Presenters

Mr. Adish Imtiaz

&
Ms. Nahid
SUIT INS Peshawar
Course Name:
Curriculum design and
Administration.

Prof: Nasreen Ghani

Date : 16 May, 2025
 objectives
At the end of this session learners will be able to
Define Plagiarism and its characteristics.
Identify the reasons of plagiarism.
Describe the ways to prevent plagiarism.
Discuss the consequences of plagiarism.
Apply the correct method of referencing.
Recognize the ways to detect Plagiarism (Ternatin
software).
List examples of student misconduct in the classroom.
 objectives
 Explain how to manage student incivility and
misconduct in the learning environment.
 Identify the reasons of biases in faculty towards the
students.
 discuss how to prevent biases in faculty.
 Demonstrate fairness in grading student’s assignment.
 Ethics in higher education
• Integrity in Actions: Upholding honesty and
transparency in teaching, learning, and administration.
• Fairness and Equity: Treating all students and staff
equally, without favoritism or discrimination.
• Accountability: Being responsible for one’s actions,
decisions, and their outcomes in academic and
administrative roles.
• Respect for Individuals: Valuing diverse opinions,
backgrounds, and upholding dignity in interactions.
Heyneman, 2011
 Cont…
• Academic Honesty: Avoiding plagiarism, cheating in
exams, and falsification of research.
• Professional Conduct: Preventing abuse of power,
nepotism, sexual exploitation, and unethical grading.
• Proper Use of Resources: Using university property and
funds responsibly and legally.
• Institutional Ethics: Maintaining ethical standards in
governance, admissions, fundraising, and sports.
• Commitment to Learning Values: Promoting a culture of
trust, respect, and intellectual growth in the academic
community.

Heyneman, 2011
 Plagiarism
• Plagiarism is defined as the unauthorized use or theft of
someone else’s scientific works, including academic
papers, investigation methods, visuals, and theories.
Arshabayeva et al., 2024
• It is an academic dishonesty. Smedley et al., 2019
• Students access information and reproduce it as their own.
Smedley et al., 2014
 Cont…
• Plagiarism constitutes the use and mis-
representation of another person’s thoughts, words
or ideas, without clear attribution to their original
source.

Ismail, 2018
 Reason of plagiarism
• Lack of Understanding or Awareness: Many students
plagiarize because they do not clearly understand what
plagiarism is or how to avoid it properly.
• Ease and Laziness: The convenience of copy-pasting
and a lack of motivation often tempt students to
plagiarize.
• Pressure and Time Constraints: Tight deadlines and
personal pressures may push students to plagiarize
instead of completing original work.
 Cont…
• Cultural Reasons: Cultural norms that prioritize
appearance or success over academic honesty can
influence plagiarism.
• Confusion and Inadequate Experience: Inexperience
with research and academic writing can cause students to
plagiarize unintentionally.
• Perception of Peer Behavior: If students believe
plagiarism is common among peers, they may see it as
acceptable behavior.
 Cont…
• Lack of Proficiency: Students with limited English skills
may plagiarize to compensate for language difficulties.
• Failure of Detection: A belief that plagiarism won’t be
discovered encourages some students to take the risk.
• Lack of Awareness of Consequences: Students may
plagiarize if they are unaware of the serious academic
and legal penalties.
 Types of plagiarism
• Clone: Submitting someone else’s work word-for-word as
your own.
• CTRL-C: Copying large portions of text from a single
source without changes or citation.
• Find & Replace: Changing key words or phrases in
copied content but keeping the original structure.
• Remix: Paraphrasing from multiple sources and merging
them into a single piece without citation.
 Cont…
• Recycle: Reusing your own previously submitted work
without citing it (self-plagiarism).
• Hybrid: Mixing copied content from various sources with
some original writing.
• Mashup: Blending content from multiple sources into a
new whole without attribution.
• 404 Error: Citing non-existent or inaccurate sources to
cover up plagiarism.
 Cont…

• Aggregator: Includes properly cited sources but contains

almost no original work or analysis.
• Retweet: Includes proper citation but relies too closely on
the original text’s structure or wording.
 Types of plagiarism
• Copy & Paste: Directly copying.
• Disguised Plagiarism: Modifying source text slightly.
• Plagiarism by Translation: Translating content.
• Shake & Paste / Mosaic Plagiarism: Mixing content from
multiple sources and rephrasing it without citing any of them.
• Structural Plagiarism: Copying the structure, sequence, and
flow of source.
• Metaphor Plagiarism: Using another author’s unique
metaphors or expressions.
 Cont…
• Idea Plagiarism:
• Self-plagiarism: Reusing your own previously submitted
work.
• Copying from Peers: Using content directly from a fellow
student’s work without acknowledgment.
• Incorrect Citation/Referencing: Failing to properly cite
sources through missing quotation marks, inconsistent
referencing, or partial attribution.
 Cont…
• Clear Policies and Reinforcement: Universities must
establish and repeatedly reinforce clear, accessible
policies and honor codes to guide ethical academic
behavior.
• Outlining Consequences: Clearly defined procedures
and penalties for academic dishonesty discourage
misconduct and reinforce accountability.
• Using Plagiarism Detection Software: Detection tools
help identify similarities and poor paraphrasing,
supporting both students and staff in upholding academic
integrity.
 Cont…
• Staged Submissions: Breaking assignments into stages
(e.g., outline, draft, final) allows for guidance, feedback,
and reduced chances of plagiarism.
• Codes of Conduct: Formal codes for students, faculty,
and administrators establish ethical expectations and help
prevent misconduct and perceived corruption.
• Monitoring and Reporting: Regular surveys and
transparent reporting systems deter misconduct by
increasing the risk of exposure and fostering
accountability.
 Method of Referencing
• Reference Page Location: Start your reference list on a new,
separate, double-spaced page titled "References" (bold,
centered).
• Citing Rule: Every in-text citation must appear in the reference
list and vice versa.
• Hanging Indent: Use a hanging indent (0.5 inch) for each
reference after the first line.
• Author Name Format: List authors by last name, then initials
(e.g., Smith, J. M.).No Middle Name:If no middle name, use only
the first initial (e.g., Smith, J.).
 Cont…
• Multiple Authors (≤20):List all authors up to 20,
separated by commas, using & before the last one.
• Multiple Authors (≥21):List the first 19 authors, then ...
(ellipsis), followed by the final author.
• Alphabetical Order: Arrange references alphabetically
by the first author’s last name.
• Same Author Entries: For same author(s), order works
chronologically, earliest to latest.
 Turnitin Software
• Turnitin is described as a commercial anti-
plagiarism system. It is also listed as an online,
paying text plagiarism detection tool.
• Turnitin works by storing and computing a
unique fingerprint for a given document. It
then computes detailed document similarities
for a selected set of documents that have a
similar fingerprint.
• Turnitin cts content similarity by matching text
with existing sources, not actual plagiarism.
 Plagiarism Detection
Compares similarities of submitted
work against a massive database of
1: Published academic content
2: Student papers
3: Internet sources
4: Subscription-based journals
 Use of turnitin
• For Students
• Used to check originality before submission (if allowed).
• Helps improve paraphrasing and citation skills.
• Some institutions provide draft-check opportunities.
• For Instructors
• Identifies copy-pasted or lightly edited content.
• Helps maintain academic fairness and integrity and useful
for checking AI-generated content as well.
 Student’s incivility
• It can be defined broadly as rude speech
or behavior, impoliteness, bad
manners, and inappropriateness.
• In academic settings, it is defined as any
action that interferes with a
harmonious and cooperative learning
atmosphere, or as any disruptive
behavior that occurs in learning
environments, negatively affecting both
learners and teachers.
 Cont…
• disrupt the learning environment
• waste time
• damage relationships
• tarnish interpersonal trust and
confidence
 examples of student misconduct in the classroom

• Being unprepared for class sessions or

learning.
• Being late to lectures or sessions.
• Taking part in unrelated or disruptive
conversations.
• Leaving class sessions early.
• Displaying bored and apathetic attitudes.
• Disrespecting and challenging the
credibility of faculty.
 Cont…
• Self-centered, intolerant behavior, blaming others, and
intimidating others.
• A feeling of entitlement and consumerism attitude towards
higher education.
• Lack of accountability or responsibility, and not being
professional.
• Irregular attendance.
• Classroom disruption.
• Humiliation of other students.
 Cont…
• Noncompliance with standards.
• Making inappropriate or
unreasonable requests, such as
changing exam dates, cancelling
assignments, or asking for higher
grades.
• Engaging in behaviors that disrupt
a mutually respectful environment.
• Slandering and defaming faculty or
other students.
• Making threats or engaging in
Academic dishonesty
• Cheating on exams.
• Plagiarism (reproducing others' work as
one's own).
• Lying
 Management of incivility
• Faculty Role Modeling: Faculty should model
civility through respectful, attentive, and
professional behavior. Fair and meaningful
student engagement in assessments can
promote a more respectful learning
environment.
• Effective Teaching and Classroom
Management: Interactive teaching and solid
classroom management reduce disruption and
incivility. Faculty need support to develop these
skills and enforce appropriate rules.
 Cont….
• Clear Expectations and Policies: Setting clear behavioral and
academic expectations is crucial. Institutions should implement
specific rules against incivility and dishonest behavior, possibly
including zero-tolerance policies.
• Faculty-Student Communication and Relationships: Building
respectful, open communication channels and involving students
in creating conduct codes fosters a more civil learning
environment.
• Student Education and Awareness: Students should be
educated about what constitutes incivility, its consequences, and
how to respond. Promoting values like collaboration and
collegiality is essential.
 Cont…
• Managing Academic Dishonesty: Strategies to combat
plagiarism include clear policies, teaching citation skills, staged
submissions, detection software, and strict penalties to uphold
academic integrity.
• Institutional Support Systems: Universities and hospitals should
have dedicated personnel or systems to support students facing
incivility. Ongoing faculty follow-up and behavior assessments are
recommended.
• Non-Grade Sanctions: Disciplinary methods outside grading,
such as physical consequences or reporting to authority figures
like coaches, may deter misconduct—though institutional barriers
may limit their use.
 Reasons of biases in faculty
• 1. Cultural and Personal Backgrounds: Professors’ own
cultural experiences can unintentionally influence their teaching
and interactions due to implicit biases.
• 2. Stereotypes and Attitudes: Faculty may hold unconscious
stereotypes, especially about gender and race, which
negatively impact student expectations and learning
opportunities.
• 3. Implicit Preferences ("Fit"): Search committees often favor
candidates who resemble themselves, reinforcing cultural
conformity and limiting diversity.
 Cont…
• 4. Differential Interaction Patterns: Faculty tend to
engage differently with students based on race and
gender, affecting participation and reinforcement.
• 5. Cultural Differences in Communication: Varied
communication styles across cultures can cause
misjudgment, misunderstanding, and stereotyping in the
classroom.
• 6. Emotional State of Students: Students’ negative
emotions can distort how they perceive faculty behavior,
increasing the likelihood of interpreting it as biased or
uncivil.
 Cont…
• 7. Lack of Training and Support: Many educators feel
unprepared to teach diverse student populations due to
limited training in multicultural and anti-bias education.
• 8. Power Dynamics: Faculty-student power imbalances
may be misused, making students feel vulnerable and
unsupported.
• 9. Bias in Curriculum: Curriculum content and hidden
messages can perpetuate cultural and social biases
unconsciously.
 Prevention of biases in faculty.
1. Increase Awareness and Self-Reflection.
2. Training and Professional Development.
3. Address Institutional Culture.
4. Model Fair and Inclusive Behavior.
5. Learn About Diverse Students and Cultures.
6. Use Inclusive Practices.
7. Involve Students and Community.
8. Reimagine Practices.
9. Review and Monitor.
Fairness in grading student’s assignment.
• 1. Base Grades on Course Content Mastery: Grades should
reflect only the student’s understanding and skills in the course
content, not behavior or personality traits.
• 2. Ensure Impartiality and Consistency: Apply grading rules
equally and fairly to all students in similar situations.
• 3. Use Fair Processes (Procedural Justice): Grading
procedures must be perceived as just and equitable, not just the
outcome.
• 4. Transparency and Clarity: Clearly state grading criteria,
component weights, and expectations from the start of the course.
 Cont…
• 5. Use and Share Rubrics: Use consistent, detailed rubrics
for evaluation and share them with students to guide
performance.
• 6. Follow Stated Policies: Adhere strictly to written course
policies like deadlines and make-up work.
• 7. Minimize Bias: Avoid favoritism or prejudice by using
methods like blind grading where possible.
• 8. Allow for Correctability/Voice: Provide fair procedures
for grade appeals and opportunities for student feedback.
 Cont…
• 9. Conduct Expert Evaluation: Grades must result from
qualified, informed assessment by instructors—not peers or
random methods.
• 10. Avoid Unfair Practices: Avoid curved grading, mandatory
group grading, or score manipulation to ensure fairness.
• 11. No Exemption from Components: Do not drop or exempt
grade components unless clearly stated upfront with adjusted
weightings.
• 12. No Instrumental Grading: Grades should not be used as
rewards or punishments but should solely reflect academic
mastery.
 References
• Alt, D., Itzkovich, Y., & Naamati-Schneider, L. (2022). Students’ Emotional Well-Being, and
Perceived Faculty Incivility and Just Behavior Before and During COVID-19. Frontiers in
Psychology, 13. https://doi.org/10.3389/fpsyg.2022.849489
• Arshabayeva, G. A., Qumar, A. B., Yessirkepov, M., Zimba, O., & Kocyigit, B. F. (2024). Advancing
Research, Writing, and Publishing in Nursing: Addressing Challenges and Improving Standards.
Journal of Korean Medical Science, 39(38). https://doi.org/10.3346/jkms.2024.39.e297
• Arya, V., Butler, L., Leal, S., Maine, L., Alvarez, N., Jackson, N., & Varkey, A. C. (2020). Systemic
racism: Pharmacists’ role and responsibility. In Journal of the American Pharmacists Association
(Vol. 60, Issue 6, pp. e43–e46). Elsevier B.V. https://doi.org/10.1016/j.japh.2020.09.003
• Bueno, A. de A., Evangelista, R. A., Potrich, T., Figueredo, L. P., Silva, C. C. R. da, Silva, G. T. R.
da, Manzano-Garcia, M., & Jerez, B. E. (2023). Overview of nursing ethics teaching in Brazilian
public higher education institutions. Revista Brasileira de Enfermagem, 76.
https://doi.org/10.1590/0034-7167-2022-0808
• Close, D. (n.d.). Fair Grades.
• Ehsani, M., Farzi, S., Farzi, F., Babaei, S., Heidari, Z., & Mohammadi, F. (2023). Nursing
students and faculty perception of academic incivility: A descriptive qualitative study.
Journal of Education and Health Promotion, 12(1), 44.
https://doi.org/10.4103/jehp.jehp_473_22
• Eka, N. G. A., & Chambers, D. (2019). Incivility in nursing education: A systematic literature
review. Nurse Education in Practice, 39, 45–54. https://doi.org/10.1016/j.nepr.2019.06.004
• Friedler, S. A., Tan, Y. L., Peer, N. J., & Shneiderman, B. (2008). Enabling teachers to
explore grade patterns to identify individual needs and promote fairer student assessment.
Computers and Education, 51(4), 1467–1485.
https://doi.org/10.1016/j.compedu.2008.01.005
• Heyneman, S. P. (2011). The Corruption of Ethics in Higher Education. In Number (Vol. 62).
• Ismail, K. H. (2018). Perceptions of plagiarism among medical and nursing students in
Erbil,
• Iraq. Sultan Qaboos University Medical Journal, 18(2), e196–e201.
https://doi.org/10.18295/squmj.2018.18.02.012
• Kayes, P. E. (2006). Uncovering Cultural Biases in Hiring.
• Lin, M., Lake, V. E., Rice, D., & Lake, V. E. (n.d.). Teaching Anti-Bias Curriculum
in Teacher Education Programs: What and How.
• Naik Student, R. R., Maheshkumar Landge Student, A. B., & Namrata Mahender
Assistant Professor, A. C. (2015). A Review on Plagiarism Detection Tools. In
International Journal of Computer Applications (Vol. 125, Issue 11). http://www.p
• Penconek, T., Hayduk, L., Kunyk, D., & Cummings, G. G. (2024). A nursing
perspective on the antecedents and consequences of incivility in higher
education: A scoping review. In International Journal of Nursing Studies
Advances (Vol. 6). Elsevier B.V. https://doi.org/10.1016/j.ijnsa.2024.100204
• Rajagopal, J., Arulappan, J., Matua, G. A., Kanagaraj, P.,
Pandarakutty, S., & Rafi, M. (2024). Perception and
Contributing Factors of Academic Incivility Among
Undergraduate Nursing Students in India. SAGE Open
Nursing, 10. https://doi.org/10.1177/23779608241281462
• removing biases. (n.d.).
• rubbric tool fairness. (n.d.).