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Handbook of Academic Integrity pp 1–14Cite as

Creating Faculty Development Programming to Prevent Plagiarism: Three Approaches

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Abstract

Teaching writers to write from sources is so difficult that faculty from across disciplines seek professionalization and support, often motivated by worry about student plagiarism. This chapter surveys three different approaches to faculty development programming designed to create a culture of academic integrity at the postsecondary level. These three approaches to faculty development programming include focusing on conceptualizations of plagiarism, emphasizing best practices, and calling for a holistic approach. This chapter reviews and arranges scholarship within these three approaches. Ultimately, the holistic approach to faculty development in response to plagiarism emerges as the most promising way forward.

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Authors and Affiliations

  1. English Department, Santa Clara University, 500 El Camino Real, 95053, Santa Clara, CA, USA

    Tricia Serviss

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  1. Tricia Serviss
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Correspondence to Tricia Serviss .

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  1. University of South Australia, Adelaide, South Australia, Australia

    Tracey Ann Bretag

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Serviss, T. (2015). Creating Faculty Development Programming to Prevent Plagiarism: Three Approaches. In: Bretag, T. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-079-7_73-1

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  • DOI: https://doi.org/10.1007/978-981-287-079-7_73-1

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