The document discusses several topics related to academic integrity and dishonesty. It begins by summarizing two sources that discuss the complex factors influencing decisions in various contexts like sports, work, healthcare, and education. It then outlines principles of academic integrity, definitions of cheating, reasons why students cheat, impacts of cheating, and strategies to promote academic honesty like having clear policies and honor codes. The document synthesizes perspectives from various studies and experts on developing a culture of integrity in educational institutions.
The document discusses theoretical frameworks for deterring academic misconduct. It outlines theories such as rational choice theory, neutralization theory, and situational action theory. Rational choice theory views academic dishonesty as a decision students make by weighing costs and benefits. Neutralization theory suggests students can rationalize misconduct without damage to self-esteem. Situational action theory emphasizes both the opportunity and intention to cheat influence misconduct. The document recommends reducing opportunities to cheat and increasing education on integrity to prevent misconduct based on these theories.
This document discusses factors that affect 21st century students' learning and implications for educators. It examines how students today have grown up in a different environment than past generations due to technology, war, economic struggles, and heightened anxiety. Their ethics and morality have changed as success is now achieved by any means necessary. Media and technology consume students' lives and attention, making it harder for teachers to engage them. However, simulations and video games could update teaching methods and motivate students by relating lessons to their interests. The document suggests ways for educators to adapt their approaches to better understand and teach today's students.
Academic Dishonesty A Zero Tolerance Professor And Student Registration ChoicesDereck Downing
This document summarizes previous research on academic dishonesty among college students. It discusses how business students and engineering students have higher rates of cheating compared to other majors. It also reviews how honor codes can help reduce cheating. The study described in this document administered a survey to students to examine their reactions to a professor with a zero tolerance policy for academic dishonesty and to understand student attitudes towards cheating. The findings indicate such a strict policy may deter dishonest students but also discourage many honest students from enrolling in the professor's courses.
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
This document discusses academic dishonesty among high school students. It reports that according to the Educational Testing Service (ETS), cheating among high school students has risen dramatically over the past 50 years, from 20% of college students admitting to cheating in high school in the 1940s to between 75-98% today. The document explores reasons for this increase, such as less stigma around cheating and increased competition for college admissions. It also examines ways to address academic dishonesty, such as teaching students about academic integrity and making coursework more relevant.
Academic Misconduct What Students Think And A Few Case StudiesSarah Adams
This document discusses academic misconduct among college students based on a collaborative research project between several faculty members. It provides examples of misconduct witnessed by the faculty in their classes, such as copying answers during tests or using unauthorized materials. It also notes findings from previous research that misconduct is widespread internationally. Additionally, the document reports the results of an anonymous student survey that asked about motivations for cheating and techniques used. The survey found that cheating occurs in both supervised and unsupervised assignments, and that characteristics like assessment value and class size can influence the likelihood of misconduct. Overall, the research aims to understand cheating from both student and faculty perspectives to inform prevention strategies.
This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
The document discusses theoretical frameworks for deterring academic misconduct. It outlines theories such as rational choice theory, neutralization theory, and situational action theory. Rational choice theory views academic dishonesty as a decision students make by weighing costs and benefits. Neutralization theory suggests students can rationalize misconduct without damage to self-esteem. Situational action theory emphasizes both the opportunity and intention to cheat influence misconduct. The document recommends reducing opportunities to cheat and increasing education on integrity to prevent misconduct based on these theories.
This document discusses factors that affect 21st century students' learning and implications for educators. It examines how students today have grown up in a different environment than past generations due to technology, war, economic struggles, and heightened anxiety. Their ethics and morality have changed as success is now achieved by any means necessary. Media and technology consume students' lives and attention, making it harder for teachers to engage them. However, simulations and video games could update teaching methods and motivate students by relating lessons to their interests. The document suggests ways for educators to adapt their approaches to better understand and teach today's students.
Academic Dishonesty A Zero Tolerance Professor And Student Registration ChoicesDereck Downing
This document summarizes previous research on academic dishonesty among college students. It discusses how business students and engineering students have higher rates of cheating compared to other majors. It also reviews how honor codes can help reduce cheating. The study described in this document administered a survey to students to examine their reactions to a professor with a zero tolerance policy for academic dishonesty and to understand student attitudes towards cheating. The findings indicate such a strict policy may deter dishonest students but also discourage many honest students from enrolling in the professor's courses.
An entertaining, insightful slide show from the cascading project on Academic Integrity conducted by Dr. Zeenath Reza Khan at University of Wollongong in Dubai for School Counsellors that gives helpful tips on how to train and develop academic integrity in schools.
This document discusses academic dishonesty among high school students. It reports that according to the Educational Testing Service (ETS), cheating among high school students has risen dramatically over the past 50 years, from 20% of college students admitting to cheating in high school in the 1940s to between 75-98% today. The document explores reasons for this increase, such as less stigma around cheating and increased competition for college admissions. It also examines ways to address academic dishonesty, such as teaching students about academic integrity and making coursework more relevant.
Academic Misconduct What Students Think And A Few Case StudiesSarah Adams
This document discusses academic misconduct among college students based on a collaborative research project between several faculty members. It provides examples of misconduct witnessed by the faculty in their classes, such as copying answers during tests or using unauthorized materials. It also notes findings from previous research that misconduct is widespread internationally. Additionally, the document reports the results of an anonymous student survey that asked about motivations for cheating and techniques used. The survey found that cheating occurs in both supervised and unsupervised assignments, and that characteristics like assessment value and class size can influence the likelihood of misconduct. Overall, the research aims to understand cheating from both student and faculty perspectives to inform prevention strategies.
This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
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 document summarizes research on plagiarism and cheating in high schools. It discusses definitions of plagiarism, reasons why students cheat, data on the prevalence of different types of cheating behaviors, the relationship between beliefs and behaviors, and models of moral functioning. Key findings include that students are less likely to cheat if they believe it is morally wrong or their peers disapprove, and more likely if they endorse rationalizations for cheating or believe peers are cheating.
The document discusses a panel discussion on plagiarism in high schools. It provides biographies of the moderator and several panelists, who include educators, researchers, and a student. The panelists then discuss various topics related to academic integrity in high schools, including defining plagiarism for students, understanding why students cheat and how they view it, research on the relationship between beliefs and cheating behaviors, and strategies for changing school culture to promote integrity.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Academic Integrity A Saudi Student PerspectiveLeonard Goudy
This document discusses academic integrity among Saudi students from the perspective of a study conducted at a Midwestern university. The study found that Saudi students reported higher rates of academic dishonesty behaviors compared to national averages, such as unauthorized collaboration, copying from electronic sources without citation, and receiving substantial unpermitted help on assignments. Through interviews, the study explored reasons for academic misconduct among Saudi students, how they perceive and justify these behaviors, and ways universities can decrease misconduct. While students reported engaging in various dishonest acts, they denied that cheating was consistent with their cultural, religious, and ethical beliefs, showing a gap between moral beliefs and actions. The document reviews different types and reasons for academic misconduct, and strategies universities use to promote academic integrity
Academic Dishonesty How Students Do The Learning Assessment And ProjectMonica Waters
This document discusses academic dishonesty among university students in Indonesia. It reports on a study that examined how students complete learning assessments and projects. The study found that some students do not fully understand what constitutes plagiarism or academic dishonesty. They believe copying information from the internet without citation is allowed. Students also commit academic dishonesty to help friends. The study revealed that students often engage in academic dishonesty without getting caught. The document reviews related literature on academic dishonesty and learning assessments. It describes the methodology of the study, which involved distributing questionnaires to students and lecturers to understand types of academic misconduct and attitudes toward it.
This document provides information about academic honesty and plagiarism. It defines academic honesty as producing original work and citing sources appropriately. Plagiarism occurs when a student presents someone else's work as their own without citing the source. There are different types of plagiarism, including direct plagiarism by copying word-for-word without citation, self-plagiarism by reusing one's own previous work, and mosaic plagiarism by paraphrasing close to the source without citation. Maintaining academic honesty is important for the integrity of educational institutions and society.
This summary analyzes an article about educational negligence. The article discusses how negligence in education can negatively impact students' school lives and future ambitions. It addresses the issue of educational negligence in three main points:
1) Educational negligence can take many forms from poor teaching standards to ignoring student needs and attendance issues. It seriously impacts students.
2) A study in South Korea found that neglecting culturally diverse students was linked to relationship issues, dropout rates increasing over time. Neglect harmed peer and teacher relationships for these students.
3) To address educational negligence, teachers must ensure all students complete assignments by attending all lessons to fully cover required material. Parents and teachers must work together to meet students' needs for
This document summarizes a study that identified and analyzed common ethical issues in schools in Delta State, Nigeria. The study found that the most prevalent unethical conducts were school closings due to strike action, unconstitutional student admissions, inaccurate records, and misleading advertising. Potential ways to reduce unethical conduct included providing ethics training, appointing ethics specialists, and establishing formal codes of ethics for staff and students. The study concluded that identifying unethical issues and implementing preventative measures could help improve the ethical climate and quality of education.
This section reviews literature related to developing character traits in students. It discusses studies that show character education is most effective when integrated into daily school life. Traits like honesty, diligence, respect and caring can be developed through relationships, discipline policies, and encouragement from parents and teachers. The literature also examines how traits like obedience, perseverance, and social-emotional development can be fostered in students. Finally, it reviews research on the importance of parental involvement in students' academic performance and development.
The document discusses students with emotional and behavioral disabilities (EBD). It notes that less than 24% of students with EBD receive education in general education settings. Students with EBD also have lower grades, fail more classes at a 51% rate, and drop out of high school at a 51% rate. Those who dropout have high arrest rates, with 1 in 5 arrested during school and 58% arrested within 5 years of leaving school. The document then discusses risk and protective factors for students and positive behavior support as an approach.
The document discusses academic integrity and dishonesty at Penn State University. It provides statistics on reported academic dishonesty cases among freshmen in 2006/2007, lists behaviors that compromise academic integrity, and examines students' perceptions of cheating based on a survey. Turnitin, a plagiarism detection program, is also mentioned as a tool used by over 1,500 Penn State instructors.
This document discusses assessing student dispositions in counselor training programs and the implications for supervision, program policy, and legal risk management. It first reviews literature on evaluating student personality characteristics and non-academic performance. It then describes a study conducted that assessed counseling student impairment using surveys. Based on the study results and challenges identified, the authors shifted their focus from impairment to examining student dispositions. Relevant CACREP standards regarding evaluating student potential success, aptitude, and progress are also reviewed.
150
Turkish Online Journal of Distance Education-TOJDE October 2014 ISSN 1302-6488 Volume: 15 Number: 4 Article 8
STUDENTS’ PERCEPTION and BEHAVIOR
of ACADEMIC INTEGRITY:
A Case Study of a Writing Forum Activity
Visara EKAHITANOND
Language Institute
Bangkok University, THAILAND
ABSTRACT
The use of online tools such as forum has helped instructors develop courses that are
engaging and challenging. However, instructors want to ensure that all students
maintain academic integrity when they were assigned to work in an online community.
This paper investigated students’ perception and behavior of academic integrity in an
online discussion forum. Data were collected from 160 students enrolled in a
fundamental English course who were assigned to post and respond to the topics in a
forum. A survey was administered to measure how students perceived ‘academic
integrity’ as well as to investigate students’ experience of violating academic integrity. A
semi-structured interview was further conducted with the involved participants to find
out the reasons behind their performance. The findings revealed that students perceived
some misconduct actions as not cheating, leading to behaviors of academic dishonesty.
As such, students should be informed more about what they can or cannot do in order not
to commit academic dishonesty.
Keywords: Academic integrity, online discussion, learning management system
INTRODUCTION
Technological skill, besides English language competence, is another vital qualification
expected for Thai graduates. They are required to employ information and
communications technology in data analysis, information receivability, and presentation
skills. Therefore, most educational institutions offer further supports on the use of
computer technology as a learning tool and medium. The incoming of technologies in
computer networking facilitates language instructors to alter their practice in computer
uses in classroom. Numbers of on-line tools like e-mails, synchronous CMC, and
discussion forums are more implemented in languages courses. The Internet, of course,
promotes autonomous learning (Chapelle, 2001).
Learning Management Systems (LMS) refers to server-based software that administrates
access and provides on-line learning resources via a standard web browser. Blackboard
and Moodle are commonly used in tertiary education (Schroeder, Minocha, & Schneider, 2010).
151
Most instructors consider the tools applicable and helpful for students’ learning,
activities, testing, practice, access to materials, scoring, keeping tracks, and receiving
feedback from teachers and peers. A discussion forum is a widely recognized tool in the
LMS. Instructors and learners can share their opinions on the electronic platform and
interchange .
Millennial students have different characteristics than previous generations that impact their experiences in occupational therapy classrooms and fieldwork settings. This literature review explores the traits of Millennial students and how occupational therapy educators can help them succeed. Recommendations include understanding Millennial learning styles, having clear expectations, and promoting caring student-teacher relationships. The goal is to provide an optimal educational experience for these students.
The document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities (HBCUs). It presents Tinto's model of student attrition as the theoretical framework, which suggests that academic and social integration affect student outcomes. The study aims to identify institutional factors that influence student satisfaction and determine strategies to increase retention. It will use interviews, questionnaires and surveys to examine the relationship between student satisfaction with institutional experiences and social integration. The results could help administrators improve factors related to student satisfaction and persistence.
This document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities. It presents Tinto's model of student attrition as the theoretical framework, which identifies pre-entry attributes, goals, institutional experiences, integration, and outcomes as key components. The study aims to identify institutional factors that affect student satisfaction and how satisfaction influences persistence through surveys, interviews and questionnaires of a sample of 20 students. Understanding these relationships could help administrators improve factors related to student satisfaction and retention.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
Georgia is a country located in Eastern Europe on the coast of the Black Sea. It has a population of around 3.5 million people and borders Turkey, Armenia, Azerbaijan, and Russia. Georgia has a long history, becoming a kingdom in 4 BC and adopting Christianity in 337 AD. It experienced periods of expansion under rulers like Queen Tamara in the 12th century but was later devastated by invaders like the Mongols in the 13th century. Georgia declared independence from the Soviet Union in 1991 after being a Russian vassal state since the 18th century.
This document classifies animals into two main groups: vertebrates and invertebrates. Vertebrates are further divided into five subclasses based on physical characteristics: fish, amphibians, reptiles, birds, and mammals. Each subclass shares defining traits such as how they breathe, whether they have scales or feathers, how they reproduce, and whether their body temperature changes with the environment or remains constant. Invertebrates either have a hard outer shell like insects and crabs or a softer body without a shell like jellyfish and worms, with examples given like spiders, shrimp, and snails.
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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 document summarizes research on plagiarism and cheating in high schools. It discusses definitions of plagiarism, reasons why students cheat, data on the prevalence of different types of cheating behaviors, the relationship between beliefs and behaviors, and models of moral functioning. Key findings include that students are less likely to cheat if they believe it is morally wrong or their peers disapprove, and more likely if they endorse rationalizations for cheating or believe peers are cheating.
The document discusses a panel discussion on plagiarism in high schools. It provides biographies of the moderator and several panelists, who include educators, researchers, and a student. The panelists then discuss various topics related to academic integrity in high schools, including defining plagiarism for students, understanding why students cheat and how they view it, research on the relationship between beliefs and cheating behaviors, and strategies for changing school culture to promote integrity.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
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This document discusses academic integrity among Saudi students from the perspective of a study conducted at a Midwestern university. The study found that Saudi students reported higher rates of academic dishonesty behaviors compared to national averages, such as unauthorized collaboration, copying from electronic sources without citation, and receiving substantial unpermitted help on assignments. Through interviews, the study explored reasons for academic misconduct among Saudi students, how they perceive and justify these behaviors, and ways universities can decrease misconduct. While students reported engaging in various dishonest acts, they denied that cheating was consistent with their cultural, religious, and ethical beliefs, showing a gap between moral beliefs and actions. The document reviews different types and reasons for academic misconduct, and strategies universities use to promote academic integrity
Academic Dishonesty How Students Do The Learning Assessment And ProjectMonica Waters
This document discusses academic dishonesty among university students in Indonesia. It reports on a study that examined how students complete learning assessments and projects. The study found that some students do not fully understand what constitutes plagiarism or academic dishonesty. They believe copying information from the internet without citation is allowed. Students also commit academic dishonesty to help friends. The study revealed that students often engage in academic dishonesty without getting caught. The document reviews related literature on academic dishonesty and learning assessments. It describes the methodology of the study, which involved distributing questionnaires to students and lecturers to understand types of academic misconduct and attitudes toward it.
This document provides information about academic honesty and plagiarism. It defines academic honesty as producing original work and citing sources appropriately. Plagiarism occurs when a student presents someone else's work as their own without citing the source. There are different types of plagiarism, including direct plagiarism by copying word-for-word without citation, self-plagiarism by reusing one's own previous work, and mosaic plagiarism by paraphrasing close to the source without citation. Maintaining academic honesty is important for the integrity of educational institutions and society.
This summary analyzes an article about educational negligence. The article discusses how negligence in education can negatively impact students' school lives and future ambitions. It addresses the issue of educational negligence in three main points:
1) Educational negligence can take many forms from poor teaching standards to ignoring student needs and attendance issues. It seriously impacts students.
2) A study in South Korea found that neglecting culturally diverse students was linked to relationship issues, dropout rates increasing over time. Neglect harmed peer and teacher relationships for these students.
3) To address educational negligence, teachers must ensure all students complete assignments by attending all lessons to fully cover required material. Parents and teachers must work together to meet students' needs for
This document summarizes a study that identified and analyzed common ethical issues in schools in Delta State, Nigeria. The study found that the most prevalent unethical conducts were school closings due to strike action, unconstitutional student admissions, inaccurate records, and misleading advertising. Potential ways to reduce unethical conduct included providing ethics training, appointing ethics specialists, and establishing formal codes of ethics for staff and students. The study concluded that identifying unethical issues and implementing preventative measures could help improve the ethical climate and quality of education.
This section reviews literature related to developing character traits in students. It discusses studies that show character education is most effective when integrated into daily school life. Traits like honesty, diligence, respect and caring can be developed through relationships, discipline policies, and encouragement from parents and teachers. The literature also examines how traits like obedience, perseverance, and social-emotional development can be fostered in students. Finally, it reviews research on the importance of parental involvement in students' academic performance and development.
The document discusses students with emotional and behavioral disabilities (EBD). It notes that less than 24% of students with EBD receive education in general education settings. Students with EBD also have lower grades, fail more classes at a 51% rate, and drop out of high school at a 51% rate. Those who dropout have high arrest rates, with 1 in 5 arrested during school and 58% arrested within 5 years of leaving school. The document then discusses risk and protective factors for students and positive behavior support as an approach.
The document discusses academic integrity and dishonesty at Penn State University. It provides statistics on reported academic dishonesty cases among freshmen in 2006/2007, lists behaviors that compromise academic integrity, and examines students' perceptions of cheating based on a survey. Turnitin, a plagiarism detection program, is also mentioned as a tool used by over 1,500 Penn State instructors.
This document discusses assessing student dispositions in counselor training programs and the implications for supervision, program policy, and legal risk management. It first reviews literature on evaluating student personality characteristics and non-academic performance. It then describes a study conducted that assessed counseling student impairment using surveys. Based on the study results and challenges identified, the authors shifted their focus from impairment to examining student dispositions. Relevant CACREP standards regarding evaluating student potential success, aptitude, and progress are also reviewed.
150
Turkish Online Journal of Distance Education-TOJDE October 2014 ISSN 1302-6488 Volume: 15 Number: 4 Article 8
STUDENTS’ PERCEPTION and BEHAVIOR
of ACADEMIC INTEGRITY:
A Case Study of a Writing Forum Activity
Visara EKAHITANOND
Language Institute
Bangkok University, THAILAND
ABSTRACT
The use of online tools such as forum has helped instructors develop courses that are
engaging and challenging. However, instructors want to ensure that all students
maintain academic integrity when they were assigned to work in an online community.
This paper investigated students’ perception and behavior of academic integrity in an
online discussion forum. Data were collected from 160 students enrolled in a
fundamental English course who were assigned to post and respond to the topics in a
forum. A survey was administered to measure how students perceived ‘academic
integrity’ as well as to investigate students’ experience of violating academic integrity. A
semi-structured interview was further conducted with the involved participants to find
out the reasons behind their performance. The findings revealed that students perceived
some misconduct actions as not cheating, leading to behaviors of academic dishonesty.
As such, students should be informed more about what they can or cannot do in order not
to commit academic dishonesty.
Keywords: Academic integrity, online discussion, learning management system
INTRODUCTION
Technological skill, besides English language competence, is another vital qualification
expected for Thai graduates. They are required to employ information and
communications technology in data analysis, information receivability, and presentation
skills. Therefore, most educational institutions offer further supports on the use of
computer technology as a learning tool and medium. The incoming of technologies in
computer networking facilitates language instructors to alter their practice in computer
uses in classroom. Numbers of on-line tools like e-mails, synchronous CMC, and
discussion forums are more implemented in languages courses. The Internet, of course,
promotes autonomous learning (Chapelle, 2001).
Learning Management Systems (LMS) refers to server-based software that administrates
access and provides on-line learning resources via a standard web browser. Blackboard
and Moodle are commonly used in tertiary education (Schroeder, Minocha, & Schneider, 2010).
151
Most instructors consider the tools applicable and helpful for students’ learning,
activities, testing, practice, access to materials, scoring, keeping tracks, and receiving
feedback from teachers and peers. A discussion forum is a widely recognized tool in the
LMS. Instructors and learners can share their opinions on the electronic platform and
interchange .
Millennial students have different characteristics than previous generations that impact their experiences in occupational therapy classrooms and fieldwork settings. This literature review explores the traits of Millennial students and how occupational therapy educators can help them succeed. Recommendations include understanding Millennial learning styles, having clear expectations, and promoting caring student-teacher relationships. The goal is to provide an optimal educational experience for these students.
The document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities (HBCUs). It presents Tinto's model of student attrition as the theoretical framework, which suggests that academic and social integration affect student outcomes. The study aims to identify institutional factors that influence student satisfaction and determine strategies to increase retention. It will use interviews, questionnaires and surveys to examine the relationship between student satisfaction with institutional experiences and social integration. The results could help administrators improve factors related to student satisfaction and persistence.
This document discusses factors that influence student satisfaction and persistence at historically Black colleges and universities. It presents Tinto's model of student attrition as the theoretical framework, which identifies pre-entry attributes, goals, institutional experiences, integration, and outcomes as key components. The study aims to identify institutional factors that affect student satisfaction and how satisfaction influences persistence through surveys, interviews and questionnaires of a sample of 20 students. Understanding these relationships could help administrators improve factors related to student satisfaction and retention.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
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2) Key topics covered include the causes and effects of anger, how anger can influence behaviors and decisions, and tips for dealing with an angry superior respectfully and effectively.
3) Potential takeaways emphasize understanding the perspective of an angry boss, avoiding escalating the conflict, and finding respectful solutions to the original work issue in a way that diffuses the boss's anger.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Bazerman and Tenbrunsel (2011) and Ariely (2012)
posit that the many factors that impact decisions and
actions in sports, the workplace, healthcare, and in
education are varied and complicated.
3.
4. Reverence the unique dignity of each person
Encourage a trustful, prayerful community of
learners
Serve one another, society, and the Church
Foster peace and justice
Respect creation
5. Honesty to oneself and others;
◦ “Cultivating honesty lays the foundation for lifelong integrity,
developing in each of us the courage and insight to make
difficult choices and accept responsibility for actions and their
consequences, even at personal cost.” (p. 6)
Trust and open communication between students and
faculty;
Fair treatment and mutual respect between faculty and
students;
Personal responsibility to assist in preventing cheating.
6. “True academic integrity means that there is
honesty in all matters relating to endeavors of
the academic environment” (p. 1122)
Teaching and learning of knowledge and skills
Discovery and dissemination of new knowledge
In health care professional education it includes
rendering diagnoses, administering treatment,
communicating with patients or clients.
Turner & Beemsterboer (2003)
7. • Copying from another student during an exam
• Using a crib sheet during a closed-book exam
• Previewing the exam from a “test file” when the teacher
does not permit this and is unaware of the file
• Presenting a paper copied from a file or purchase
and presenting it as original work
• Faking the results of a laboratory experiment or work
• Asking for examination content or answers from
another student
• Using material from another student’s paper without
credit to the other student
• Working in a group when an assignment was
assigned as individual work
8. • “sitting for” or taking an exam for another student
• memorizing questions from an exam in order to create a
file for later use
• writing a laboratory report without performing the lab
activity/experiment
• purchasing or receiving notes from a fellow student
• basing an “article report” on an abstract rather than
reading the assigned article
• selecting two answers on a computer answer sheet when
instructed to make one choice
• allowing another student to look at one’s answer sheet
during a quiz or exam
• claiming authorship or participation in a group paper or
presentation when no contribution was made
Danielson, Simon and Pavlik (2006)
9.
10. Attempting to cheat, even if unsuccessful
Lambert and Hogan (2003, p. 2)
Feigning illness when not ill in order to
postpone a quiz, exam, or submission of an
assignment
Reporting the death of a loved one in order to
postpone quiz, exam, or submission of
assignment
• Ariely (2012)
• Adams (1990)
12. Pressure to succeed (high stakes, parental pressure)
Limited time to study
Fear of losing status amongst peers
Feeling peer pressure to cheat
Observing cheating
Lack of understanding of what plagiarism is
Citing sources
Quotations
Lack of knowledge of institutional policies
Theart and Smit (2012)
13. Research supports that students with more
knowledge of institutional policy tend to cheat
less and students with less knowledge of
institutional policy tend to cheat more.
Jordan (2001, p. 243)
14.
15. Intrinsic versus extrinsic learners:
Valuing learning and the learning
process, course content, and the
connection of the course and material
assessed to the bigger picture vs. the
“means to an end” approach.
Jordan (2001)
Classroom Diversity: Student Engagement Across the
Spectrum
16. Issue of fairness
Correlation between frequency of cheating in
college and work place dishonesty
Nonis and Owens Swift (2001)
Skills gap
Hardy (2012)
Inflated perception of abilities
17. “1) Recognize and affirm academic integrity as a core
institutional value.
2) Foster a lifelong commitment to learning.
3) Affirm the role of teacher as guide and mentor.
4) Help student understand the potential of the Internet – and
how that potential can be lost if online resources are used for
fraud, theft and deception.
5) Encourage student responsibility for academic integrity.
6) Clarify expectations for students.
7) Develop fair and creative forms of assessment.
8) Reduce opportunities to engage in academic dishonesty.
9) Respond to academic dishonesty when it occurs.
10) Help define and support campus-wide academic-integrity
standards.”
McCabe and Pavela (2004, p. ##)
18. An honor code typically includes a statement of
the values of the educational institution as well as
a description of the expected behaviors for all
persons who function at the institution. Many
honor codes place responsibilities on students for
not only upholding their personal behaviors of
honesty but to assist others as well.
Two purposes: educational and regulatory
◦ Educational: enhanced general good citizenship as a
student and member of society.
◦ Regulatory: clearly delineates what is punishable. It is very
important that, for the regulatory purpose of honor codes
to be effective, they must be uniformly practiced and
enforced.
Turner and Beemsterboer (2003)
19.
20. Bluffton University observes the honor system in taking
examinations and writing research papers. No monitor is
in the classroom during test or examination periods.
Students are asked to write and sign the following pledge
on every examination paper: “I am unaware of any aid
having been given or received during this
examination.” If a student cannot conscientiously sign
this pledge, the course instructor is to be notified.
Plagiarism is considered a serious violation of the honor
system. Reported offenses are normally resolved through
the campus judicial system. Although the honor system
applies specifically to the academic area, it is understood
that the spirit of the honor system should pervade all
aspects of campus life.
21. “On my honor I have neither given nor received
any aid on this exam.” (Indiana University Medical School, Bloomington -
Dr. Bruce Martin’s Physiology Class)
“I will not knowingly engage in any dishonorable
behavior, cheat, steal, lie or commit any act of
plagiarism during any academic work, course or
endeavor. If I observe an act which I believe
violates the University’s Honor Code, I may, at my
discretion, report it to the appropriate
personnel.” (University of Findlay)
22. The literature consistently reports that the
incidence of cheating is lower in institutions with
honor codes.
McCabe and Trevino (1993)
• Surveyed students from 31 colleges.
• 14 institutions had traditional academic honor codes and 17
did not.
• 47% of students of the non-honor code institutions reported
one or more serious incidents of test or exam cheating, only
24% of the students from honor code institutions reported
incidents.
• McCabe (2005) explains that it is not only the presence of
the honor codes at these institutions but also the culture
and environment of integrity that may be more apparent
and valued by students of many of these institutions.
23. Include in syllabus what happens when
an assignment is late
student misses a quiz
student misses an exam
student’s work is not their own or student is
found to be cheating on quiz or exam
Be very clear.
24. Fall 2012 (sabbatical)
Reviewed 39 course syllabuses representing
39 departments or disciplines
Selected courses labeled as 100 or 200 level
when available but excluded foundational
courses (READ, ENG 100, MATH 120)
Results
25. No reference to honesty policies or
procedures
General statement
Referred student to Student Handbook
Cut and pasted statements from Student
Handbook. Note: at USF, “first offense” is
handled as described in the course syllabus
Plagiarism
◦ 50% deduction on paper
◦ F or F/0 on assignment
◦ Re-submit but lateness penalties applied
◦ Re-submit with 20% deduction if lack of
understanding
◦ F in course
26. Reduce opportunities
Promote content as valuable – intrinsic
learning
Have policies and procedures in place in
advance
Educate students on what proper citation is
Be consistent in handling breaches
Promote community of learners and the value
of honesty
Be honest and demonstrate the same
principles in our work
27. In Academic Dishonesty: An Educator’s Guide
(Whitley & Keith-Spiegel, 2001)
Educators are striving to
ensure equity in assessing students;
contribute to the moral and ethical development of
students;
uphold the mission in higher education to transfer
and advance knowledge;
support student morale and support faculty
morale;
favorably impact the future behavior of students
and, finally,
uphold the reputation of the institution.
28. Aaron, A., Simons, P., & Graham-Webb, D. (2011).
Academic dishonesty and unprofessional behavior.
Radiologic Technology, 83, 133-140.
Adams, M. (1990). The dead grandmother/exam
syndrome and the potential downfall of American
society. The Connecticut Review, 1–6.
Ariely, D. (2012). The (honest) truth about dishonesty.
New York: Harper Collins.
Bazerman, M. H, & Tenbrunsel, A.E. (2011). Blind spots:
Why we fail to do what’s right and what to do about
it. Princeton, NJ: Princeton University Press.
The Clemson University International Center for Academic
Integrity. (October, 1999). The fundamental values of
academic integrity. Retrieved from http://www.
academicintegrity.org/icai/assets/FVProject.pdf
29. Danielson, R. D., Simon, A. F., & Pavlik, R. (2006).
The culture of cheating: From the classroom
to the exam room. The Journal of Physician
Assistant Education, 17, 23-29.
Jordan, A. E. (2001). College student cheating: The
role of motivation, perceived norms,
attitudes, and knowledge of institutional policy. Ethics
and Behavior, 11, 233–247.
McCabe, D. L. (2005). It takes a village: Academic
dishonesty and educational opportunity.
Liberal Education, 91, 26-31.
McCabe, D. L, & Pavela, G. (2004). Ten updated principles
of academic integrity. Change, 36, 10-15.
30. McCabe, D. L. & Trevino, L. K., (1993). Academic
dishonesty: Honor codes and other contextual
influences. Journal of Higher Education, 64, 522-
538.
Nonis, S., & Owens Swift, C. (2001). An examination
of the relationship between academic dishonesty
and workplace dishonesty: A multi-campus
investigation. Journal of Education for Business,
77, 69-77.
Pincus, H. S., & Schmelkin, L. P. (2003). Faculty
perceptions of academic dishonesty. Journal of
Higher Education, 74, 196–209.
Sportsman, S. (2012). Academic dishonesty in 2012.
(Elsevier white paper). Retrieved from Elsevier website:
http://pages.elsevieradvantage.com/rs/elsevierhse/
images /ACG-October-2012-White-Paper-
Dishonesty.pdf
31. Theart, C. J., & Smit, I. (2012). The status of academic
integrity amongst nursing students at a
nursing institution in the Western Cape. Curationis,
35,1-8.
Turner, S. P., & Beemsterboer, P. L. (2003). Enhancing
academic integrity: Formulating effective
honor codes. Journal of Dental Education, 67, 1122
1129.
Weimer, M. (2012, July). Makeup exams: Seeking
answers in a Sea of Student Excuses. Faculty Focus.
Retrieved from http://www.facultyfocus.com/
articles/educational-assessment/makeup –exams
seeking-answers -in-a-sea-of-student-excuses/
Whitley, B. E., Jr., & Keith-Spiegel, P. (2001). Academic
dishonesty: An educator’s guide. Mahwah, NJ:
Lawrence Erlbaum Associates
Again, is just the quotation from the source, or all of it?
What does the “Classroom Diversity” thing refer to?
It is believed the general good citizenship as a student and as a member of society is enhanced with the honor code, based on the premise that moral development continues throughout life.
Extra period in red part? Didn’t change it since it’s a quote