Enacted in the 1970s, the University’s code of honor is very explicit on how it expects its students to behave both in and outside the university compound (Frost, James, Alan, and Casimir 12). Discovering the truth during academic pursuit and helping in the dissemination of what is learnt in classroom settings defines some of the purposes of education. In essence, the community depends on the purity and authenticity of the education system and will ultimately trust the products (students) with running their welfare (Frost, James, Alan, and Casimir 17). Maintaining the respect and fulfilling the expectations of the surrounding community explains why most viable and credited learning institutions have codes of conduct and honor in place.
These elucidates why the University has an Honor Code that the whole academic fraternity are expected to adhere to with defined consequences of possible violation (Frost, James, Alan, and Casimir 22). In achieving these objectives, the consistent adherence to the code of honor by the student fraternity is an obligation that may even attract severe repercussion if not pursued with intent. The Purdue University code of honor stresses mostly on integrity and honest pursuit of academic credentials (Frost, James, Alan, and Casimir 26). The code further emphasizes on the significance of being self-discipline and having a strong desire to succeed. Benefiting the society and living up to their expectations as an exceptional scholar entails some of the reason why the code of honor was introduced among the students community (Frost, James, Alan, and Casimir 29). The Purdue University students have an obligation to strictly follow these codes as a sign of self-respect and self-motivation. The adherence to the set regulations should not be based on fear of likely punishments that are associated the violation of such codes but on self-motivation (Frost, James, Alan, and Casimir 34). Ultimately, the University hopes to accomplish their objective of producing a highly reliable and honest crop of students with unquestioned academic capability.
The two concepts of honesty and integrity are some of the central and most crucial aspects of codes of conduct in any feasible setting (Scarnati and James 24). The two concepts, though some confused to have the same meaning, are arguably different in terms of definition and moral implications (Scarnati and James 26). Honesty, according to some scholars can be described as being transparent and open when executing certain obligation. Similarly, the willingness to make a free communication on personal opinion and feelings without any fear of being judged all entails some of the definition of an honest intention (Scarnati and James 28). Irrespective of the whether the issue being discussed is unpopular in a particular setting, being free and the willingness to express ones thoughts defines some of the purposes of honesty.
Similarly, being in a position to listen and discuss some of the inherent issues and giving a thoughtful and relevant opinion also entails being honest (Scarnati and James 29). Honest individuals will keep their words, adhere to the set promises and deliver on time. Correspondingly, integrity is in most cases paralleled with having courage to accomplish certain task irrespective of whether it will compromise their societal or economic standing (Scarnati and James 34). Going against the commonly held beliefs about an issue as long as the stand is what a ‘reasonable man’ will consider ‘right’ also defines the concept of integrity. To some scholars, integrity encompasses ensuring that the right thing is done without considering the popular views of the majority (Scarnati and James 36). In a work setting, for instance, having the audacity to air your opinion even when it is at odds with the top management’s perspective as long as it is the right and a beneficial point to the organization amounts to an act integrity (Scarnati and James 38).
Notably, integrity mostly do with the conduct of a specific person in a setting while honesty is all about adhering to certain stipulated facts (Scarnati and James 41). For example, in an organization, that employee who doesn’t fail in submitting the timesheet on a weekly basis and seeks clarification when not sure of certain decisions is considered to be acting with integrity. Similarly, by submitting accurate reports and authentic numbers, the employee is also considered to be acting with honesty (Scarnati and James 45). In ethics, the term honesty is used to described integrity and entails being consistent in an actions, values and principles. Integrity is also used in comparing an individual’s behavior to own set of rules and self-perception.
Making progress and decisions on personal goals and objectives and at the same time striving to be honest is a challenging experience (Scarnati and James 47). When one is faced with making a choice between practicing honesty and succeeding through fraudulent means, personal integrity is put into test. Notably, a consistent display of honest actions and positive thought patterns is crucial in such situations (Scarnati and James 48). Additionally, a strong code of ethics that is focused on the long term wellbeing of ‘everyone’ should be taken into consideration. Persistently adhering to one’s belief in living an honest life and on the beauty of integrity will be crucial in helping attain personal goals and objectives (Scarnati and James 52). Prioritizing one’s personal goals, according to some sociology scholars is significant and reconciling such goals at the expense of others may be daunting. For instance, in achieving a specified financial condition, one may opt to compromise an honest living lifestyle and get involved in fraudulent activities (Brunstein and Joachim 101). To such individuals, the end justifies the means and will not hold back on achieving their personal goals.
However, making a reconciliation on conflicting goals is never easy as a sense of failure may crop in (Brunstein and Joachim 105). The probability of being faced with such conditions is relatively high and getting prepared for any eventuality should be a top priority to any individual. One should set achievable long and short term goals and stick to them irrespective of the condition one may be in (Brunstein and Joachim 108). Positive values should be prioritized when setting such goals and virtually every imminent plan should rotate around them. Therefore, sacrificing values such as honesty and integrity for personal gain by getting involved in fraudulent activities. Attaining personal goals though necessary, should be articulated within some set of rules that governs responsible behaviors (Brunstein and Joachim 109).
Academic dishonesty incorporates any attempt to deliberately fabricate, misrepresent or even interfere with the information or any other relevant material during a student’s academic pursuit (McCabe, Donald, and Linda 522). Any effort aimed at obtaining credit for academic excellence through deceptions, frauds, or through any other dishonest way describes the concept of academic dishonesty (McCabe, Donald, and Linda 526). At Purdue University and in most universities globally, using or even attempting to use such information that is not authorized by the administration or using study aids amounts to academic dishonesty (McCabe, Donald, and Linda 528). In the determination of a student’s academic credit, the tutors must ascertain a number of issues to ensure that the credit given is deserved. For instance, the tutor must ensure that the work was not copied from another student’s work, and that not unauthorized material was used by the student during the test (McCabe, Donald, and Linda 532). Conspiring or colluding to commit academic malpractices is prohibited in most learning institutions. Most universities takes academic dishonesty seriously and defines strict repercussion for persons found committing such offences (McCabe, Donald, and Linda 534). This is because this act is against the university’s code of honor and the underlying principles of honesty and integrity. An academic tutor bribed by a student for academic advantage is considered to have acted without integrity, an act amounting to academic dishonesty (McCabe, Donald, and Linda 536). It is at the discretion of the academic instructor to make a report on any suspicion of academic dishonesty so that the culprits be identified and the punishments defined.
There are different types of academic dishonesty with plagiarism being the most common type and the easiest to commit by most students in academic institutions (Hexham and Irving 12). A representation of another student’s or scholar’s academic work as one’s own without acknowledging or citing the work properly is considered as plagiarizing someone’s work (Hexham and Irving 15). It also entails word by word coping of someone’s work or paraphrasing the same work using own words or ideas with no original idea whatsoever. Correspondingly, to borrow facts, statistics or any material illustrating a fact all encompasses plagiarism (Hexham and Irving 18). Another form of academic dishonesty is the unacceptable collaboration among students and between students and academic instructors during tests. Collaborating to finish a project and then presenting the report as one’s own work is unacceptable (Hexham and Irving 19). Also using the solutions derived as a result of the collaboration efforts without proper citation of facts is regarded as a form of cheating. Unless given prior instruction by the tutor to collaborate, students must not be involve in such forms of unacceptable collaborations (Hexham and Irving 22).
Using a false or fabricated data in the statistical analysis and making an alteration on some crucial academic data also entails academic dishonesty. A forged signature aimed at authorizing an official academic credential such as grade reports and recommendation letters amounts to serious forms of academic dishonesty (Hexham and Irving 24). Such are serious academic offences that can attract criminal charges and subsequent prosecution of the purported culprits. In addition, providing any form of help that aims at promoting academic dishonesty is also unacceptable in most learning institutions (Hexham and Irving 26). Maliciously disturbing the class during tests and in the process creating an unfair academic advantage is also considered to be a violation of the set academic integrity standards.
Cheating is another type of academic dishonesty that involves submitting someone’s work as one’s own and expecting to be graded on the same (Hexham and Irving 28). Cheating refers to propagating or getting responses that are not expressly allowed by the tutors as part of the academic process. Entering test rooms with unauthorized notes with or without the intention of using the materials also amounts to cheating (Hexham and Irving 32). Engaging and colluding with other students to communicate answers during a test is unacceptable. Additionally, programming a calculator to contain unsanctioned informations with an objective of gaining unfair advantage during tests is also considered a serious academic offence (Hexham and Irving 34). Paraphrasing involves placing a passage from another source and putting it in your own word. When a passage is paraphrased, the initial source must be acknowledged and properly cited.
The paraphrased passage is in most cases relatively short compared to the original passage (Hexham and Irving 35). Summarizing on the other hand comprises putting the primary ideas and facts into one’s own words. The summarized work should also be recognized and cited to help ascertain and identify the original source of the data (Hexham and Irving 38). Quotations are always duplicate to the initial idea with a direct match to the source words and accredited to the original writer of the passage. Directly quoted texts must be put in quotation marks and with proper references put in place (Hexham and Irving 44).
Purdue University has for a long time now been operating on strong ethical standards and firm statement of integrity and honesty codes (Frost, James, Alan, and Casimir 54). The general expectations in the public domain is that students studying at Purdue University must be responsible citizens. Strict adherence to the University’s code of honor and conforming to the various guidelines and principles is a necessity and condition for admission. The Purdue University code of honor stresses mostly on the ensuring a strong culture of academic integrity and honest academic performance. The university also encourages its students to maintain high levels of self-esteem and self-respect in their pursuit for academic excellence codes (Frost, James, Alan, and Casimir 56). The institution further encourages its student fraternity to maintain mutual respect and to observe the various regulations stipulated by the management. Frequent violation of the institution’s code of honor and other related incidents led to this assignment.
My unbecoming behaviors commenced when I became actively involved in college football team. As in the case of most football players, I became so much obsessed with pride and fame coupled with the fact that I was also one of the best in the team. I became rude towards my fellow students and at time engaged them in physical fights or hurling abuses and names at them. I completely became a ghost of my former self and forgot the Purdue University code of honor principle that stresses on self-discipline and mutual respect towards fellow students. I also did spend little time in the library studying and deteriorated in my academic performance. As a result, I was frequently involved in exam malpractices further violating the academic integrity and honesty of the Purdue University. My actions further violated the university policies on conduct, conflict resolutions and equality of all students. Most of my actions compromised the university’s code of honor and as a punishment, the dean of students also recommended this assignment. The primary objective of this assignment was to make me be more familiar with the university’s principles as outlined in the code of honor to avoid a future repeat of the same mistakes.
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Hexham, Irving. “The plague of plagiarism: Academic plagiarism defined.” (2013). Print.
McCabe, Donald L., and Linda Klebe Trevino. “Academic dishonesty: Honor codes and other contextual influences.” Journal of higher education (2003): 522-538. Print.
Scarnati, James T. “Beyond technical competence: honesty and integrity.” Career Development International 2.1 (2007). Print.