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As an assistant professor in my third year on the faculty, I have seen academic integrity issues in the classroom and am considering strategies to reduce the number that occur. The interesting thing that I “discovered” upon beginning teaching is that most of the teachers in academia weren’t trained to be teachers. I was trained how to do public health, how to do the thing, but not how to teach how to do the thing. In the midst of learning how to convey content in a meaningful way, it was easy to let academic integrity fall by the wayside while other “more important” content took priority. It was easy to take for granted that students would know what I knew about academic integrity and that we were starting in the same mental space regarding that issue. When I started teaching I was very much in the graduate school, doctoral program, academia frame of mind. And when I tried to put myself in the shoes of my undergraduate students, I unconsciously stepped into the shoes of a doctoral student, not an undergraduate. That was another factor that led to my taking some things for granted and making assumptions about our shared priorities. I was, admittedly, a little overwhelmed. There was a lot swirling around when I first started. Plagiarism, academic integrity, those were things that definitely got put on the back burner in the face of new preps and learning the ropes.

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©2016 Disa Cornish



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