Archetypal Imagery in<i>Floire et Blancheflor</i>

Kibler, William W.

doi:10.1080/08831157.1988.9932570

Cited by 2 publications

(1 citation statement)

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“…Because of the universal nature of academic dishonesty and the prevalence of academic integrity policies at institutions of higher education, we think this kind of exercise could be used in any sociology instructor's undergraduate classrooms. While such an approach could be used for other disciplines, 9 the activity is geared toward sociology courses because it engages the sociological imagination. We have successfully incorporated the exercise in courses as small as 15 and as large as 75 in about the same manner and in both a large university and a liberal arts college.…”

Section: Discussionmentioning

confidence: 99%

Using the Sociological Imagination to Teach about Academic Integrity

Trautner

Borland

2013

Teach Sociol

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The sociological imagination is a useful tool for teaching about plagiarism and academic integrity, and, in turn, academic integrity is a good case to help students learn about the sociological imagination. We present an exercise in which the class discusses reasons for and consequences of dishonest academic behavior and then examines a series of scenarios using the sociological imagination. Students and instructors consider whether each scenario is a violation of academic integrity norms and how it can be viewed as both personal and public. We demonstrate that this kind of discussion helps students learn about academic integrity and how to think of violations (including causes and a range of outcomes) sociologically. In other words, we encourage students to think of academic dishonesty (both causes and consequences) not just as “personal troubles” but also as “public issues.”

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Section: Discussionmentioning

confidence: 99%