Academic Integrity

Often, habits are given a somewhat bad reputation. However, habits can also be very good. Therefore, a habit may be good or bad, but would perhaps be best thought of as simply a way to articulate repeated behavior. A good habit would then be a way of expressing repeated behavior that brings about a preferred outcome, and a bad, or poor, habit would be repeated behavior that generates an undesired result. The habits shaped in this Graduate Seminar would therefore be seen as good habits, since they will likely assist in creating an efficacious outcome in upcoming graduate courses. This paper will attempt to explain and expand upon a few of these habits, while also sharing some of the ways in which they may be helpful, both in a graduate program

Various types of academic integrity were investigated, such as plagiarism, cheating, and other forms of deception. Possible consequences were explored if a student chose to engage in some form of academic dishonesty, which ranged from failure of an assignment to the rescinding of a certificate or degree (Baker College, 2016). These are equally helpful in an academic setting, since it is good to know what constitutes academic integrity and also the significance if these rules of integrity are not followed. Being successful in completing a graduate degree means having a high moral and ethical standard. This is also true of both personal and business environments. The reputation of an individual, and the trust that others put in them, should not to be taken lightly. Deception can, and inevitably does, harm all aspects of a person’s life. Although most students by the time they enter into a graduate program should have a firm understanding of academic integrity versus dishonesty, it is always good to be reminded of the importance of honesty and good moral

Accurately describing critical thinking and identifying characteristics was also done. Critical thinking is basically an attempt to add purpose to one’s own thinking in order to intentionally improve that thinking (Paul & Elder, 2014). It was useful to explore how critical thinking fits into academic programming. Asking questions is a hallmark of critical thought and also the basis for almost every aspect of academic work. Demonstration of the application of critical thinking in academic work was also a very useful exercise. Critical thinking will help immensely in a graduate program by focusing on the purpose of the work, and also by reducing the amount of bias and distortion that may at times be present. These same qualities will support strong skills in a career or in an individual’s personal