Academic Integrity

The following additional syllabus statements regarding AI and ChatGPT are written in the voice of the instructor and may be altered to best suit the course and needs of the faculty.

Example 1a - Some Use
During our class, we may use AI Writing tools such as ChatGPT. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of this permission constitutes a violation of the Standards of Student Conduct (KCCD Board Policy 5500).

Example 1b - Some Use
Cerro Coso recognizes that there are a variety of generative artificial intelligence programs available to assist writers. generative artificial intelligence programs are not a replacement for human creativity, originality, and critical thinking. Writing is a craft that each student must develop over time to develop their own individual voice as a writer. However, within limited circumstances, and with proper attribution, generative artificial intelligence programs may be used as a tool.

Example 2 - All Use
generative artificial intelligence tools such as ChatGPT are welcome in this class, provided students attribute or cite when and how you use the tool. You will be provided with examples of how to cite your use of generative artificial intelligence in your writing.

Example 3 - No Use
generative artificial intelligence tools are not permitted for any stage or phase of work in this class. If you use these tools, your actions would be considered in violation of the academic integrity of the Standards of Student Conduct (KCCD Board Policy 5500).

Example of Attribution Language
“The author generated this text in part with GPT-3, OpenAI’s large-scale language-generation model. Upon generating draft language, the author reviewed, edited, and revised the language to their own liking and takes ultimate responsibility for the content of this publication.”

Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one's own, without giving credit to the source. Such an act is not plagiarism if it is ascertained that the ideas were arrived at through independent reasoning or logic or where the thought or idea is common knowledge.

Acknowledgment of an original author or source must be made through appropriate references, i.e., quotation marks, footnotes, or commentary. Examples of plagiarism include but are not limited to, the following: the submission of work, whether in part or in whole, completed by another; failure to give credit for ideas, statements, facts, or conclusions which rightfully belong to another; in written work, failure to use quotations marks when quoting directly from another, whether it be a paragraph, a sentence, or even a part thereof; close and lengthy paraphrasing of another's writing or programming. A student who is in doubt about the extent of acceptable paraphrasing should consult the instructor.

Students are cautioned that, in conducting their research, they should prepare their notes by (a) either quoting material exactly (using quotation marks) at the time they take notes from a source; or (b) departing completely from the language used in the source, putting the material into their own words. In this way, when the material is used in the paper or project, the student can avoid plagiarism resulting from the verbatim use of notes. Both quoted and paraphrased materials must be given proper citations.

Cheating is defined as the act of obtaining, or attempting to obtain, or aiding another to obtain academic credit for work by the use of any dishonest, deceptive, or fraudulent means. Examples of cheating during an examination include, but are not limited to, the following: copying, either in part or in whole, from another's test or examination; discussion of answers or ideas relating to the answers on an examination or test unless the such discussion is specifically authorized by the instructor; giving or receiving copies of an examination without the permission of the instructor; using or displaying notes, "cheat sheets," or other information or devices inappropriate to the prescribed test conditions, as when a test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included is plagiarism defined as altering or interfering with the grading procedures.

It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid the use of unauthorized assistance, and to avoid any implication of cheating, by such means as sitting apart from one another in examinations, presenting the work in a manner that clearly indicates the effort of each individual, or such other method as is appropriate to the particular course.

Students share the responsibility for maintaining academic honesty. Students are expected to:

1. Refrain from acts of academic dishonesty.
2. Refuse to aid or abet any form of academic dishonesty.
3. Notify instructors and/or appropriate administrators about observed incidents of academic dishonesty.

Academic dishonesty includes, but is not limited to, the following:

1. Obtaining information from another student during an examination.
2. Communicating information to another student during an examination.
3. Knowingly allowing another student to copy one's work.
4. Offering another person's work as one's own.
5. Taking an examination for another student or having someone take an examination for oneself.
6. Sharing answers for a take-home examination unless specifically authorized by the instructor.
7. Using unauthorized material during an examination.
8. Altering a graded examination or assignment and returning it for additional credit.
9. Having another person or a company do the research and/or writing of an assigned paper or report.
10. Misreporting or altering the data in laboratory or research projects.
11. Stealing or attempting to steal an examination or answer key.
12. Stealing or attempting to change official academic records.
13. Forging or altering grade change cards.
14. Submitting all or part of the same work for credit in more than one course without consulting all instructors involved.
15. Intentionally impairing the performance of other students and/or a faculty member, for example, by adulterating laboratory samples or reagents, by altering musical or athletic equipment, or by creating a distraction meant to impair performance.
16. Forging or altering attendance records. Collusion occurs when any student knowingly or intentionally helps another student perform an act of academic dishonesty.

Please answer each of the following questions with a full paragraph for each answer. This is an “open-book” assignment, but you can use your own words for each answer. When you complete the assignment, send your answers to me via e-mail as a single Word or pdf file. When you come to class, append a hard copy of your answers to this sheet, and sign and date as indicated below.

You will receive credit for accurate answers, but I may ask you to retake all or part of the quiz if one or more answer is substantially incorrect, if you do not follow the prompts, or if is your answers show that you do not adequately understand the plagiarism policy.

1. What is academic integrity?
2. List at least three types of violations of academic integrity.
3. According to KCCD's policies, what are the possible consequences of violating the Standards of Student Conduct on academic integrity?
4. Explain what plagiarism is and how it can occur even unintentionally.
5. What should you do if you are uncertain about how the plagiarism policy applies to your work?
6. What are some ways that you can avoid plagiarism?

Read the information on Academic Integrity on the Office of Student Life Studies website.

1. After reading, using two or three sentences for each one, answer the following questions in your own words.
2. What is academic integrity?
3. Why is it important?
4. What are some examples of academic dishonesty?
5. Summarize in a few sentences KCCD's policies on Academic Integrity.
6. Where can you find information about KCCD's policies on Academic Integrity?
7. Why is it in your best interest to make a commitment to upholding the standards of Academic Integrity?

1. Zirkel, P. A. (2010). A Study of Self-Plagiarism. Inside Higher Ed, December 3, 2010
2. Jaschik, S. (2010). Finding Applicants Who Plagiarize. Inside Higher Ed, June 23, 2010
3. Montgomery, C. (2010). Are You Part of Generation Plagiarism? The New York Times, August 3, 2010
4. Gabriel, T. (2010). Plagiarism Lines Blur for Students in the Digital Age. The New York Times, August 1, 2010

1. California State University, Long Beach
2. Golden West College
3. Kern Community College District Board Policy (4F7)
4. Pennsylvania State University
5. University of California, Berkeley

What are Learning Styles

Each individual person has their own set of ways with which they learn best. Some students find they learn best from a lecture when the professor presents key points in a visual manner-either on the board, on an overhead, or with a handout. Others find they have a much easier time hearing someone talk about a subject rather than reading the same ideas on paper. These two examples present the two key learning styles: Visual and Auditory. But learning styles are not limited to the senses of hearing and sight; there are as many different ways of learning as there are learners.

While learning styles are varied, there are some specific categories that people fall into, and there are some specific hints for each category on how to learn more effectively.

What do the scores mean?

When you have identified your style, what do you do with that information? You need to build on your strengths and address your weaknesses. Most students have one dominant learning style. If you have scores that are close or tied, you can use either learning style equally well. Those who learn to adapt study skills to incorporate all 3 learning styles learn faster and remember longer.

The Visual or Auditory style, whichever scores the highest, is considered the primary preferred learning style. The Tactile/Kinesthetic is considered secondary, even if the score is higher than the other two. This is because we do most of our learning through our eyes and ears, and use the senses of touch, feeling, and motion to enhance our primary learning.

What should I do now?

To be flexible to meet any academic situation, you need to use your strengths but also try to build up your weaknesses. Capitalize on your learning strengths because it's like money in the bank you can draw from. Try to convert study materials to the sensory format of your preference. But why should you focus on things you're not good at?

• Not every learning situation gives you a choice.
• Teachers with a learning style different from yours give assignments they find naturally appealing.
• Flexibility = Freedom. The more ways you can learn, the more options and power you will have over your life.
• It's not clear whether learning styles are inborn or the result of experience. Constant deliberate effort can often change your style. But it will take repeated practice and may even be a little painful at first (like working out at a gym.)

Learners taking written tests are expected to retrieve the information in the VISUAL learning style. All students must learn how to strengthen their visual skills if they are to succeed in college because nearly all college testing is conducted in the visual or written mode. If you do not naturally learn in the visual style, you can get the most help by developing some of the visual learners' techniques.