Long Island University C.W. Post Campus
C.W. Post Campus B. Davis Schwartz Memorial Library

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Plagiarism Guide for LIU Post Students

Plagiarism Guide for LIU Post Faculty

LIU Post Academic Conduct Site

Ethics in the Information Age

Plagiarism Defined

Anatomy of a Citation

Citation Style for Research Papers

Starting Your Research

Preventing and Detecting Plagiarism

Student Information SafeAssign Faculty Information

The enormous amount of information available electronically today has contributed to the startling rise in plagiarism on college campuses. Through University-wide training sessions, the Library is committed to "Preventing and Detecting Plagiarism" for faculty and students alike. Faculty seminars are designed to update fellow faculty members on ways to identify plagiarism and to assist in preventing it by providing faculty with tips on constructing coursework and assignments to help alleviate this growing phenomenon. Workshops for students are geared to create awareness and enlighten students on the issue of plagiarism.

SafeAssign is a new component of LIU's Blackboard course management system. It compares submitted student papers against a database of websites, journal articles, and other student papers to determine which passages, if any, have been plagiarized and from which sources. Faculty may contact Tricia Hinchman in the Information Technology Resource Center for more information on this plagiarism module.

LIU Post Policies
See also the LIU Post Academic Conduct Site

Academic Conduct (Student Handbook 2012-2013, p.40)
"LIU Post is committed to the advancement of learning and service to society. Its educational mission reflects a commitment to intellectual rigor, social justice, and an active engagement of contemporary issues. Working together as a community, students, faculty, and administrators help foster a campus atmosphere that advances the mission of the campus.

"The principles of the Post mission statement challenge students to strive for excellence, to become men and women in service to others, to integrate curricular and co-curricular learning, to develop talents through discovery and reflection, and to be concerned for the welfare of each person. To achieve these ideals, all students are expected to contribute, through their words, actions, and commitments, to the development and sustenance of an academic community characterized by respect, honesty, originality, and fairness. These characteristics are essential to ensure the rights and privileges of all students and faculty to preserve the academic integrity of our educational community.

"The following standards of academic conduct are designed to foster the highest ideals of academic integrity. These standards, or set of responsibilities, are intended to clarify expectations for students and instructors. Listed after each one is a description of activities that violate that standard. Adherence to these standards by all members of the campus community promotes excellence in teaching and learning."

Academic Conduct (Undergraduate Bulletin 2012-2013, p.17)
"Students are accountable for adhering to all regulations in the LIU Post Student Handbook.

"Academic Conduct Standards
  • Academic Respect for the Work of Others
  • Academic Self-Respect
  • Academic Honesty
  • Academic Originality
  • Academic Fairness"

Academic Irregularities (Graduate Bulletin 2012-2013, p.13-14)
"In cases of academic irregularities or dishonesty in examinations or class work, responsibility for disciplinary action is governed by the faculty policy contained in the Academic Conduct Policy.

"Plagiarism and cheating are not only serious violations of the rules, but also may reflect adversely on the student's reputation as well as on the reputation of the Campus. Faculty, administrators and the student body share responsibility for academic integrity. A student in violation of accepted academic procedures may be subject to disciplinary action, up to and including expulsion from the Campus. Faculty members will report to the Academic Dean any case of irregular or dishonest behavior that occurs in the class or in his or her observation. Students may likewise make such a report to the faculty member or dean. The Academic Dean will decide what disposition is to be made of the charges. Requests for appeals may be made to the Student/Faculty Appeals Board.

"In the case of a minor infraction that is the student's first disciplinary offense, the Dean may authorize the faculty member to dispose of the charges, limiting the maximum penalty to failure in the course. The faculty member will make a report of the incident and the action taken to the dean and the Judicial Affairs Coordinator.

"In the case of a major infraction, or in the case of repeat academic offenses, the student may be subject to suspension or expulsion from the Campus. If current non-academic disciplinary action is pending for a student, further disciplinary action may result, up to and including expulsion from the Campus."

Additional Resources


  • Bowman, Vibiana. (2004). The plagiarism plague: a resource guide and CD-ROM tutorial for educators and librarians. New York: Neal-Schuman Publishers. Call Number: PN167.P527 2004

  • Cizek, Gregory J. (2003). Detecting and preventing classroom cheating: promoting integrity in assessment. Thousand Oaks, CA: Corwin Press. Call Number: LB3609.C48 2003

  • Harris, Robert. (2002). Using sources effectively: strengthening your writing and avoiding plagiarism. Los Angeles: Pyrczak Publishing. Call Number: LB2369.H37 2000bx

  • Lathrop, A. & Foss, K. (2000). Student cheating and plagiarism in the Internet era: a wake-up call. Englewood, CO: Libraries Unlimited. Call Number: LB3609.L28 2000

  • Lipson, Charles. (2004). Doing honest work in college: how to prepare citations, avoid plagiarism, and achieve real academic success. Chicago: University of Chicago Press. Call Number: PN171.F56 L5 2004

  • Whitley, E.W. & Keith-Spiegel, P. (2002). Academic dishonesty: an educator's guide. Mahwah, NJ: Lawrence Erlbaum Associates. Call Number: LB3609.W45 2002


Amrita Madray
Updated December 2012
HTML by Robert Delaney

Long Island University

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