have a vested interest in being dishonest. To say they would be dishonest when they have no interest one way or another doesn't explain why they're honest people in other aspects of their lives.
You could argue that cheaters don't care and so wouldn't explain themselves if given the chance. That's a fair liklihood. But to say they wouldn't tell the truth because they must be compulsively dishonest people is just ridiculous.
Give facts, research, logic, anything but empty declarations.
For instace, in arguing against the honor code, you could cite the fact that the Society of Professional journalists already has a Code of Ethics. And yet professors in the journalism school have described the current state of American journalism to be "beneath contempt" and give compelling supportive evidence for that statement. What, did the New York Times just neglect to read the code of ethics when it withheld the NSA domestic spying story from publication for one year? Did Jayson Blair forget to read the code of ethics? Or is the Code of Ethics simply irrelevant to ethical behavior?
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Anonymous, at 4:22 PM
Honestly, I'm tired of arguing with you. You seem to be disillusioned with the journalism program, the college experience, and the world at large. What does teaching advertising in journalism school have to do with ethics and an honor code? Nothing. What does well-roundedness have to do with an honor code in the journalism program at UNR? Nothing. And honestly, I am stating my opinions, because that is what this forum is meant to do. It is a tool to air different opinions and trains of thought in an effort to create something from those opinions. I am not disillusioned with the school of journalism, though I am not in it. I decided to create my own education in a different program, while taking all the journalism classes I was interested in. So I don't have to whine about taking too many classes with advertising in them. If you don't like the class, since you paid for it, you can drop it, get your money back, and perhaps bring your concern to the attention of someone who could change the class structure. That person is not me, and I really don't care.
Students should be honest. But not all students are. These are generalizations, I know. Dishonesty exists worldwide in all facets of life. Instead of trying to solve the puzzle as to why dishonesty exists as a whole in all of the world and trying to fix that, which seriously is impossible for one human being, or one college department, I'm merely suggesting that perhaps if the scale is narrowed to a manageable sample, say, the Reynolds school of journalism, perhaps the problem can be solved from there. And obviously the psj honor code isn't quite personal or meaningful enough to the students at UNR. The purpose of creating an honor code is to have the creators of that code hold some responsibility in the planning and maintaining of that code. So if the rsj students developed the code and had more of a working relationship with it, it might be more than another set of rules. It might involve pride and standards.
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Katie Palani, at 11:21 PM
Argument is only a pejorative practice among academic delittantes. Mathematicians construct arguments. So do journalists. It is a mistake to confuse logical argument with the other kind.
Personal summations concerning character and outlook are useless. You cannot attack anyone's points by saying they're just disillusioned with the world or whatever.
Truth is, I love journalism, and the people in the j-school. That's why I criticize practices I think are stupid. because I care.
As for seeing relations between the world's problems and the j-school, this is not denied by j-school officials. But if you think it's stupid to relate them, I suggest you read the Port Huron statement. Not the little truncated anonymity they ladle students in Core Humanities, the entire thing. And then tell me it's stupid to draw connections.
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Anonymous, at 12:59 PM
Your points constantly return to personal attacks and personal declarations about yourself. i.e., you accuse me of "whining", talk about yourself, etc...
You also consistently misinterpret what was said.
Your personal life is irrelevant, and your personal attacks are beneath you and demeaning to the spirit of healthy debate. My personal feelings are irrelevant and certainly inaccessible to you, and it's inappropriate for you to assume otherwise. Practicing argument without taking it personally might be instructive.
Let's get back on topic. Suggest an honor code. We'll deconstruct how it would be introduced to the j-school student body and see if there's any reason to believe it would be the optimal solution, or even have any significant, lasting effect.
One of the key argumentative points for an honor code not touched upon here is that a ritually constituted honor tradition seems to combat academic dishonesty. This is true. But UNR has no such tradition. They take time to establish, and furthermore, they are most prevalent and effective in institutions where the student body has been more thoroughly indoctrinated into ideologies hospitable to an honor code beforehand. People do not attend UNR for "honor, duty, country" or "the glory of God." They come here to get a degree so they have better job opportunities, generally speaking.
In other words, the student populations where honor codes are effective hold a sense of honor and duty a priori, and if you don't believe this, talk to an entering Plebe at West Point, from which the Duke University honor code seems to have been lifted. Ironically.
Ethical behavior can be developed but not taught. The best way to develop it is to look at how students are taught and the implicit values transferred during the learning process.
That includes looking at the curriculum, course requirements, the techniques instructors use to achieve teaching goals, the implicit messages, etc...
Teachers inculcate values in students without stating them explicitly. Sociologists call this phenomena the "hidden curriculum." Studying the values transferred via the hidden curriculum might shed light on how to proceed. If it suggests an honor code, then fine. But an honor code looks much like giving a band-aid for a bullet wound judging by the scope of the problem and some of its probable socio-cultural agitators.
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Anonymous, at 3:41 PM
It's a great idea but i think it will be hard to get everyone to go by it. I think that Stanford has one and I've heard that UCLA does as well but I've not heard of a journalism school with one, which doesn't make sense because it seems thats the one area of society that needs to be the most honest. The problem is there are some students who don't necessarily care, and it seems like we are making it easier for them to cheat. I'm not saying that it wouldn't work, in fact I think it could bring more credibility to the RSJ, I'm just skeptical as to whether or not it will be a success.
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Baker Krukow, at 4:01 PM
How about we hand the entire decision-making process over to students?
The honor code, the curriculum, the whole deal; let the students decide and they might be too interested in what they're studying to consider cheating. Imagine that. It would almost be like...a democracy!
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Anonymous, at 7:08 PM
I think as children we are all taught some sort of honesty, we are taught not to lie or cheat or steal. However, as we enter a life outside the comfort of our parent's home, such as school, we quiclky learn that not everyone is honest. As we get older I believe we start to form our own ideals about honor and honesty. We are inendated day in and day out with siuations that test our own personal honor code, and how we chose to react is our personal choice. I feel that we, as journalism students already have our own honor code, and if you honor code says that it is okay to copy another persons work then maybe you do need to have an honor code put in place by the school. However, most eveybody I know in the J-School knows that it is wrong to plagerize and they know it is wrong to copy off of other students. So I personally do not think that putting a honor code into play will change they way people make choices. On the first day of any class I have taken at UNR I have always been given the no cheating, no plagerizing talk by my professors. I feel that if you do not take these talks seriously then maybe you are not taking your college education seriously as well.
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kasey Wiese, at 2:26 PM
When I was first asked whether or not the J-school should go through the time and effort to write an honor code, I thought what a ridiculous waste of energy. Why would there be a need for a code that would only emphasis already existing university regulations regarding cheating, plagiarism, and the like? Every halfway sober student knows that such behavior cannot and will not be tolerated. The consequences are as grim as the act itself. Why than redesign the wheel, so to speak.
Besides, an honor code itself doesn’t make a more honest student and it can’t make the J-school a more refined and distinguished institution. Students need to know what type of behavior is allowed, what isn’t, and the consequences for crossing the line. Anything beyond that is simply an empty signature on a mundane piece of paper.
People, including us pesky students, will do what they feel they need to do…even if that should mean cheating on a test, plagiarizing a paragraph, or stealing an idea. The only hope one can have is that students, through experience and a proper education, gain a respect for doing the right thing, thinking before they act, and striving to be the best journalist/person that they can be. This certainly won’t be achieved through some sort of impersonal honor code that the student would more or less be forced to sign. No one can force one to act responsibly and be honorable. Honor, like many ideals, can only come about through personal choice and not through institutionalized demands.
But that’s just my two cents, Heather Shallenberger
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Heather, at 9:37 PM
The j-school consistently views ethical actions with payoffs in mind. This mentality pervades ethical discussions. It's a deceptive approach because ethical actions aren't generally rewarded with practical consequences and should be done for their own sake.
Even in this discussion of the honor code, there's talk of j-school credibility, the benefits of "practical ethics," and so on, but the j-school wants the payoff of institutional credibility more than anything.
Ethics as an end unto itself can be highly impractical. It can compel breaking laws and deviating from the general program. That's a hard truth to face. Journalism history offers examples.
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Anonymous, at 11:26 PM
In response to the previous post, I don't believe it is deceptive to talk about the many reasons for being ethical. Some people are motivated by the intrinsic worth of acting ethically; others respond to the practical purposes of credibility and reputation.
The attitude of many students seems to be that people are either ethical or they aren't and it's foolish for an institution such as the journalism school to expend much effort in moving people from one category to another.
Instead, I think people make ethical choices every day and many things influence those choices -- including what is learned in school.
The experience of other schools and institutions provides evidence that paying attention to ethics does change the behavior of a significant number of students. If people are constantly reminded of a particular value and its importance they tend to think about it more.
If we know that our discipline in general is grappling with issues of plagiarism, dishonesty, laziness and a lack of accountablity, then don't we have a responsibility to proactively respond to these issues?
And to respond to Heather's point, if an honor code was just words on a "mundane" piece of paper I agree they wouldn't have much value. The important consideration for an honor code is that the students take responsibility for both drafting and enforcing it. Students decide how to define the standards and what to do if someone violates them. They take responsibility for each other. Students handle complaints from faculty and decide on penalties. Faculty respect the autonomy of the students and in some cases don't proctor exams, don't send papers off to plagiarism detection sites and in general trust the students to be ethical. It's this aspect of an honor code that holds some promise for changing the culture of an academic community -- much more than just signing a piece of paper with rules written on it.
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donica, at 12:05 AM
That's reasonable. As people's faculties develop, moral or otherwise, education would be pointless if it couldn't be significantly influenced. Agreed.
The debate really happens over method. How is this accomplished? An honor code, something else entirely, or a combination? I contend an honor code by itself is inadequate, but an honor system such as you suggest offers promise. On the other hand, it might beg the question. If students could be trusted that much, we wouldn't have a problem.
The practical consequences of ethical pursuit are determinant factors in the j-school. At the risk of suggesting a debate of "how many angels can dance on the head of a pin," I think an emphasis upon ethical situations with (self) practical consequences risks underemphasizing more important issues.
Importance is usually a subjective matter. But often it's comparatively obvious and it leaves one questioning the inspiration of ethical inquiry.
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Anonymous, at 9:32 PM
An honor code is one step in the right direction in creating an atmosphere where students are seriously held accountable for their actions. It's not so much the disciplinary action that concerns me as much as the need for students to hold eachother accountable for such actions. It should be something that is looked down on by everyone. Those who choose to be dishonest are going to go out in the world and make it worse not better. We all get the same assignments and take tests but instead of thinking that it is unfair to those who didn't cheat and got an equal or lesser grade than those who did, atleast they retained the knowledge. Who really wants to cheat themselves?
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Anonymous, at 3:27 PM
There are some serious problems with the arguments offered for an honor code.
One thing, which is a common argumentative error (to which few are immune), is the assumption of what you're trying to prove.
Why aren't proponents of the honor code exploring other alternatives, or even willing to look at the issue more in-depth?
What's wrong with creating an anonymous forum where cheaters have an opportunity to explain themselves? What's wrong with examining the implicit lessons of the educational system to find out why students just don't care, to the point of cheating in Ethics class? It stands to compelling plausibility that if students are willing to cheat in an ethics class, they probably won't take a pre-packaged honor code much more seriously.
Students are already held "seriously accountable" for their actions, they could be expelled or fail a class for cheating. As for a culture where cheating is universally looked down upon, that would be nice but you need more than just some pre-packaged code for that.
You need a culture where the ideas explored in the curriculum are taken seriously for their own sake, not because of their practical benefits. The current educational schema at UNR and the j-school demean the very ideals they (supposedly) wish to impart, unconsciously, through implicit messages referred to in sociology as the "hidden curriculum."
For instance, it's obvious that the core principles of journalistic inquiry are not taken seriously in the lower-level classes at the j-school. Advertising is taught alongside journalism, for no better reason than that advertising is highly lucrative. It is well-known that advertising doesn't inform people or offer an impartial view like good journalism does, and yet it's taught from the beginning. What does that say to students, implicitly? It says, by implication, that there is no truth but what is convenient to the "professional." It says that journalism is the same as advertising, just with a silly pretense of being something more. That's demeaning to good journalism and students receive this unconscious message that what they do isn't all that important. Meanwhile, the lines between the two become increasingly blurred in this postmodern stew where nothing really matters but convenient means towards a self-serving end. To the advertiser, truth is only important when it's convenient to your ends.
But we shouldn't just beat up on advertising. PR is just the same.
What a delicious irony that the j-school would be so surprised to find their students lying their way through ethics class when they train students to be professional distorters of the truth!
Another message is the emphasis on presentation over content. What matters isn't what you're trying to say, but how it is said. What does that say to students? It says, again by implication, that appearances are the essence of a thing, whereas a more reasonable position would assume the opposite. Appearances mean nothing. As a journalist, you must learn to see beyond them.
There's much to be said for Jean's earlier view that her generation would have found an honor code as "applied insult."
Thoreau's Civil Disobedience shows why, and arguably why an honor code won't work. Good ethics bear little relation to what someone else says is right and wrong. The best ethical decisions stand ready to defy convention if it's the right thing. Thoreau probably didn't sign an honor code before being thrown in the slammer.
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Anonymous, at 11:04 AM
I do agree that we need an honor in the Journalism School. As journalists, we are held to a higher standard when it comes to honesty. Cheating is something that lazy students do. I know plenty of people who just use cut and paste for papers. Making an honor code would inspire students not to cheat and actually do their own work. Students that do their own work will have something to be proud of and not someone else's work
Lacey Scott
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Anonymous, at 12:54 PM
Sure, lazy students cheat. Students of many stripes cheat, lazy or not.
If I see someone cutting and pasting for a paper, I don't assume they're lazy. I assume they're stupid and unimaginative, because it's so much more easy and fun to rephrase something in your own words than to cut and paste. Add a little footnote for attribution and you're done.
And inspiration always helps. But an honor code doesn't inspire. It's just a practical tool for the j-school to acquire credibility and nothing else. That's why the proposed honor code (I'm guessing by the focus of this discussion, since none has been proposed yet for evaluation) centers on academic honesty and not the buffet of more pressing media issues of which the j-school is well aware, but finds it convenient to ignore. Inspiration is personal, you can't just hand it out like bubble gum or something.
An no, you're quite wrong, journalists are only ideally held to a higher standard of honesty.
Mainstream media sources lie all the time, either per se or per quod, because their interests are tied up with the institutions they are supposed to be monitoring as "watchdogs" for the public. The journalist has little say, of course, because it's the publisher that calls the shots and hangs the sword of Damocles over the scriveners' heads. They either do what's expected of them or they're gone and their family goes without for a while.
This circumstance suggests that we need more basic reforms than some honor code. The people arguing for an honor code apparently have no ideas as to what its contents would be. They're just willing to accept any old code of ethics because it sounds like a good idea, and to a person directed by an inner sense of justice that's just appalling.
An honor code could be potentially damaging if its priorities are misplaced, which from what's been spoken in favor so far sounds likely.
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Anonymous, at 5:28 PM
Now this is important. Conceptualizing cheaters as "lazy" suggests UNR needs an ideology of hard-work. That won't work here, because few people really see hard work as a virtue in itself, or maybe work hard at a job or too many classes, and so being lazy isn't really taboo for them.
But most people like to think of themselves as intelligent people. So if you must label them as something, call them stupid and uncreative, so that the label of intelligent creator might be implied by honesty.
As long as we're dealing in fictions, let's pick a more useful fiction.
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Anonymous, at 5:39 PM
I believe creating an honor code would be a good idea. Students would benefit by knowing there is an honor code here at the University. It would set a standard that students must follow and take pride in learning and not cheating. There will be the rebellious students who think that they will not get caught, but karma comes back to get you and if a student knows that there is a system all must avid by then it will create a sense of loyalty to the school.
Students are given numerous papers to sign that says they will attend class, not cheat or copyright. But when they break the rules they will not be doing themselves a favor. They will be hurting themselves in the long run. I always felt there is an honor code, present or not, that students should follow. Creating an Honor code system where students are aware of the honor code with help create academic integrity and belief in the school of journalism. I don't think it would hurt anyone by having an honor code. It would be great to have be a part of a University that believes in following the honor code.
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Talisha Anderson, at 11:03 AM
I haven't been able to read everyone's comments, so please forgive me if I repeat anyone's ideas.
I think the idea of an honor code for the Journalism School is a good one. The concept and quality of education at the University should be set apart from secondary education. By simply signing a piece of paper saying "I will not cheat" seems rather "high school."
(Forgive the term, I couldn't think of a better way to word it!) Students go to high school because they have to, whereas students seek out undergraduate (and further) degrees because they want to (in most cases.) I think an Honor Code would demand more of students, and equally show them more respect by treating them like adults.
Further, I think an Honor Code is especially useful for outside sources looking at the J-School. People want to know what the J-School is about, what it stands for, and what it demands of its students and professors. Outsiders and prospective students/professors could get this from an Honor Code; they can’t really get it from an anti-plagiarism policy (though I believe an Honor Code should include that.)
Also, it gives something for students to carry out with them after they leave college. They can say, "Yes, at my school, we had an Honor Code. This is what it said. This is how I upheld it. This is why you should trust/hire me."
So, overall, I think an Honor Code would be beneficial, and can say a lot about what this school is trying to accomplish in its academic and professional goals.
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Misha, at 12:36 PM
No arguments of substance have been offered for an honor code. No facts, research, or even remotely plausible trains of thought have been advanced. People are just going along with it because it sounds good.
Well, there's a class of people in society that gloss over their dubious ideas with nice euphemisms. They're called politicians. For thousands of years, thinking individuals called philosophers have dreamt of a society without politicians.
But responding to what Misha said, whether or not the j-school has an honor code means absolutely nothing concerning the actual ethics of the institution and the people that comprise it except that they have a cosmetic pretense of being ethical. Look at Duke university, whose code of ethics was offered as an example, and whose name has been trotting the national press in disgrace. Misplaced priorities. It is only what I as an individual imply about my ethics by my actions that matters.
That's because people do things in the j-school that would violate my code of ethics, but I'm not suggesting they sign some little paper or something.
In any case, most freethinkers would refuse to sign something with a pretense of ethical intent unless it either embodied their personal convictions, or they were so cynical and saw through such vacuous theatrics so thoroughly that they looked upon it as signing any other innocuous piece of paperwork. Probably the latter.
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Anonymous, at 2:27 PM
Seriously. In refernce to that last post, your comment about how an honor code doesn't reflect the actual attitude of the school, is just opinion. And since you exclude our opinions by saying they're opinions, I disagree.
Students that might apply to a school with an honor code would probably, in my opinion, join a school that was honorable or had some aspirations to become so. So by attracting students that already are ethical, the honor code would be bolstered and solidified. It would attract ethical students, and those students would build the reputation for the college as an honorable and ethical institution.
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katie palani, at 7:28 PM
What I said was that the adoption of an honor code does not necessitate the adoption of ethical practices of the institution. Now that's a logical fact. Not an opinion.
And if you disagree, there's a rather protracted history of morally offensive institutions with all sorts of beautiful rhetoric about their committment to moral excellence and so forth whose practices appall most people.
To paraphrase Noam Chomsky: some of the rhetoric of imperial Japan was so beautiful in its moral aspirations it would almost make you cry. But does that make them noble? No, and obviously I'm not comparing the j-school to imperial Japan. It illustrates that noble proclamations do not imply ethical actions.
The truth is, any sort of agenda can be defended using proclamations of noble intent.
There could be something to your argument that adopting an honor code would attract more ethical students, but I thought the idea of an honor code was to help develop an ethical consciousness in all students and not just attract ones from the moral high ground?
Practically speaking, I would doubt it simply because ethics generally aren't a very high criteria for choosing a school, but it would be nice.
So in defending the honor code, until you find a better argument, stick to your guns: adopting an honor code would be conducive to ethical decision-making among students by raising awareness of the moral significance of academic honesty for themselves, instructors and hence society as a whole.
I disagree, but I think so far that's the best argument you have.
By
Anonymous, at 8:55 PM
As I follow the various arguments presented in these posts, I'm wondering how strong the sentiment is to do nothing.
One of the first posts suggested that we identify the problem before trying to craft a solution. A good idea.
My original impulse was that the school has a problem because a fair number of students are caught cheating. My concern was a perceived expectation among some students that cheating is a rational choice that provides positive benefits. I think that point of view reflects a narrow and limited set of decisionmaking skills.
An honor system has the potential to change how students and faculty value the relative importance of ethical behavior. Research shows that people are influenced by the people and values in their immediate surroundings.
Yet, given the strong reaction of many (some?) on this list to an honor code, I'm wondering if the reaction is because the writers don't perceive any problem, or they don't feel an honor code or honor system addresses the problem, or they see a problem but feel it is impossible to do anything about it.
We can disagree about methods, but the fundamental place to begin is coming to some agreement on the parameters of the problem. Do we have a problem at the journalism school regarding ethical choices? Or does our discipline have a problem that calls out for some response by those in journalism education?
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donica, at 9:21 PM
Cheating IS a rational choice with positive benefits with respect to a very specific value system. Anyone who views education as little more than a necessary appurtenance of social class will certainly see cheating as an attactive alternative to spending hours of your life in what, to them, is a very meaningless exercise.
That's why I suggest an examination of the implicit values imparted and reinforced in the educational process.
And anyone who doubts cheating is a problem is certainly naive. All participating in this debate assume the problem is very real.
Question: would the adoption of an honor code actually alter the values in the immediate surroundings? An honor system might, yes, as opposed to an honor code, but that carries certain risks. An honor system would be an interesting experiment.
Choose door number 2. An honor code does not properly address the problem.
Both. They are interconnected. People have trouble making ethical choices in the j-school and the discipline at large.
However, that is a cheap answer, because it doesn't explain why people are compelled to make those choices.
Richard Bach: "A question, when properly asked, answers itself."
By
Anonymous, at 8:00 PM
In response to Donica's query about the extent of the problems of cheating and dishonesty - they are evident well beyond our school and our professions. The Enron trial and leaks from the White House this week are just a couple of obvious examples.
But we have most influence in our own spheres initially and it's where we establish our own individual and group moral stances. This is where we begin and I suggest are remiss if we fail to do so.
Proposing that some people are honest and some aren't and that's that ignores the notion that we continue to grow and learn. Sure, signing a piece of paper may not be the impetus one needs to change or to even think twice. But, if the signing of a piece of paper is a reflection of an environment where honor is valued, then it may, as Donica suggests, influence behavior or choice-making.
One honor code or honor system in one school will not provide a wholesale solution for the array of social problems we could list. Is that reason enough to dismiss the idea? It might provide a necessary starting point for us in this building who would rather be part of a solution than just onlookers shaking their heads.
Rosemary
By
rosemary, at 7:02 PM
I am not responding to any specific post, but I am just stating my general views and feelings on an honor code for the J-School. I am split on the issue, I think there should be one and at the same time there shouldn’t. First, an honor code should be drafted because it would light fires under the students and make them more motivated and not be so lazy. It seems that a lot of students put ALL work off until the last minute, making the working poor in quality and content. If an honor code is drafted it should have rules to follow that would not allow a student to procrastinate throughout the semester. On the other side of the coin, drafted such document would be rather hard to enforce. In this I mean the J-School honor code would have to follow the codes that the university already has and incorporate the new codes. The J-School would not be able to draft an honor and leave a conflicting code from the university out. This would make all journalism students in violation of the university wide honor code. After studying various issues in J304 with Rosemary, it is seen through media that they also cheat. An example I wish to use is a picture publish on a cover of Newsweek and it was of Martha Stewart. It was Martha’s face, but it was not her body. I don’t understand how this isn’t cheating. Sure the people of the magazine said it was an edited photo or something (I can’t remember), but it was on like page 3 in very small print. That to me is cheating, but it is a journalist job to report in a way they see fit. All in all, an honor code would be beneficial for the entire department, however, I just feel that it would be rather difficult to enforce and determine where to draw the line on cheating, like in the Martha Stewart example.
By
Anonymous, at 5:45 PM
Here's another take on honor codes, from the Christian Science Monitor (http://www.csmonitor.com/2006/0508/p09s02-coop.html
Headline: A better way to prevent student cheating
Byline: David Callahan
Date: 05/08/2006):
"What can faculty and administrators do to stem epidemic cheating? Their
best hope is to cast cheating as an issue of justice.
Students may be cynical about what it takes to succeed these days, but
they do care about fairness. And cheating is nothing if not unfair.
Cheaters get rewards they don't deserve, like scholarships, admission
to college or grad school, internships, and jobs. Cheating is the
antithesis of equal opportunity - the notion that we all should have a
fair shot at success and that the people who get rewarded are the
people who deserve those rewards because they worked the hardest.
Many students understand that the ideal of equal opportunity is
threatened in an era of rising inequality. Quite a few say they want to
do something about this. Anticheating efforts offer a way to build, on
campus, a microcosm of the kind of society they want to live in - one
with a level playing field for all. Some students see this and are
organizing to fight cheating.
Maybe academic integrity will never become a great campus cause. But if
faculty can cast this issue as a matter of justice, and empower
students to take action, perhaps some day they won't have to spend so
much time playing cop."
By
donica, at 6:06 PM
I think that's a better approach than a code, Donica.
And congrats on the Semenza award, your astuteness on this issue demonstrates why you earned it.
As for how to instill a sense of justice when apathy on more important issues is the norm, that too must be considered.
Perhaps cast cheaters as oppressive of their fellow students, via 'oink oink' fashion? No one would be proud of that.
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