The document summarizes a presentation on aligning institutional policies and faculty support to promote academic integrity. It discusses how online education is under scrutiny regarding academic integrity. It emphasizes the importance of academic integrity and the shared responsibility of administrators, faculty, and students to uphold integrity. Specific challenges to integrity like technology that enables cheating are reviewed, along with data on the prevalence of cheating among students. Suggestions to promote integrity include clear policies, educating students, proctoring exams, and cultivating a culture of understanding.
The currency of the new economy is trust and reputation – the personal value that you build based on what you do – and how you do it. Your online profile should reflect this reputation. Storytelling can help you to transfer your real world reputation into the online world.
You are a developer when you check email in the middle of the night, feel disconnected without your computer, and decide to go back to college for the free internet access. Typical developer behaviors also include typing ".com" after periods, laughing at people with slow modems, using emoticons in emails, and knowing technical details but feeling comfortable admitting "I don't know" when asked a technical question. Developers also prioritize learning about new technologies over other activities and own specialized computer tools.
The document promotes visiting locations in the Milky Way galaxy, specifically mentioning Earth and Mars. It describes Earth as a terrestrial planet with water and animals, and recommends Earth as a place to visit. The document also notes that gas giants like Jupiter are not suitable for human survival. Locations throughout the Milky Way, including Earth and Mars, are described as having beautiful sights to see.
Jamespot web2 connect2010 - l'avenir des reseaux sociaux en entrepriseAlain GARNIER
(1) Social networks have become hugely popular, with over 500 million active Facebook users and growing adoption by companies across various networks.
(2) However, networks like Facebook are not well-suited for internal company use due to privacy, control, and engagement issues.
(3) Enterprise social networks have emerged to address these issues and provide value through improved productivity, business development, and communication within a controlled environment customized for work.
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.
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.
The currency of the new economy is trust and reputation – the personal value that you build based on what you do – and how you do it. Your online profile should reflect this reputation. Storytelling can help you to transfer your real world reputation into the online world.
You are a developer when you check email in the middle of the night, feel disconnected without your computer, and decide to go back to college for the free internet access. Typical developer behaviors also include typing ".com" after periods, laughing at people with slow modems, using emoticons in emails, and knowing technical details but feeling comfortable admitting "I don't know" when asked a technical question. Developers also prioritize learning about new technologies over other activities and own specialized computer tools.
The document promotes visiting locations in the Milky Way galaxy, specifically mentioning Earth and Mars. It describes Earth as a terrestrial planet with water and animals, and recommends Earth as a place to visit. The document also notes that gas giants like Jupiter are not suitable for human survival. Locations throughout the Milky Way, including Earth and Mars, are described as having beautiful sights to see.
Jamespot web2 connect2010 - l'avenir des reseaux sociaux en entrepriseAlain GARNIER
(1) Social networks have become hugely popular, with over 500 million active Facebook users and growing adoption by companies across various networks.
(2) However, networks like Facebook are not well-suited for internal company use due to privacy, control, and engagement issues.
(3) Enterprise social networks have emerged to address these issues and provide value through improved productivity, business development, and communication within a controlled environment customized for work.
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.
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.
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 ...
This document summarizes a study on internet plagiarism among college students. 698 undergraduates from 9 colleges completed a survey. The key findings were:
1) A substantial minority of students reported copying and pasting text from the internet into papers without citation, indicating internet plagiarism is occurring.
2) Previous studies found high rates of general student cheating and plagiarism, estimated between 9-95% depending on the study. Perceptions of peer behavior and lack of consequences encourage dishonesty.
3) The study aimed to better understand the incidence and contextual factors of internet plagiarism specifically, as the internet makes plagiarism easier but its impact has not been well researched.
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.
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.
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.
1) This webinar covered promoting academic integrity in online courses. It discussed why students cheat, challenges to academic integrity, and strategies instructors can use to establish trust and design authentic assessments.
2) Strategies presented included using honor codes, varied assessments, collaborative work, peer review, and proctoring tools like Respondus and Proctorio. The resources section provided examples of honor codes and guidance on writing good exam questions.
3) Participants were periodically polled to discuss challenges they face and ideas they have used or want to try. The webinar emphasized establishing trust, communicating expectations, and using tools to encourage learning over punishment.
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.
The first study examined students' perceptions of integrating online learning modules into traditional classroom courses. A survey was administered to students in an elective course and a required course. The results showed that students in the elective course rated the online modules more positively and had higher satisfaction than those in the required course.
The second non-comparative study investigated the relationships between student motivation, attitude, learning styles, and achievement in web-based courses. A learning styles test and online questionnaire were administered to 99 students taking two web-based courses. The results found that over two-thirds of students were independent learners and there were no differences in achievement between learning styles. Students enjoyed the convenience and self-paced nature of online courses
This document discusses methods for encouraging academic honesty. It begins by outlining the workshop objectives, which are to explain the context of cheating, discuss perceptions of cheating in online courses, and identify practices and technologies to minimize cheating. It then reviews statistics showing that 20-70% of students admit to cheating on assignments or exams. The document presents evidence that honor codes, careful course and assessment design, proctoring exams, and technology features can reduce cheating. It concludes by recommending developing an academic dishonesty prevention plan tailored to assess needs and resources.
4 March 2010 (Thursday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/20 | Dr. Barbara MEANS | Center for Technology in Learning, SRI International
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
This document summarizes a study that examined factors underlying student cheating in college. Through a survey of 380 students, the researchers found that over half reported cheating during the academic year. Factor analysis identified three primary factors influencing cheating: student immaturity, lack of commitment to academics, and neutralization. Neutralization refers to justifying deviant acts to deflect blame. Cheaters reported higher levels of neutralization and were most deterred by formal punishments rather than feelings of guilt. The study provides insight into motivations for cheating and suggestions for further research.
The Over Reliance on Standardized Testing in Cameroon Implications for the Pr...ijtsrd
Mandated external assessment remains the main framework for the assessment of pupils, teachers and school administrators' effectiveness in Cameroon given that there is no national framework to assess students' learning. This exploratory study set out to examine the high stakes attached to Selection and Exit Certificate Examinations in Primary schools in Cameroon and their implications for the curriculum, instruction, accountability, students' learning and teachers' behavior. The study was carried out in 12 Primary Schools. Data were collected using questionnaires and interviews and analyzed thematically. The results from the study indicated that over testing and the misuse of tests are damaging to primary school learners in Cameroon. Also, high stakes testing in Cameroon ignores the complexity of child development as ten year old children are subjected to two public examinations within a month. Similarly a majority of the children can't keep pace with the school curricula. Unfortunately, between 80 and 150 hours of instructional time are lost to test preparation, and a de facto obligatory curriculum reduces instruction as children are compelled to read and answer questions in pamphlet rather than text books. Also, teachers' authority and independence are reduced. Non cognitive abilities and soft skills are neglected. Meanwhile, results of these public examinations do not correlate with outcomes of recent cross national assessment involving Cameroon. This study calls to question, the validity and reliability of both examinations. The study recommends that the Common Entrance and First School Leaving Examinations should be abolished and replaced by a portfolio assessment for grade six learners, a nine year basic education program should substitute the existing system, and an over hauling of the basic education curriculum. Kenneth Ngu Foncha | John Teneng Awa | Tah Delphine Berka "The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29373.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29373/the-over---reliance-on-standardized-testing-in-cameroon-implications-for-the-primary-school-classroom/kenneth-ngu-foncha
This document summarizes a study on best practices for social interaction and connectivity in online higher education courses. The study utilized a qualitative Delphi method with experts in online education to identify themes and practices. Six key themes emerged: showing relevance to students, establishing e-connectivity, instructor presence, positive communication, being open to social networking, and using technologies to connect. Best practices were organized according to Bloom's taxonomy and included recommendations for cognitive, affective, and psychomotor domains. Suggestions for further research were also provided.
This document summarizes a study on the impact of training on school administrators' communication competencies and attitudes regarding external stakeholders. The study found that administrators who received training scored significantly higher on knowledge, application, and attitude assessments compared to a control group. Interviews also revealed administrators had more positive attitudes following positive interactions with the media compared to unpleasant interactions. The study recommends more communication training for administrators and further use of assessment tools to evaluate training impact.
Future-directed assessment: Learning that lastsJeremy Williams
This document discusses open-book, open-web (OBOW) examinations as an alternative to traditional closed-book exams. It argues that OBOW exams better assess authentic learning by requiring students to apply their knowledge to solve real-world problems, rather than simply recalling information. The document provides guidelines for constructing OBOW exams, such as using an open-ended scenario or case study, setting parameters but not fully structuring the response, and evaluating students based on the relevance and quality of their analysis rather than the specific answers provided. OBOW exams are presented as a low-cost means of assessment that can increase student engagement by simulating real work experiences.
Academic Honesty and Online Courses.pdfCarrie Tran
This document discusses a study on academic honesty in online courses. The study surveyed students enrolled in online courses about their cheating behaviors using a randomized response method to assure anonymity. It also collected data from faculty about class policies. The results suggest that rates of cheating were similar between online and traditional courses. The authors attribute this to online courses being less conducive to panic cheating and reducing the need for cheating through course design.
This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
More Related Content
Similar to 2011Changing Context for Student Ethical Behavior
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 ...
This document summarizes a study on internet plagiarism among college students. 698 undergraduates from 9 colleges completed a survey. The key findings were:
1) A substantial minority of students reported copying and pasting text from the internet into papers without citation, indicating internet plagiarism is occurring.
2) Previous studies found high rates of general student cheating and plagiarism, estimated between 9-95% depending on the study. Perceptions of peer behavior and lack of consequences encourage dishonesty.
3) The study aimed to better understand the incidence and contextual factors of internet plagiarism specifically, as the internet makes plagiarism easier but its impact has not been well researched.
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.
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.
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.
1) This webinar covered promoting academic integrity in online courses. It discussed why students cheat, challenges to academic integrity, and strategies instructors can use to establish trust and design authentic assessments.
2) Strategies presented included using honor codes, varied assessments, collaborative work, peer review, and proctoring tools like Respondus and Proctorio. The resources section provided examples of honor codes and guidance on writing good exam questions.
3) Participants were periodically polled to discuss challenges they face and ideas they have used or want to try. The webinar emphasized establishing trust, communicating expectations, and using tools to encourage learning over punishment.
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.
The first study examined students' perceptions of integrating online learning modules into traditional classroom courses. A survey was administered to students in an elective course and a required course. The results showed that students in the elective course rated the online modules more positively and had higher satisfaction than those in the required course.
The second non-comparative study investigated the relationships between student motivation, attitude, learning styles, and achievement in web-based courses. A learning styles test and online questionnaire were administered to 99 students taking two web-based courses. The results found that over two-thirds of students were independent learners and there were no differences in achievement between learning styles. Students enjoyed the convenience and self-paced nature of online courses
This document discusses methods for encouraging academic honesty. It begins by outlining the workshop objectives, which are to explain the context of cheating, discuss perceptions of cheating in online courses, and identify practices and technologies to minimize cheating. It then reviews statistics showing that 20-70% of students admit to cheating on assignments or exams. The document presents evidence that honor codes, careful course and assessment design, proctoring exams, and technology features can reduce cheating. It concludes by recommending developing an academic dishonesty prevention plan tailored to assess needs and resources.
4 March 2010 (Thursday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/20 | Dr. Barbara MEANS | Center for Technology in Learning, SRI International
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of students’ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance students’ discipline.
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
This document summarizes a study that examined factors underlying student cheating in college. Through a survey of 380 students, the researchers found that over half reported cheating during the academic year. Factor analysis identified three primary factors influencing cheating: student immaturity, lack of commitment to academics, and neutralization. Neutralization refers to justifying deviant acts to deflect blame. Cheaters reported higher levels of neutralization and were most deterred by formal punishments rather than feelings of guilt. The study provides insight into motivations for cheating and suggestions for further research.
The Over Reliance on Standardized Testing in Cameroon Implications for the Pr...ijtsrd
Mandated external assessment remains the main framework for the assessment of pupils, teachers and school administrators' effectiveness in Cameroon given that there is no national framework to assess students' learning. This exploratory study set out to examine the high stakes attached to Selection and Exit Certificate Examinations in Primary schools in Cameroon and their implications for the curriculum, instruction, accountability, students' learning and teachers' behavior. The study was carried out in 12 Primary Schools. Data were collected using questionnaires and interviews and analyzed thematically. The results from the study indicated that over testing and the misuse of tests are damaging to primary school learners in Cameroon. Also, high stakes testing in Cameroon ignores the complexity of child development as ten year old children are subjected to two public examinations within a month. Similarly a majority of the children can't keep pace with the school curricula. Unfortunately, between 80 and 150 hours of instructional time are lost to test preparation, and a de facto obligatory curriculum reduces instruction as children are compelled to read and answer questions in pamphlet rather than text books. Also, teachers' authority and independence are reduced. Non cognitive abilities and soft skills are neglected. Meanwhile, results of these public examinations do not correlate with outcomes of recent cross national assessment involving Cameroon. This study calls to question, the validity and reliability of both examinations. The study recommends that the Common Entrance and First School Leaving Examinations should be abolished and replaced by a portfolio assessment for grade six learners, a nine year basic education program should substitute the existing system, and an over hauling of the basic education curriculum. Kenneth Ngu Foncha | John Teneng Awa | Tah Delphine Berka "The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29373.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29373/the-over---reliance-on-standardized-testing-in-cameroon-implications-for-the-primary-school-classroom/kenneth-ngu-foncha
This document summarizes a study on best practices for social interaction and connectivity in online higher education courses. The study utilized a qualitative Delphi method with experts in online education to identify themes and practices. Six key themes emerged: showing relevance to students, establishing e-connectivity, instructor presence, positive communication, being open to social networking, and using technologies to connect. Best practices were organized according to Bloom's taxonomy and included recommendations for cognitive, affective, and psychomotor domains. Suggestions for further research were also provided.
This document summarizes a study on the impact of training on school administrators' communication competencies and attitudes regarding external stakeholders. The study found that administrators who received training scored significantly higher on knowledge, application, and attitude assessments compared to a control group. Interviews also revealed administrators had more positive attitudes following positive interactions with the media compared to unpleasant interactions. The study recommends more communication training for administrators and further use of assessment tools to evaluate training impact.
Future-directed assessment: Learning that lastsJeremy Williams
This document discusses open-book, open-web (OBOW) examinations as an alternative to traditional closed-book exams. It argues that OBOW exams better assess authentic learning by requiring students to apply their knowledge to solve real-world problems, rather than simply recalling information. The document provides guidelines for constructing OBOW exams, such as using an open-ended scenario or case study, setting parameters but not fully structuring the response, and evaluating students based on the relevance and quality of their analysis rather than the specific answers provided. OBOW exams are presented as a low-cost means of assessment that can increase student engagement by simulating real work experiences.
Academic Honesty and Online Courses.pdfCarrie Tran
This document discusses a study on academic honesty in online courses. The study surveyed students enrolled in online courses about their cheating behaviors using a randomized response method to assure anonymity. It also collected data from faculty about class policies. The results suggest that rates of cheating were similar between online and traditional courses. The authors attribute this to online courses being less conducive to panic cheating and reducing the need for cheating through course design.
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This document summarizes Cal State Fullerton's strategy for piloting e-textbooks on campus. It discusses three phases of pilots conducted from 2012-2013 to test integration of e-textbooks into the learning management system and assess student and faculty experiences. The pilots revealed that while students enjoyed certain e-textbook features, adoption is still slow due to high costs and lack of publisher content. The university aims to develop a sustainable enterprise e-textbook model through closer partnerships between vendors, publishers, and academic programs.
The presentation discussed the growing problem of student financial aid fraud, including common schemes like fraud rings. Institutional representatives from Rio Salado College and Dallas TeleCollege Online shared strategies to prevent fraud such as verifying student identity and prior education, monitoring for duplicate accounts, and staff training. Close inter-institutional collaboration and integrating prevention with student success initiatives were emphasized.
This document summarizes a study that categorized online learners into four segments based on their behaviors: Ambivalent Learners, Adaptive Learners, Rebel/Free-Form Learners, and Time-Sensitive Learners. It describes the characteristics of each segment and how they differ in terms of learning factors, interests, difficulties, demographics, and more. It then discusses implications for supporting different types of learners and areas for further research.
The document discusses non-provisioned courses (NPCs) at universities for students and faculty/staff. It describes different types of NPCs including those for student clubs, government, orientation, advising, exams, labs, and instruction. It also covers NPCs for faculty/staff such as committees, compliance training, and discussions. Some pain points mentioned are timely response, budget, authorization, and records. The document proposes solutions like using the student information system, customizing a web GUI, establishing procedures, and payment schedules.
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This document provides a rubric for evaluating faculty peer review at Ashford University. It contains sections on fostering critical thinking in students, providing instructive feedback, communicating high expectations, and establishing relationships. The rubric describes performance levels from Distinguished to Introductory/Beginning for each section and provides additional feedback and recommendations for faculty.
The document outlines competencies and professional expectations for faculty members across four key areas: leadership, adaptability, communication, and technical expertise/professional development. It describes desired behaviors for instructors in areas such as time management, meeting student needs through various instructional methodologies, developing rapport, and demonstrating subject mastery. Consistently exhibiting the outlined competencies and meeting expectations is emphasized for evaluation in areas like course delivery, supervision, and advising.
This document discusses strategies for improving student transfer and degree completion rates across Minnesota State Colleges and Universities (MNSCU). It outlines initiatives like Graduate Minnesota, which aims to reconnect former students with fewer than 20 credits left to complete their degree. Presenters discuss expanding individualized degrees, improving credit transfer policies through tools like the Smart Transfer Plan, and piloting reverse transfer to award associate degrees to students who transfer before completing them. The document emphasizes the need for continued inter-institutional collaboration on advising, policies, and initiatives to help more students attain degrees.
This document outlines strategies for promoting understanding in blended courses. It suggests using online and in-class methods in combination, with asynchronous online activities to build foundational knowledge and synchronous in-class work to strengthen understanding through interaction and application of concepts. Key approaches include using course websites and social media for online learning, videoconferencing to connect distant students, and interactive class sessions focused on problem-solving in small groups. The goal is to move students from beginner to intermediate levels of expertise through authentic tasks that develop both individual comprehension and social learning skills.
The Connecticut Distance Learning Consortium received grants to develop a virtual coaching program called AdultSuccessCoach.org to help adult learners and displaced workers at community colleges and universities. The program provides online academic and career coaching through a shared website and coaching resources. Coaches help students create success plans and connect them to campus resources. The goals are to increase student persistence through coaching and identify best practices for delivering coaching online. Challenges included engaging students and defining the coaching role. Training addressed coaching strategies and role-playing student scenarios. Different schools implemented coaching in various ways such as an orientation course. Lessons showed replicating existing programs was most effective.
This document discusses general education programs at two different institutions - University of Maryland University College (UMUC) and Kaplan University. It provides details on UMUC's state institution model with distribution requirements and flexible degrees. Kaplan University follows a proprietary model focused on adult learners and professional fields. Both institutions implement general education programs across their curriculums with learning outcomes in key areas. They assess learning outcomes and literacy scores to ensure the programs are effective and continuously improving.
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The document discusses eTutoring collaboratives that provide online tutoring services through a consortium model. It describes several existing eTutoring programs in different regions that involve partnerships between multiple colleges and universities. These collaboratives aim to address the need for supporting off-campus students in a more cost-effective way than individual institutions could achieve alone. They allow participating schools to combine their tutoring resources onto a single online platform. The document also outlines BCcampus' perspective on developing an eTutoring collaborative in Canada to provide scalable and sustainable online tutoring as a shared service across institutions.
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
1. Moderator:
Matthew Prineas, Ph.D.
Presenters:
Shirley Adams, Ph.D.
Scott Howell, Ph.D.
Aligning Institutional Policies Lisa Marie Johnson, Ph.D.
and Faculty Support Deborah Romero, Ph.D.
3. • Online education is constantly under the microscope: in
the press, federal requirements, regional accreditation
standards
• Academic integrity is a cultural shift issue.
• How do we change that culture?
• Is cheating accepted in our culture today?
• If a college or university doesn‘t have integrity, it has
nothing. It is the glue that binds the world of virtual
education together.
3
4. • Academic integrity is absolutely essential to the success
of the educational enterprise.
• Establishing a proper climate to achieve this goal must include
unwavering support by the administration of the faculty efforts to
maintain ethical standards for academic integrity (Heberling,
2002). It starts with making a commitment to ―doing the online
program the right way.‖
4
5. • The administration is responsible for making academic integrity an institutional
priority and for establishing equitable and effective procedures to deal with violations
of academic integrity.
• The faculty shares the responsibility for educating students about the importance and
principles of academic integrity and for reporting violations.
―91 Ways to Maintain Academic Integrity in Online Courses‖ by Lori McNabb and Michael
Anderson, University of Texas TeleCampus, Faculty Focus Special Report, Promoting
Academic Integrity in Online Education May 2010.
• The Students are responsible for understanding the principles of academic integrity
fully and abiding by them. How do we get them to accept this responsibility when the
cost benefit is in favor of the student who cheats?
• Prof. Kitahara from Troy University suggests putting ―academic dishonesty‖ on the student‘s
transcript as one part of the solution
Sources: Rutgers University Interim Academic Integrity Policy,
http://rutgers-newark.rutgers.edu/dsanwk/pdf/aip.pdf
―Promoting Academic Integrity in Online Education, Faculty Focus Special Report, May 2010,
Magna Publication
5
9. Essays from faculty who actually
taught correspondence courses
• Instances of cheating rare
• No greater than the classroom
• Worst offenders - Resident
students
(Bittner and Mallory)
11. "Rates of academic cheating have skyrocketed
during the past decade. In a huge study (Duke
University‘s Center for Academic Integrity) of 50,000
college and 18,000 high-school students. More than
70 percent admitted to having cheated. That's up
from about 56 percent in 1993 and just 26 percent
in 1963. Internet plagiarism has quadrupled in the
past six years, . . .”
NEWSWEEK, March 27, 2006
11
12. The Relationship between Student Cheating and College Fraternity or
Sorority Membership by Donald L. McCabe and William J. Bowers in
NASPA Journal, 2009, Vol. 46, no. 4, p. 583
12
13. ―56 percent of the graduate business
students and 47 percent of the
nonbusiness graduate students admitted
to cheating one or more times in the past
year‖
Research (2008) from Pennsylvania State, Rutgers, and Washington State universities
13
15. a. Less than 10 percent
b. About a quarter
c. About a third
d. About half
e. About two-thirds
15
16. So is it not just the students who are cheating?
―In a 2000 survey, McCabe found
that one third of professors who
said they were aware of a
cheating incident in their
classroom in the last two years did
nothing about it.‖
16
18. Easy to do
No time to study—the student is employed
A friend/coworker needed help
must pass the class
Everyone else is cheating
―No one cares if I cheat‖
Sabotage—‖my file was stolen‖
Course is too hard/teacher is unfair
Course information is useless
G. J. Cizek, Cheating on Tests: How to Do It, Detect It, and
Prevent It (Mahwah, N.J.: Lawrence Erlbaum Associates, 1999), p. 39
18
20. ―The single item that was most commonly reported is
•neglecting to footnote or cite reference material‖ used in a written
assignment.
One third (33.3%) of students surveyed admitted to this form of plagiarism
during the prior semester.
•Fairly substantial proportions of students also reported copying
homework or lab assignments (26.7%),
•copying from another student’s exam (26.3%),
•giving false excuses to delay an exam or assignment (22.7%),
•and allowing their exam to be copied from (22.1 %).
•10.4% used notes or crib sheets in an exam;
•9.3% accessed exam questions or answers before the exam;
•8.2% turned in other student’s paper as their own;
•8.0 % turned in published work as their own;
•and 5.2% studied a “hot” copy of an exam‖
(The Relationship between Student Cheating and College Fraternity or Sorority Membership by Donald L. McCabe and William J.
20
Bowers in NASPA Journal, 2009, Vol. 46, no. 4, p. 583.)
34. ―More than one-third of teens with cell
phones admit to having stored information
on them to look at during a test or texting
friends about answers.‖
U.S. News and World Report (June 23, 2009)
34
35. ―Only 3 percent of parents ‗believe their own teen
is using a cell phone to cheat‘ Even though 75
percent of them assumed that cheating was
taking place at their children‘s school. The results
should be a wake-up call for educators and
parents, says James Steyer, CEO and founder of
Common Sense Media.‖
U.S. News and World Report (June 23, 2009)
35
43. Audience Question #2:
Which of the following countermeasures do
you think cheaters considered most effective?
a. Identification
b. Assigned seating
c. Randomly presenting questions
d. ―Hot line‖ to report cheating
43
44. Cheaters Non-Cheaters
Scramble Tests 80.3 84.6
Small Classes 69.8 71.5
Several Proctors 67.4 70.5
Unique Makeups 67.1 71.1
2+ Forms of Exams 65.5 69.0
Use Study Sheets 56.6 50.9
More Essays 55.2 53.3
Pass Out Old Exams 54.6 47.8
Checks IDs 45.6 49.7
Give Different
Assignments 42.1 44.3
45. Cheaters Non-Cheaters
Specify Paper Topics 28.6 33.5
Marked Answer Book 28.8 31.1
Names on Test Book 28.0 29.3
Assign Seats 25.3 30.3
Check Footnotes 27.4 24.3
More Exams, Less Take
Homes 22.8 25.6
Pencils only in exams 21.4 25.6
No leaving exam 22.0 22.1
Less Exams, More Take
Homes 19.7 12.7
"Hot Line" to Report 14.5 19.0
46. Data from both samples revealed significantly
lower levels of self-reported cheating at schools
with honor codes. (Academic Dishonesty among Males in College: A
Thirty Year Perspective. Journal of College Student Development, v35 n1 p5-10
Jan 1994)
In Texas testing officials introduced a new
approach to mitigate cheating by inviting
students to sign pledges that they will not cheat
along with other measures including “random
monitors and seating charts”
(Hacker, 2008)
46
47. ―Experts also say that if teachers hold open
discussions, issue warnings, and present
guidelines for taking tests and writing papers,
kids will be more hesitant about cheating‖
(Miners, 2009)
(See also ―Destined to cheat,‖ 2008; Rivera, 2008; Loughlin, 2008;
Warnock, 2008; Kwoll, 2009; Zetter, 2009; White, 2009; Wood, 2009).
47
48. Control the assessment situation. Prohibit all
handheld devices (calculators, personal
organizers, pagers, cell phones, headphones,
etc.) since all can store and transmit
information from outside the assessment room
(Lathrop and Foss, 2000).
Cheating in Online Student Assessment: Beyond Plagiarism
by NC Rowe – 2004, www.westga.edu/~distance/ojdla/summer72/rowe72.html
48
49. Lisa Marie Johnson, Ph.D.
Pearson eCollege
Colorado Mountain College
Colorado Community Colleges Online
49
50. • Who can I talk with about my skills and concerns?
• What are the expectations in this class? That class?
• Where is the policy and procedure information?
• When do the policies matter?
• Why aren‘t they being punished?
50
51. Materials and Activities Set the Tone
1. Model Expectations
2. No-Stakes Options – e.g., Check My Draft
3. Collaboration
4. Guided Research
5. Formative Assessment
6. Just in Time Reminders – not threats
7. Reasonable Deadlines & Workloads
8. Discuss the Policies and Consequences
9. Explore honesty, ethics, and ―academic integrity‖
10. Student generated content and activities
51
54. 28% 40%
admitted
never ignoring
seen cheating due to
lack of
cheating 48% evidence
never seen
cheating on
exam
19%
actual
incidents
n=116
54
55. Institutional Context
University
Learning Environment
Campus
Classroom Social Participants
College Online Faculty Students
classroom
55
56. Consider how to address academic misconduct
• Optimal class size and instructor learner ratio
• Support student participation and facilitate positive
relationships
• Clear academic expectations and a culture of integrity
56
57. Knowledge about institutional support
• Disseminated across range of forums
• Understanding about how to prevent dishonesty
and promote integrity
• Availability of time, resources and mechanisms
57
58. Responsibility to cultivate climate for teaching and
learning
• Pro-actively
• Resources and mechanisms, Code of Conduct etc.
• Processes and procedures
• To support faculty if and when behavior occurs
58
59. Understanding why students cheat
• Individual and social forces
Ultimately academic dishonesty or misconduct is a concern
for us all, not just faculty and institutions but society
at large.
59
60. Changing
Responsive
Learning
Institution
Contexts
Culture of
Understanding
Informed Responsible
Faculty Students
60
61. Callahan, D. (2004). The Cheating Culture. Why more Americans doing wrong to get
ahead. Orlando, FL: Houghton Mifflin Harcourt.
Follendore III, R. D. (2002). Why Students Cheat. An essay concerning the systemic
origins and implications of academic cheating from a socially contextual view.
Retrieved from
http://www.noisetoknowledge.com/why_students_cheat.htm
Glassner, Barry. (2000) The Culture of Fear: Why Americans are afraid of the wrong
things. Basic Books.
Jenkins, R. (2011). Toward a Rational Response to Plagiarism. The Chronicle of Higher
Education. Retrieved from http://chronicle.com/article/Toward-a-Rational-
Response-to/128611/
Kozol, Jonathan (1991) Savage Inequalities. New York: Crown.
Reagle, J. M. (2010). Good Faith Collaboration: The culture of Wikipedia: MIT Press.
Waryold, D. (2003). Report on cheating and plagiarism. Durham, NC: Duke University,
Center for Academic Integrity.
61
62. Brigham Young University
http://saas.byu.edu/catalog/2009-2010ucat/GeneralInfo/HonorCode.php
Charter Oak State College
https://acorn.charteroak.edu/ICS/Students/Academic_Integrity_Policy.jnz
Colorado Community Colleges Online Policy, Procedures, and Tutorials
http://links.ccconline.org/integrity
Michigan State University
https://www.msu.edu/unit/ombud/dishonestyFAQ.html
University of Northern Colorado
http://www.unco.edu/dos/academicIntegrity/index.html
http://www.unco.edu/dos/communityStandards/student_code_conduct/index.html
62
63. Moderator:
Matthew Prineas, Ph.D.
Presenters:
Shirley Adams, Ph.D.
Scott Howell, Ph.D.
Aligning Institutional Policies Lisa Marie Johnson, Ph.D.
and Faculty Support Deborah Romero, Ph.D.
Editor's Notes
New Afterword cites a professor who was told by his institution if he is sued by the students for enforcing cheating countermeasures he was on his own!From Wikipedia. . . Not restricted to professions, cheating now appears in all facets of American life. According to Callahan, cheating breeds upon a dynamic between a winner class, an upper-class so influential they effectively are exempt from most rules and standards, and an anxious class, often compelled to cheat during a period of downward social mobility, downsizing, and within a cultural climate that values money and power above personal integrity.Callahan shows, however, that large-scale cheating is most prevalent among the "Winner" upper class. Despite their high salaries and opulent lifestyles, they live in constant comparison with those who have more than them, and therefore exhibit lives characterized by high spending, severe anxiety, and countless opportunities and temptations to cheat.
Now look at even more recent numbers
“On both indices there is significantly more cheating among those who belong to either a fraternity or sorority than there is among non-members. Indeed this pattern was generally true for all analyses conducted in this study.”The Relationship between Student Cheating and College Fraternity or Sorority Membership by Donald L. McCabe and William J. Bowers in NASPA Journal, 2009, Vol. 46, no. 4, p. 578
www.prism-magazine.org/.../feature_cheating.htm An awful lot of faculty [members] don't take cheating as seriously as they should," says Kris Pister, professor of electrical engineering and computer sciences at the University of California-Berkeley. "I don't believe the people who say there is no cheating in their class. I think they are all being naïve."
VietnamCell phone cheating ring50 college students worked the ringPolice confiscated over 70 cell phonesShirts designed to hide cell phones15 wigs
Two senior undergraduates at a major East Coast university. While one was taking the nationwide Graduate Record Examination, he used a wireless transmitter to send images of the test to his accomplice waiting in a van. The accomplice then ascertained the answers to the test questions, sending them back to the exam taker via walkie-talkies. The two young men supposedly invested $12,000 in equipment to implement their plan; they were arrested on charges of burglary and unlawful duplication of computer material.
IndiaAll-India Post Graduate Medical Entrance Exam28 caught using DocuPensTransferred scans to cell phones using BluetoothSent scans to contacts on the outsideOutside contacts then sent answers back to examinees
1. A high school principal from New Jersey said: "If you have a culture in your school where . . . there is an expectation that students are honest about their academic achievements, where students and the administration promote it, I think you decrease the opportunities for students to cheat” (Miners, 2009).
If computers are used for the assessment, communication should be made as difficult as possible between them and the rest of the Internet. Disable most networking capabilities on these machines, including wireless ones. Close all ports (critically ports 21 (file-transfer), 23 (remote-login), 25 (mail), and 443 (secure Internet connections)) except for the HTTP port which the grading server uses, and this port should be restricted to only connect to the server and not any other machines. All printer connections should also be disabled (so students cannot print screen shots) and removable-disk drives removed (so students cannot copy to or from their own storage media). Do not allow access by students to the testing computers except during the period of the test to prevent students from storing answers on it. Even with all these steps, proctoring is still important since there are so many ways to cheat electronically.
Culture includes- discourse and tools (material and otherwise)