Irony, Texas Style

From MSNBC

Dude — you guys plagiarized an honor code?
Draft of Texas school’s code bears uncanny resemblance to other schools'
The Associated Press
March. 30, 2008

SAN ANTONIO - Their goal was an honor code that discouraged cheating and plagiarizing.

However, the wording in a draft by students at the University of Texas at San Antonio appears to match another school's code — without proper attribution.

The student currently in charge of the honor code project said it was an oversight, but cheating experts say it illustrates a sloppiness among Internet-era students who don't know how to cite sources properly and think of their computers as cut-and-paste machines.

"That's the consequence of the Internet and the availability of things," said Daniel Wueste, director of the Rutland Institute for Ethics at Clemson University. "It doesn't feel like what would be in a book. You Google it and here it comes."

Student Akshay Thusu said that when he took over the project a month ago he inherited a draft by earlier project participants, including a group of students who attended a conference five years ago put on by The Center for Academic Integrity at Clemson.

Materials from the conference, which are used by many universities, were probably the main source of UTSA's proposed code, Thusu said. That's why parts of the Texas draft match word-for-word the online version of Brigham Young University's code.

BYU credited the Center for Academic Integrity, but the San Antonio draft doesn't.

That will change, said Thusu, who plans to include proper citation and attribution when the draft is submitted to the faculty senate.

"We don't want to have an honor code that is stolen," Thusu said.

Cheating. The Conversation Continues

From the Los Angeles Times

Exam cheating goes high tech, but its causes are nothing new
Students invent new methods, schools counter with new safeguards. But the
underlying issue of honesty has changed little.

By Carla Rivera
Los Angeles Times Staff Writer
March 30, 2008

When six Harvard Westlake students were expelled last month for stealing midterm exams at the academically rigorous school, the incident highlighted an old problem facing educators: cheating. A 2006 national survey found that more than 60% of high school students said they had cheated on a test, and the number of self-admitted cheaters has steadily risen over the years. Students today can use an array of high-tech gadgetry, challenging schools to keep pace.

One click of the Internet opens a world of possibilities and temptations, devious and ingenious, with Web sites devoted to the best cheating practices, and cheating tutorials on YouTube. One YouTube compilation offers such strategies as taping answers under a tie and designing a T-shirt with a cheat sheet printed on the front in a form that can be overlooked as a logo. In another, a young man recounts his method of stretching a rubber band over a textbook and writing answers on it. When the rubber band isn't stretched, his writing looks like harmless ink stains.

Yet another video explains how to remove a wrapper from a drink bottle and create a duplicate carrying test answers. Although camera phones with pictures of an answer sheet, and text messages from friends outside the classroom are still the most ubiquitous electronic techniques, many schools have caught on and now ban devices such as cellphones and iPods during tests.

More recent innovations are button cameras, which have a wireless connection to a laptop computer that can then capture stolen test items, and pens capable of scanning a test and sending a video signal to a remote laptop to save the images. One 17-year-old senior, who attends a Westside high school, said he once turned in an essay for English class that he had taken off a Web site. He said he probably would not do it again because he believes it is now easier to get caught plagiarizing. The student, who gave only his first name, said he receives good grades and didn't feel the need to cheat now, but admitted that sometimes there is a lot of pressure.

"I don't think there's as much [cheating] going on as people think, but yeah, it's happening," said Christopher, interviewed at the Howard Hughes Center in Westchester. "It's mainly because society puts all this pressure on teenagers, saying you better do good or you won't get to college or you'll be second-rate."

Motivating students to cheat, educators said, are factors such as the pursuit of admission to the 'best' colleges and the fear that not cheating will put them at a disadvantage. And add to that the stories in the news -- dishonest athletes, politicians and even parents ready to behave unethically, for example, to obtain Hannah Montana tickets.

In the last few weeks, married New York Gov. Eliot Spitzer resigned amid a sex scandal, and the supposed gang memoir of a mixed-race foster child named Margaret B. Jones turned out to have been written by Margaret Seltzer, a white woman from the San Fernando Valley who attended Campbell Hall, a private school in North Hollywood. "It's a mistake to talk about school cheating without referring to society at large," said Michael Josephson, founder and president of the Los Angeles-based Josephson Institute of Ethics, a nonprofit consulting and training firm. "We need to connect these dots and ask what is our attitude toward cheating, because kids are going to absorb that attitude. . . . And cheating learned in school is habit-forming."

Many educators are searching for their own answers. David Bryan, head of New Roads School, a private campus in Santa Monica, dealt with a cheating scandal at his own campus a few years ago and recently spoke with a student who had been expelled from Harvard Westlake for the same thing. The student's family was likable and the student contrite, Bryan said. The student ultimately did not apply for admission, but Bryan is unsure whether he would have given the boy a second chance."On the one hand, why would I want to bring this kid into our community," said Bryan. "On the other, does that mean that we're supposed to give up on this kid and not give him a second chance?"

Schools increasingly are turning to test-security firms that use computer software capable of picking out anomalies in multiple-choice exams and identifying plagiarized material. Many more, such as New Roads, are also assuming responsibility for helping students to navigate the minefield of moral and ethical behavior with character-building curricula and ethics workshops.

Bryan said he was under no illusion that his campus was free of cheating. It was established in 1995 and has more than 640 students in kindergarten through 12th grade, spread over four campuses. Under the school's policy, students caught cheating the first time must forfeit credit for the assignment or test and do the work over again. A second occurrence will get them expelled.

An ironic subtext of a Society and Ethics class he led one recent morning was that several of those present had been involved in a 2005 cheating incident at New Roads in which about 50 students were briefly suspended for exploiting a computer glitch to get answers to a math assignment."I take as a given that young people are going to make bad decisions," said Bryan. "Now is the time to catch them, when the result is not going to be a federal indictment."

There is no doubt that students are conflicted. Bryan posed a series of scenarios to his class, involving shoplifting, stealing, plagiarism, drug use and cheating, and asked: What is more important: friendship or values? Only one student admitted to cheating in the past year, and many said cheating and theft were wrong under any circumstances. But one, who said that his friends shoplift, said he would discourage them from stealing from a small mom-and-pop store but might encourage taking items from one owned by a big corporation.

Students said there is a temptation to cheat if the consequence of not cheating is a bad grade."You're afraid your parents will punish you and take things away from you, and maybe you really, really studied hard to pass," said senior Johnny Winestock, 17. The most recent survey conducted by the Josephson Institute, in 2006, found virtually no geographical or gender differences in the numbers of students who admit to cheating. Students attending parochial and private schools cheated at a slightly higher rate, as did varsity athletes.

And there is anecdotal evidence that top-achieving students also cheat at higher rates, said Josephson.The number of self-admitted cheaters peaked during a survey in 2004 at 72%, before falling to 61% in 2006. That is about the same number as 1992, when the first survey was conducted. But Josephson said it may be that fewer students are now willing to admit they cheat.

And he dismissed justifications that students are under more pressure than those of past years. "I'm appalled by that argument," he said, adding that it becomes a silent apology for cheaters. "If that's the case, then don't get mad at Enron, because they were under pressure, and don't get mad at Jason Blair [the former New York Times reporter who was found to have plagiarized and fabricated articles] because he was under pressure."

Many students themselves also discount the idea that they are overwhelmed."You have friends who are into a lot of drama," said Alyssa Atain, 16, who attends the private Vistamar School in El Segundo. "There's drugs and alcohol. You're thinking about college, and are you going away and are you strong enough to go away. But I've always pushed myself a lot to do well rather than feeling pressure from the outside. And one thing they do very well at Vistamar is teach you to take pride in who you are as a student."Richard Perlmutter, whose 16-year-old daughter Ruby attends New Roads, said he was attracted to the school in large part because "the culture here is that beating other people and getting ahead is not the primary objective."

There is an increasing body of opinion among educators that cheating may be an expression of the way schools approach teaching and learning. And as schools and teachers come to face more high-stakes standardized testing, the worse it will become, said Gary J. Niels, who has studied cheating behavior and wrote a 2003 paper on honor codes.

Studies found that when teachers were vague in explaining the relevance and importance of curricula, students perceived the lessons as a waste of time and were more likely to cheat. Fact-driven data that had to be "regurgitated," said Niels, also correlated to higher incidents of cheating.

Niels, who is head of the private Winchester Thurston School in Pittsburgh, also found that honor and integrity codes have little influence if they are purely adult or faculty driven. Although there are practical techniques that can reduce cheating, the entire school community must participate if it is to be prevented. Even with the ease of access to new technology, the Harvard Westlake students who were caught cheating took the old-fashioned route -- they apparently distracted teachers and stole history and Spanish exams while teachers weren't looking. School officials are dealing with the breach and are holding discussions with students about how to abide by the school's honor code. Six sophomores were expelled and more than a dozen students who allegedly viewed the tests were suspended.

Cheating among Millennials does seem consistent with some of their core characteristics and values: collaboration and high achievement. I've noticed in the last couple of years that my students seem to judge cheating off a willing participant (like a friend or someone who charges money for the information) less harshly than cheating that involves an unwitting participant. They seem to understand that cheating and plagiarism are theft and believe that they can be consented to.

When I was in college, applying for minimum-wage jobs, I remember that some companies had a kind of "honesty inventory" that applicants had to complete. I wonder if there's something like that that could be made part of the law school application. If cheating is going to rise (if these attitudes are prevalent in high school students now, we can expect it to continue at least until these folks get out of law school, 8-10 years from now), we ought to get on the ball in figuring out how to not only detect and punish actual cheating (which law schools are woefully deficient at -- more on that another time), but we probably also ought to figure out how to detect attitudes that could lead to cheating.

"Should professors be on Facebook?"

Dear Millennial Law Prof:

I read the New York Times article, Professor as Open Book; it seems like a lot has been written lately on whether professors should be on sites like MySpace and Facebook. What do you think?

Millennials have an affinity for their parents and other authority figures that previous generations did not share. However, they also have a strong affinity for one another. They're on Facebook to network with each other, not with you. So while I don't think they care whether or not you have a Facebook page, I'm not sure they necessarily want you on theirs all time.

Remember that Facebook is online social networking. And I think it's analogous to offline social networking, i.e., parties, and similar rules apply.

Faculty Only: There are some parties that are just for faculty. Obviously, professors should attend those; it's inappropriate for students to crash.

Students Only: There are some parties that are just for students. Not only is it inappropriate for faculty to crash these, it's creepy.

All Skate: There are some parties that start out as "all skate" parties, i.e., both students and faculty are invited. Those are usually the functions that faculty attend "to be supportive." I'm thinking of the law review banquet, the honors dinners, the "proms." However, after a certain hour, they often revert to a student-only party. I think faculty should attend to be supportive and leave when (or before) it becomes clear that the reversion has occurred.

Celebrations: There are some parties that are for students, but relevant faculty are invited. Sometimes students will have a section party, end-of-year party, or thank-god-the-brief-is-finished party. And sometimes they invite relevant faculty (the profesors who taught their section or the course for which the assignment was just due). These are like the proms (see above), but it takes substantially less time to register our support. Go for 30 minutes; then head out.

The Internet is like a huge hotel with many ballrooms, each of which is hosting a different party. Just because you don't need an invitation to get into each party doesn't mean that crashing is okay with the hosts. I think that social networking and blog sites that are clearly intended to be "faculty only" or "student only" shouldn't be "crashed" by folks in the other group even though you can clearly wander in undetected. If you do wander in undetected, you probably shoudn't assume the privileges of an invited guest. In other words, just because students can read what's on faculty sites and vice versa doesn't mean you should feel free to participate and comment. If you don't think you can read a site that's clearly not intended for you without commenting, don't read it.

So is Facebook a party, or is Facebook a hotel? I think Facebook is now a hotel. When Facebook was restricted to students with a .edu address from a member school, it was clearly a party. However, now that pretty much anyone can be on Facebook and MySpace (which started out as a networking site for musical artists), it's a hotel. So you can go in to Facebook regardless of which party (page) you're going to. Specific Facebook pages, though, are still parties. So this raises two questions:

• Should professors host a party (have a Facebook page)?
• Should professors attend parties (participate in others' Facebook pages)?

Ray Ulmer of TargetX, a college recruiting blog, has this to say:

Millennials want to know the real you — blemishes and all. That
means being less of a control freak, being comfortable with student-generated
content, using communications tools like blogs and social networks, learning to find and tell good stories, identifying the intangibles that differentiate you from your competitors, and other practices that help students know the real you — so they can decide if your school is the right place for them.

I think this is what professors are afraid of, that we have to be on social networking sites to be relevant. But if that's not the real you, then Millennials understand that.

In response to a piece on the Chronicle's Wired Campus, several students commented:

Social media is about people coming to you and making people want to do that. Having a Facebook because you think students might want you to have a Facebook is not going to work because you’re not being “honest,” you’re trying to fit into what you think they want. Having a Facebook because you like the interface and can connect with people builds your own identity and doesn’t base that identity on who you think your students are.

Use it for YOU first, and if it works you won’t be disappointed. If it doesn’t work for you, drop it. Simple. Social spaces in and of themselves are not restricted to age groups or other demographics, but I tend to think of them like partitioned spaces with defined but permeable walls. You can always take a peak, but bear in mind you may not be welcome in the sandbox, biker bar, or frat party.

Sp if you like Facebook or want to try it out, go ahead.

Here's some good advice from Bridget Crawford at Feminist Law Profs:

Professors in cyberspace are receiving some unflattering attention, but being a prof on Facebook and other social networking sites does not automatically put one in the Faculty Who Share Too Much Information category. I find Facebook an easy way to keep in touch with alumni, and I’ve discovered some interesting groups Like “Feminist Bloggers Unite!” and the International Association for Feminist Economics.

And even more good advice from Millennial Professor for those who want to participate in Facebook on a personal level but not to be visible to students:

I have a facebook profile that is private (my students cannot search for me). This profile affords me several benefits: (a) I can communicate with friends from my college years, (b) I can conduct research on facebook with students from other institutions, and (c) I am able to post pictures of family/friends without having undergraduates viewing them.

Be ready to use your good party manners; be prepared for others not to use theirs; and let us know how it goes!

E-mail Etiquette for Millennials

I share this post from Life Before Noon not because it's revolutionary or new but because it comes from Millennials. Advice from Millennial peers on using e-mail professionally may just sink in. And it's always nice to see the young people encouraging one another to behave.


The point about practicing good e-mail etiquette with professors certainly got my attention. I've started requiring properly written e-mails (no "u" for "you" or other text messaging conventions) from students before I'll answer them. It gives them extra practice writing, teaches a little professionalism (which was the original goal), and it predisposes me to view their requests and questions much more favorably (a little bonus for everyone that took me by surprise).

More of those Nice Young People

Starting with Life Before Noon, I stumbled onto a network of Millennial blogs that paint a very different picture of Millennials than the media portrays. These nice young people are much more of what I was expecting (and experiencing for the most part) and far less of what I've been hearing about until very, very recently. Here are a few of their blogs worth checking out (and even recommending to your students; a little peer pressure couldn't hurt):

Penelope Trunk's Brazen Careerist: Advice at the intersection of work and life

Penelope Trunk writes career advice for a new generation of workers. She explains why old advice - like pay your dues, climb the ladder, and don’t have gaps in your resume - is outdated and irrelevant in today’s workplace. She has a reputation for giving advice that is counterintuitive but effective, like take long lunches, ignore people who steal your ideas, and stop vying for a promotion.

Trunk is known for test-driving her advice before spewing it. Her own career choices have been featured by Time magazine and the Guardian as examples of the new issues people face at work today. Both the New York Times and Business Week cited Trunk’s writing as especially in tune with this new workplace. In her personal life, Trunk routinely (often awkwardly) demonstrates buzzwords before they buzz, like the quarterlife crisis, portfolio career, and shared-care parenting.

Her book is Brazen Careerist: The New Rules for Success (Warner Books, May 2007.)

Trunk spent ten years as a marketing executive in the software industry and then she founded two companies of her own. She has endured an IPO, a merger and a bankruptcy. Prior to that she was a professional beach volleyball player.

Brazen Careerist

What’s this site all about?
Remember those college career centers that you never used? You probably wish you had taken advantage of them (like we do), but now (maybe) it’s too late. Well that’s what we’re here for. We’re an online career center aimed at Generation Y — young professionals who want to design and define their careers using the new rules for success.

What’s a Brazen Careerist?
A Brazen Careerist knows that defining your own career, finding the right field, and pursuing it are key ingredients to a fulfilling life. Like the tag line suggests, when you define your career on your own terms first, you control your life.

Where are all the good bloggers?
Right here, of course. The Internet is loaded with talented writers, but there is no way to easily search for them. The Brazen Careerist network is made up of a vibrant, curious and ambitious group of career-minded bloggers, passionately covering a variety of fields: personal development, entrepreneurship, public relations, technology, marketing, and politics, each blog offers a unique, informed perspective to our ever-expanding audience.

Are all the network bloggers writing about careers?
No! We believe that everyone should write about their passion. If your current job isn’t focused on your passion, then you should do whatever you can to turn your passion into your career. Whether you want to be a fashion designer or the next great pro volleyball player, then you should be actively writing and reading about those interests. So join our conversation and make your voice heard!

Twenty Set

Twenty Set was created by Monica O’Brien. Monica originally had the idea to start a blog about topics she was interested in, such as gaining wealth and becoming an adult, in order to build her personal brand and establish a name for herself in social media circles. As a younger member of the twenty set, she struggles with the concept of success and how to achieve it, and wanted to share what she has learned with other people in their twenties who may have the same questions.

Young Go Getter

YGG began as a small forum back in August of 2005. It was originally created as an alternative to the other entrepreneur forums available at that time.

Since then, it’s grown into a large community of young go getters spread across the globe. It’s no longer just a forum. It’s exactly what our tagline says it is, the business playground for entrepreneurs young at heart.

We’re now on version 4 or so, built upon the lessons learned from the mistakes we made in the previous versions and the invaluable feedback from all of our members. It will continuously evolve as we make more mistakes and experiment with the standards implied upon most communities.

Hopefully YGG becomes a daily read for you and enables you to develop contacts and businesses that you normally wouldn’t.

Millennial Women Speak

As with many areas in the blogosphere (except feminism and parenting, it seems), male bloggers outnumber female bloggers. The same is true of blogs by Millennials about Millennials. But I've just found a great blog written by women: "Life Before Noon: A Millenial's Manual."

Life Before Noon is meant to be a voice for and by the Millennial Generation.

All five creators are college seniors with our looming graduation date fast-approaching. We want to foster an environment that promotes a dialogue about Millennials’ transition after college.

Through this dialogue we hope to generate a positive, respectful community that is open to all opinions. We don’t claim to be an authority, but we hope to help guide the conversation, while we ourselves navigate this period of life.

Here's just a sample of what these impressive collegiate women have to say:

On leadership

Leadership is about stepping outside of yourself. While our generation is inherently concerned with failure (myself included), we often focus too much on our personal advancement.

Throughout my college years, I have done minimal volunteer work. Granted I have volunteered a couple hours here and there each semester and donated money to causes, but that’s where my volunteering and philanthropic work ended. I was engrossed in advancing my studies, my activities, my internship, my job, my work, my blog, me, me, me, me. Of course I cared for the community and environment, but I was so overly consumed with advancing myself that I was blind to advancing the people in need around me. I had a case of Millennial passion and fear of failure to the max. I also wanted to wear that fancy suit.

On professionalism

What is professionalism? Wouldn’t it be great if you could buy it in a book, find it on the Internet or take it in pill form?

While trying to find myself over the past 3.5 years, I have transformed from a student into a young professional-in-training by taking several critical steps, mostly without even knowing. By becoming more professional in school situations, I have felt more prepared to enter the working world. Here are a few ways I have tried to become a young professional-in-training while still in college:

Having a mindset of a professional. Go to work, the library and class to get school work done. Set aside other times for socialization on or off campus. Meet with other students to work on group projects in a professional manner. Write e-mails to professors and peers in a timely manner.

Asking questions and listening. Knowledge is power.

Dressing the part. Sweatpants are for the gym and sleeping.

Finding a job or internship. Having a job or internship on or off campus requires the time management that is necessary for success in college and the working world. Jobs and internships allow students to gain technical and interpersonal skills.

Following the “24 hour rule”. Aim to get major assignments done at least a day in advance. This will leave time for editing or review, both in school and on the job.

Getting there early. Follow the old “if you are five minutes early you are on time, if you are on time, you are late” adage.

Having confidence. College is usually a welcoming community. Take advantage of everything your school has to offer, you may gain skills, knowledge and friendships.

I think of professionalism as a mindset that can be practiced in college. By taking simple steps to change our mindsets while in school, hopefully the transition into the real world will come easier during our first”real” job.

And in that post, the headings were even grammatically parallel!

If you want to see the best of what this generation has to offer, check in periodically with Life Before Noon. I wonder if any of the women want to go to law school . . .

Cheater, Cheater, Pumpkin Eater

The New York Times offers lesson plans and other tools for educators at its NYT on the Web Learning Network. Of particular interest to me is the one on academic honesty and plagiarism. Setting aside the irony of having the New York Times provide a curriculum on plagiarism (just Google "New York Times" and "plagiarism") and the fact that it's designed for primary and secondary education, it still looks like a handy resource for any professor looking for resources to teach about the ethics of learning. And it couldn't come at a better time.

Certainly cheating and plagiarism have always been with us, but it seems like previous generations at least knew when they were cheating and made a decision to cross the line or not. And previous generations seemed to self-police better (not my particular generation; Xers know that it's only cheating if you get caught). But these days, I hear more and more stories of Millennial students who cheat in various ways but seem to either not know they're cheating or -- because of a scale of moral relativism where some cheating is not as bad as other cheating -- just don't care that they're cheating. The moral relativism concerns me as does the oblivion to which acts are honest and which are dishonest.

I'm wondering if at least a piece of the problem isn't that the word "honor" doesn't seem to mean what it used to. For these kids, "honor" just means smart, as in "Honor Society." You don't have to be particularly honorable to get into the Honor Society; you just have to have good grades. But I hasten to add that no generation makes up its own values out of whole cloth. The Millennials are the product of the generation that raised them . . . Governor Spitzer. Surely the pressure by parents to excel, excel, excel has something to do with the Millennial attitude that cheating just isn't the sin it used to be.

If you only watch one YouTube video this month . . .

. . . watch this one. Poignant and powerful. I'm interested to hear others' reactions to it.

Via Millennial Professor.

How Wired Are They?

GenerationY Blog shares some interesting statistics about Millennials:

* 97% of us own a computer
* 94% of us own a cell phone
* 76% of us use Instant Messaging.
* 15% of us IM users are logged on 24 hours a day/7 days a week
* 34% of us use websites as their primary source of news
* 28% of us own a blog and 44% read blogs
* 49% of us download music using peer-to-peer file sharing
* 75% of us college students have a Facebook account [23]
* 60% of us own some type of portable music and/or video device such as an iPod.

If you haven't checked out any of the Gen Y blogs linked to the right, I highly recommend them (as indicated by the linkage on the right . . . duh). It's fascinating to read about them in their own words.

The Millennial Election Connection (and so much more)

This paragraph from an op-ed by Frank Rich in today's New York Times is rich, rich, rich with generational content. Thanks to Prof. David Cohen for pointing me in this direction.

Whatever the potency of his political skills and message, Mr. Obama is also riding a demographic wave. The authors of the new book “Millennial Makeover,” Morley Winograd and Michael D. Hais, point out that the so-called millennial generation (dating from 1982) is the largest in American history, boomers included, and that roughly 40 percent of it is African-American, Latino, Asian or racially mixed. One in five millennials has an immigrant parent. It’s this generation that is fueling the excitement and some of the record turnout of the Democratic primary campaign, and not just for Mr. Obama.

For the paragraph above, Rich pulls information from a Washington Post piece by Winograd and Hais with the simply delicious title, "The Boomers Had Their Day. Make Way for the Millennials."

Here are some of the things that are worth noting from this single paragraph:

1. The Millennial generation is the largest in history.
2. It is the most diverse in history (unless I'm extrapolating too much from the 40% non-white info).
3. It's been a while since we had so many children of recent immigrants.
4. If you combine 2 & 3 above with the Millennial generation's reputation for tolerance, that seems to bode well for the future.
5. The Millennials are fueling political excitement and turning out in record numbers in a Presidential campaign.
6. Someone has printed the words, "The Boomers Had Their Day." I'm trying to figure out what I can give Winograd and Hais that would equal what they have given to millions of Xers in saying that the Boomers have had their day. I'll have to think about that.

"Don't they know that the Internet is public?"

As promised, Friday is "Dear Millennial Law Prof" day, so I've picked what I think is a really great one. Since Millennial Law Prof is only 3 days old, this also happens to be the only question that's been asked, but that doesn't detract from its greatness.

"Dear Millennial Law Prof:" [it really just said, "Hi Tracy," but that doesn't help me indulge my fantasy that this is the part of the movie -- or tv show; I'm not picky -- where there's a montage of me dashing off responses on my manual typewriter in my quaint home office. The music is something perky that suggests that my responses are witty and upbeat.]

"Why do law students post inappropriate material on the Internet? It's one thing to say that students have always talked about each other and their professors and shared personal information and that this is just how they do it. But it's another thing to suggest that posting those same things on the Internet is the equivalent of the student lounge. Do you have any ideas?"

Thanks for the question. My hypothesis on this is that a lot of the inappropriate use was started by Xers and picked up by Millennials and that Millennials will ultimately be the most effective at curbing it and reigning one another in as they become more purely Millennial and less Xer/Millennial hybrids (as people on the cusp of any two generations tend to be). Keep in mind that I'm not opining here about the Constitutionality of restricting Internet speech; I am opining, though, about whether the speech comports with a particular generation's standards of human decency. Here are some examples of why I think we may see less of this as time goes by:

The Chronicle of Higher Education's Wired Campus reported on February 12 that JuicyCampus, a web site opened this past summer to promote campus gossip, is facing some backlash. The Pepperdine University student government has passed a resolution asking administrators to block the site from the campus network.

Pepperdine's newspaper, The Graphic, reports that, while the resolution was passed by an overwhelming majority, students made compelling arguments on both sides:

Many board members came forward and talked about their personal experiences. SGA Vice President of Administration Austin Maness, who wrote the resolution, called the Web site slander and talked about the pain words can bring.

“When I was a kid I was overweight, I was mocked a lot and made fun of,” Maness said. “I developed an eating disorder for three years and was bulimic. And, furthermore, someone on this Web site thought it would be funny to joke about eating disorders and how they thought it was good for girls to develop anorexia so that they could look sexy. And to me it is just unbelievably inhumane.”

* * *

However, not everyone agreed with the final vote. Senior Off-Campus Senator Mike Masten told the voters to not jump to the extreme of banning the Web site but to choose to fight in a different way. He proposed campaigning against the site to promote awareness, and discuss it with people to tell of the true harm such messages can bring.

“I by no means support this Web site, but the reason I opposed the movement was because I guess you can call it a faith in our student body and that they do have the capability to take responsibility for this,” Masten said. “I felt like banning the Web site should be the last resort, if a resort at all, and censorship should never really be that first stop."

What's interesting about this debate (presumably among Millennial students since we're talking about a university student government) is that the opposing sides both concede that the content is inappropriate and should be limited in some way. They just disagree about whether the best method is a ban or a boycott. This is consistent with the civic-minded, collaborative characteristics of this generation. They seem to be protective of one another and mindful of what's best for the community over the individual.

Pepperdine's Graphic also reports that the site was started by Duke law graduate Matt Ivester "with the mission of facilitating an online community where anonymous free speech could be heard on college campuses." (I can only assume that Ivester developed his "mission" after discovering that there was not nearly enough hostile anonymous drivel online to suit his needs. But I digress . . .) As a recent law school graduate, it's most likely that Matt Ivester is an Xer. I think this is interesting, too, and pretty predictable. Xers tend to be more self-referenced than other-referenced, i.e., they don't think a lot about how their actions impact others.

If a website founded by a young male law graduate sounds eerily familiar, perhaps it's because this comes right on the heels of the lawsuit filed by two Yale law school graduates against the site AutoAdmit. I'd guess, based on other characteristics of the founders that indicate their ages, that they are also Xers. Yale's paper reports about JuicyCampus, which has a Yale "channel," that

those who wish to remove a comment have little to no recourse. The FAQ page admonishes users concerned about the truthfulness of items posted on the site to consider whether statements are fact or opinion.

“Facts can be untrue. Opinions can be stupid, or ignorant, or mean-spirited, but they can’t be untrue,” the page reads. Those who object to posts on factual grounds are instructed to give the posts “a big thumbs down” by clicking an icon next to the post to express disapproval.

"A big thumbs down" sounds like entertainment. It has just enough First Amendment-related language for the site to have some plausible deniability about its motives. But really . . . the best way they could think of to champion the First Amendment was to start an online "slam book"? It doesn't quite pass the smell test. (Again, my point has to do with generational characteristics and not the First Amendment -- I understand that, if Larry Flynt gets to make fun of Jerry Falwell, then we all benefit.)

And it seems that Millennial students realize that "the big thumbs down" is not a "remedy" for the potential damage to their reputations. Thus, the Pepperdine resolution. In addition, students and other critics from Loyola Marymount University have started a Facebook page to encourage the banning of JuicyCampus. This followed an anonymous threat two months ago by an anonymous poster who threatened to kill as many people on the LMU campus as possible before getting killed by the police.

Another characteristic of Millennials is that they are less tolerant of remarks that denegrate someone based on their immutable characteristics. One of the chief complaints about the gossip sites is that much of the content is racist, sexist, and homophobic. My prediction is that the Millennials' increased sensitivity to inappropriate remarks of this type will also fuel their desire to restrict the reach of "slam sites."