This document summarizes a study on academic dishonesty among nursing students at Frontier School of Midwifery and Family Nursing. Surveys of students and faculty found that most felt academic dishonesty was an issue. Common problems involved plagiarism and cheating. Solutions being implemented include an honor code council, plagiarism training for students, and using Turnitin to check work. Continued evaluation of new policies and tools is needed to address this ongoing concern.
Presentation by Dr. G. William Hill (Kennesaw State University) at Xavier University of Louisiana, January, 2011. Sponsored by the Center for the Advancement of Teaching. More info: http://cat.xula.edu/integrity/
The Digital Research Process and Student “Satisficing”: How writing centers a...Jennifer Colby
All parties whose goal is to create better student writers should work together to share knowledge and resources. By providing more assistance to students during the research phase of the writing process through collaboration with the library’s research services, the writing center can help to build student knowledge of the research process. This will save the student time, availing her more time to become a better writer- a more confident writer able to write a better paper. If students feel confident in their approach to research they might aim for the best-achievable result instead of merely satisficing.
Part of a panel presentation at the New Jersey Writing Alliance annual conference on "Technology & Ethics." This presentation examines why students cheat, why faculty often don't "prosecute" infractions and how technology can and can not prevent occurrences.
Presentation by Dr. G. William Hill (Kennesaw State University) at Xavier University of Louisiana, January, 2011. Sponsored by the Center for the Advancement of Teaching. More info: http://cat.xula.edu/integrity/
The Digital Research Process and Student “Satisficing”: How writing centers a...Jennifer Colby
All parties whose goal is to create better student writers should work together to share knowledge and resources. By providing more assistance to students during the research phase of the writing process through collaboration with the library’s research services, the writing center can help to build student knowledge of the research process. This will save the student time, availing her more time to become a better writer- a more confident writer able to write a better paper. If students feel confident in their approach to research they might aim for the best-achievable result instead of merely satisficing.
Part of a panel presentation at the New Jersey Writing Alliance annual conference on "Technology & Ethics." This presentation examines why students cheat, why faculty often don't "prosecute" infractions and how technology can and can not prevent occurrences.
Today’s students employ diverse search strategies to discover content in support of their studies. With search results serving as the staple of the digital ecosystem, creating that experience hinges on a deep understanding of user needs at that critical juncture. While usage metrics may reveal the user’s clicks, the story behind those choices may remain untold. And as usability testing proves useful in identifying areas for improvement, going off-script to capture user pain points is not always sanctioned. Looking outside the confines of traditional research methods allows capturing the “free-range” insights of today’s researchers. This presentation will feature the experiences of the User Research Team at EBSCO Information Services as they set out to illuminate the true user journey of scholarly research. Attendees will learn what what page designs elicit smiles, smirks, confusion or delight. Learnings from ethnographic studies will be shared, with insights about the complex feelings students have about searching for information and their diverse strategies for evaluating search results.
PX is the new UX: Millennials & The Personal ExperienceKate Lawrence
One size does not fit all: Why personal experience (PX) is the new user experience (UX) and how the unique needs of the Millennial generation have brought this to light.
Pre-Departure Orientation for Taiwanese Students習生 實
This presentation is intended to help Taiwanese students who are planning to travel to the U.S. to begin a program of study. It contains Information regarding academic, cultural, immigration and logistical issues.
Today’s students employ diverse search strategies to discover content in support of their studies. With search results serving as the staple of the digital ecosystem, creating that experience hinges on a deep understanding of user needs at that critical juncture. While usage metrics may reveal the user’s clicks, the story behind those choices may remain untold. And as usability testing proves useful in identifying areas for improvement, going off-script to capture user pain points is not always sanctioned. Looking outside the confines of traditional research methods allows capturing the “free-range” insights of today’s researchers. This presentation will feature the experiences of the User Research Team at EBSCO Information Services as they set out to illuminate the true user journey of scholarly research. Attendees will learn what what page designs elicit smiles, smirks, confusion or delight. Learnings from ethnographic studies will be shared, with insights about the complex feelings students have about searching for information and their diverse strategies for evaluating search results.
PX is the new UX: Millennials & The Personal ExperienceKate Lawrence
One size does not fit all: Why personal experience (PX) is the new user experience (UX) and how the unique needs of the Millennial generation have brought this to light.
Pre-Departure Orientation for Taiwanese Students習生 實
This presentation is intended to help Taiwanese students who are planning to travel to the U.S. to begin a program of study. It contains Information regarding academic, cultural, immigration and logistical issues.
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DavisP-Edu7005-8
10
DavisP-Edu7005-8
NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEETStudent: Patrick Davis THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example:
DavisP-EDU7005-8
Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University.
EDU7005-8
Anne Monroe, PhD
Create Proposal 2
Week 3
Faculty Use Only
Patrick
Your narrative was organized well and you addressed the needed content for this week’s assignment. The main challenge that remains is clarity in your problem statement and ensuring your design matches this. You appear to want to ‘prove’ true something you hope to be true – which really is not the point of research. I left several comments in the margins for your review, and let me know if you have questions on the feedback. Your grade is based on the NCU rubric as follows: Completes all required parts of the assignment, demonstrates some understanding of readings, uses mostly clear and effective expression appropriate to scholarly writing, and has few errors in grammar, mechanics, and APA formatting.
8.75/10
Anne
Investigate the experiences (attitudes) of high school students towards online learning environment and online academic credit recovery
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of Education
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF EDUCATION
by
PATRICK DAVIS
Prescott Valley, Arizona
JULY 206
INTRODUCTION
When compared to traditional brick and mortar instruction and tutoring, the online academic programs are most effective, and they are working beyond then the just instructional technology. Well qualified tutors, perfect synchronization with modern technology, research based online environment, one to one and real time tutoring and there are several other attributes which make the online learning environment superior over the traditiona ...
This presentation was presented in class presentation on M.A. English in the Department of English, MKBU. It deals with a paper titled Research Methodology, Academic Integrity
in the Digital Age. This presentation talks about the problem of Academic dishonesty, plagiarism in digital age. Is technology the only culprit of Academic dishonesty? t also talks about the Plagiarism detection tools, reasons and prevention of plagiarism.
374 Journal of College Student DevelopmentInternet Plagiar.docxtamicawaysmith
374 Journal of College Student Development
Internet Plagiarism Among College Students
Patrick M. Scanlon David R. Neumann
Six hundred ninety-eight undergraduates
(85.9% between the ages of 17 and 23;
87.5% in the first through fourth year) from
nine colleges and universities completed a
survey on Internet plagiarism. A substantial
minority of students reported they use the
Internet to copy and paste text into their
papers without citation.
Student cheating has garnered much public
attention recently. A perception reflected in
media accounts is that acts of academic
dishonesty among students in college as well
as high school have increased sharply. The
cover of the November 22, 1999 issue of
U.S. News & World Report, for example,
announced that “a new epidemic of fraud is
sweeping through our schools” (“Cheating,
writing, and arithmetic,” 1999). Nearly
universal access to the Internet has been cited
as a reason for this perceived decline in
academic integrity, in particular regarding
plagiarism. A July 6, 2001 article in the
Chronicle of Higher Education reported that
“several indicators point to widespread
plagiarism on campus,” and that “officials
at some colleges say that in recent years they
have seen a sharp increase in students cutting
and pasting material into papers from Web
sites without attribution, or purchasing term
papers from online term-paper mills” (Young,
2001, A26). Four years ago a count of term
paper mills on the Web—including A-Plus
Termpapers, Paperz.com, School Sucks, and
Research Assistance by Collegiate Care—set
the number at 70 (Basinger & McCollum,
1997).
One further indication of growing
concern over Internet plagiarism is the de-
velopment of plagiarism-detection software,
such as that employed by Turnitin.com, a
service that scans student papers for text
lifted from Websites and marks each suspect
passage with a link to its probable online
source. The use of plagiarism-detection
software by professors “appears to be
growing” (Young, 2001, A26).
The Internet may be exacerbating the
long-standing problem of student plagiarism
on college campuses. Moreover, Internet
plagiarism raises important questions of
academic integrity as students—as well as
faculty—frequently turn to online sources,
and it foregrounds issues related to the correct
handling and citation of online sources.
Therefore, university administrators, faculty,
and staff should be concerned about the
impact of the Internet in shaping a new
generation of students’ conception of what
does and does not constitute fair use of the
countless texts so readily available at the
click of a mouse.
Although student academic honesty has
attracted considerable scholarly notice for
some time, the probable impact of Internet
access on student plagiarism is mostly a
matter of conjecture and has not yet been
studied sufficiently or systematically. There-
fore, a measure of the incidence of student
online plagiarism will provide a needed map
of the territory and an i ...
Mick Purcell, Principal at the Edubridge International School, Mumbai, delivered this breakaway session, entitled, Academic Honesty in the Digital Age, during our Leadership Conference, 2014.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. Advances in technology provide students with rich & varied resources but has also facilitated an increase in academic dishonesty (Bassendowski & Salgado, 2005; Kiehl, 2006)
5. Frontier School of Midwifery and Family Nursing (FSMFN) is a web-based distance education programwww.frontierschool.edu
6. Problem Is there a consistent thread of dishonest through all levels of education? www.frontierschool.edu
7.
8. Problem There is a growing concern that academic dishonesty erodes: the integrity of individual students students as a whole educational institutions the profession of nursing the conscientious provision of care www.frontierschool.edu
9. Scope Arhin and Jones (2009) surveyed 161 undergraduate students from several disciplines about perceptions of academic dishonesty. Nursing students most frequently recognized behaviors of academic dishonesty, but had difficulty recognizing dishonesty in 50% of presented scenarios www.frontierschool.edu
10. Scope Seventy-five to ninety percent of nursing students have reported acts of academic dishonesty (Faucher & Caves, 2009; Kolanko et al., 2006; Paulos, 2007). The detection and management of academic dishonest places an enormous stress and burden on nursing faculty (Fontana, 2009). www.frontierschool.edu
11. Incidence In a survey of academic dishonesty by McCab (2009) 18 nursing school across the U.S. participated. Fifty-eight percent of undergraduate and 47% of graduate nursing students self-reported at least one of 16 academic dishonesty behaviors (McCab, 2009). www.frontierschool.edu
12. Academic Dishonesty Behaviors (McCab, 2009) Collaborating with others when asked for individual work Copying a few sentences from a written or Web source without citing Getting questions or answers for a test/exam form someone who took it earlier Receiving help that is not permitted on an assignment www.frontierschool.edu
13. Academic Dishonest Behaviors (McCab, 2009) Falsifying or fabricating laboratory or research data or a bibliography Using a false or forged excuse to delay a test or submission of an assignment Helping someone cheat on an exam or test Copying a paper (all or part) from another student or written source www.frontierschool.edu
14. Definitions Plagiarism a. American Psychological Association: may not present the work of another as your own original author must be given credit always acknowledge a source including personal communication (APA, 2010) www.frontierschool.edu
15. FSMFN Definition Plagiarism Infraction of academic integrity Considered an Honor Code violation www.frontierschool.edu
16. FSMFN Definition Submitting a paper, examination, or assignment written by another. Word-for-word copying (including cutting and pasting) portions of another’s writing from the World Wide Web, from hard copy text, from personal communication, without enclosing the copied passage in quotation marks and acknowledging the source in the appropriate APA reference format. The use of a unique term or concept taken from another source without acknowledging that source. www.frontierschool.edu
17. FSMFN Definition The paraphrasing or abbreviated restating of someone else’s ideas without acknowledging that person. Changing a few words in someone else’s sentence does not make it your own, even if the reference is provided at the end of the sentence. Either use quotes or synthesize the information and write your own completely new sentence with appropriate referencing. www.frontierschool.edu
18. FSMFN Definition Falsely citing a reference that was never actually consulted, or making up a citation. Functioning web links in assignments are important for this reason. Falsely reporting data that was never actually collected or which showed contrary results. Unacknowledged multiple authors or collaboration on a project or paper. (FSMFN, 2010) www.fronrschool.edu
19. Question What are the student and faculties perspectives on academic dishonesty? www.frontierschool.edu
20. 3. Survey: Students and Faculty Questions asked of students: demographics Scope of academic dishonesty Solutions Recommendations www.frontierschool.edu
21. Qualitative Data [cont’d] Questions asked of faculty: demographics Perceptions of the scope of the problems Solutions www.frontierschool.edu
22. Data Results: Student Perspectives N= 67 Age: range: 23-56 years mean: 37 years 92% female 52% first year graduate school www.frontierschool.edu
23. 1. Students :What do you think is the scope of academic dishonesty? 45% thought that ¼ of students cheat 41% thought that no students cheat 14% thought that more than ½ of students cheat www.frontierschool.edu
24. 2. Students: Perceptions of clinical cheating 91% feel there is no cheating in clinical education experiences Types of cheating that does happen: “Invent” clinical assignments Not reporting an error Dishonest about the number of clinical hours www.frontierschool.edu
25. 3. Students: Have you ever been personally involved in any type of professional or academic dishonesty? No (70.5%) Yes (29.5%) www.frontierschool.edu
26. 4. Students: Is academic dishonesty ever acceptable? Never (97%) Yes (3%) www.frontierschool.edu
27. 6. Students: What can be done to decrease or prevent academic dishonesty? Themes: total = 51 responses 53% Student focused (n=27 responses) 29% Assignment focused (n=15 ) 18% Faculty focused (n=9) www.frontierschool.edu
29. Examples of Student focused themes 45% improve student education about the issue (“address at the beginning”; “provide examples”) 37% consequences (“zero tolerance”; strong consequences”) 18% other (“screen applicants”; “sign a pledge”) www.frontierschool.edu
30. 7. What can faculty do to prevent academic dishonesty? Themes: (n= 72 responses*) 61% Student help from faculty [44 responses] 32% Assignment design to prevent cheating [23] 7% Other [5] www.frontierschool.edu
31. 7. Examples of responses Student help from faculty: “prepare students for assignments and exams” ; “more spoon-feeding” “more communication>> about expectations”; “educate about plagiarism”; teach integrity”; “change teaching methods” www.frontierschool.edu
32. 7. Examples cont’d Assignment design: “change assignments every term”; make assignments: “Fun” relevant” use “flexible timing” for assignments “open-book exams” “timed secure exams” www.frontierschool.edu
33. 8. Students: adverse outcomes of cheating? Themes: ( n= 70 responses) 35% Student-related 12% School-related 23% Clinical practice related www.frontierschool.edu
34. 8. Examples of responses Student-related: “Guilt and shame” “failure to acquire needed knowledge” “disadvantage for board exam/failure of comps” “student is cheating self” “loss of self-respect” “professional trust and integrity” www.frontierschool.edu
35. 8. Examples of responses cont School-related:“integrity and reputation of school harmed”“lowers quality of education”“skews grades in favor dishonest person”“professor distrusts students” www.frontierschool.edu
36. 8. Examples of responses cont Clinical practice-related: “lower quality of providers”“harm to integrity of profession”“dishonesty in other areas”“malpractice issues” www.frontierschool.edu
38. 9. Examples of responses Student issues:“concerns about accidental plagiarism”“disheartening to students with strong ethic code”“with technology cheating seems anonymous and will continue” “concern about working in LT and the risk of honor code violations” www.frontierschool.edu
39. 9. Examples of responses, cont Faculty issues:“honest students should not be penalized”“continuing education about academic dishonesty”“if faculty showed more personal integrity, the cheating would be greatly decreased”“too much time spent on plagiarism” “frustrating when those who have cheated are allowed to continue” www.frontierschool.edu
40. Data Results: Faculty Perspectives N= 25 100% female aged 32-67 years Faculty experience: 40% = 11 or more years 20% = 6-10 years 40% = 5 years or less www.frontierschool.edu
41. 1. Faculty: consider academic honesty to be an issue 100% Yes www.frontierschool.edu
42. 2. What % of students do you estimate have had issues with academic dishonesty? 83.3% faculty estimate ¼ of students 12.5% estimate ½ of students 4.2% estimate ¾ of students www.frontierschool.edu
43. 3. Describe the kinds of academic dishonesty you’ve encountered n= 66 responses* 32% plagiarism [ 21 responses] 29% cheating on exams [19] 18% copying/sharing/using other student work [12] 14% incorrect citations [9] 7 % other [5] * responses > 25 due to multiple responses www.frontierschool.edu
44. 4. Faculty: Reasons for student academic dishonesty Themes: (n= 48 responses*) 31% Educational issues [15 responses] 27% Student characteristics [13] 21% Lack of Knowledge [10] 21% Time issues [10] * responses > 25 due to multiple responses www.frontierschool.edu
45. 4. Examples of responses Educations issues: “pressure for grades” ;“ease of cheating”; stress to perform” Student characteristics: “laziness”; “poor judgment”; lack of honesty…integrity” Lack of knowledge: “does not know: how to write…APA”; lack of understanding about academic honesty” Time: “feel rushed”; “expediency”; “life overload” www.frontierschool.edu
46. 5. Faculty: Ramifications for studentsn= 76 responses* 45% =Professional issues [34 responses] 25% = Educational issues [19] 18% = Personal issues [14] 12% = Institutional reflection [9] * responses > 25 due to multiple responses www.frontierschool.edu
47. 5. Examples of responses Professional issues: “dishonesty to professional role and work”; “will not pass Boards”; “lack of professional knowledge” Educational issues: “poor education”; “devalue nursing education”; ‘inadequate knowledge acquisition” Personal issues: “lack of integrity”; mistrust”; “low self-esteem” Reflection on institution: “diminish the schools’ reputation”; “loss of program integrity” www.frontierschool.edu
48. 6. What prevents faculty from monitoring or detecting academic dishonesty? Themes: (n= 62 responses*) 37% Workload/class size [23 responses] 26% Administrative issues [16] 23% Distance-education environment [14] 14% Tools for detection [9] * responses > 25 due to multiple responses www.frontierschool.edu
49. 6. Examples of responses Workload and class size: “lack of time to check references”; “ large class sizes”; “too many students, not enough time” Administrative issues: “lack of support from administration”; fear of confrontation”; “if no support-why bother?” Distance education issues: “cheating is rampant everywhere”; “so many ways a student can cheat”; Tools needed: “need tools to help detect”; “Turn-It-In may help” www.frontierschool.edu
50. 7. Faculty: what can be done? Themes (53 responses)* 38 % Institutional commitment [20 responses] 26% Tools needed [14] 25% Faculty issues [13] 11% Student issues [6] www.frontierschool.edu
51. 7. Examples of responses Institutional commitment: “institution intolerance for academic dishonesty”; “environment not conducive to dishonesty”; “improve honor code” Tools needed: “Turnitin”; “detection tools” Faculty issues: “revise assignments”; “reinforce APA style”; “monitor student work closely” Student issues: “writing center for students”; “contracts for honesty” www.frontierschool.edu
52. Solutions and Procedures Institutional Honor Code Council Student driven, members volunteers from Student Council Decision made by the Administrative Team if a violation has occurred then Honor Code Council is convened 6 students, decision must be made in 45 days Student may appeal decision www.frontierschool.edu
53. Honor Code The FSMFN regards academic honesty and scholarly integrity to be essential to the education of our students; violations are not tolerated. Cheating Plagiarism Unprofessional or criminal conduct www.frontierschool.edu
54. Tools Turnitin Implemented as a student learning tool Student submits work to TII prior to submitting work to faculty Students have the opportunity to submit the paper to TII twice before sending as final paper www.frontierschool.edu
55. Tools Evaluation of Turnitin Used for one term 30% of students found it to be helpful 30% found it not to be helpful at all 40% neutral www.frontierschool.edu
56. Tools Turnitin Students unclear on process Tutorial done as part of orientation to program Utilization of orientation provided by Turnitin not sufficient www.frontierschool.edu
57. Tools Turnitin Optional for some assignments Only 50% of students utilized this when optional Used for some assignments Major written assignments work best Does not work for case studies www.frontierschool.edu
58. Plagiarism course All student complete a plagiarism course prior to beginning the program at FSMFN How to Recognize Plagiarism https://www.indiana.edu/~istd/definition.html Upon completion a certificate is placed in the student’s portfolio www.frontierschool.edu
59. Faculty Solutions Monitor student work for plagiarism Students are given one warning letter if plagiarism is suspected Placed in student file www.frontierschool.edu
60. Faculty Solutions Course redesign Innovative ways to complete case studies Allowing for collaborative work between students www.frontierschool.edu
61. Summary Students and faculty may both under-estimate the actual scope of academic dishonesty Students feel that faculty are the solution to the cheating problems Faculty feel that workload issues prevent more attention to preventing and identifying academic dishonesty www.frontierschool.edu
62. Summary Solutions in process Continued evaluation of effectiveness of implemented process www.frontierschool.edu
63. References Arhin, A., & Jones, K. (2009). A multidiscipline exploration of college students’ perception of academic dishonesty: Are nursing students different from other college students? Nursing Education Today, 29, 710 – 714. Bassendowski, S., & Salgaod, A. (2005). Is plagiarism creating an opportunity for the development of new assessment strategies? International Journal of Nursing Education Scholarship, 2(1), 1 -13. Retrieved from http://www.bepress.com/ijnes/vol2/iss1/art3. www.frontierschool.edu
64. References Faucher, D., & Caves, S. (2009). Academic dishonesty: Innovative cheating techniques and the detection and prevention of them. Teaching and Learning in Nursing, 4, 37 – 41. Fontana, J. (2009). Nursing faculty experiences of students’ academic dishonesty. Journal of Nursing Education, 48(4), 181- 185. www.frontierschool.edu
65. References Kiehl, E. (2006). Using an ethical decision- making model to determine consequences for student plagiarism. Journal of Nursing Education, 45(6), 199 – 203. Kolanko, K., Clark, C., Heinrich, K., Olive, D., Serembus, J., & Sifford, K (2006). Academic dishonesty, bullying, incivility, and violence: Difficult challenges facing nurse educators. Nursing Education Perspectives, 27(1), 34 – 43. www.frontierschool.edu
66. References McCabe, D. (2009). Academic dishonesty in nursing schools: An empirical investigation. Journal of Nursing Education, 48(11), 614 – 623. Paulos, L. (2007). Breaking the rules. Scholastic Choices, 22, 10 -13. www.frontierschool.edu
68. www.frontierschool.edu For More Information about theFrontier Schoolof Midwifery & Family Nursing www.frontierschool.edu (606) 672-2312 P.O. Box 528,195 School St.Hyden, KY 41749