Encouraging Academic Honesty adopted from CU.docx
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Encouraging Academic Honesty adopted from CU.docx
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EncouragingAcademicHonestyadoptedfromCU
EncouragingAcademicHonestyToolkit
AdoptedfromDavidThomas(david.thomas@cudenver.edu)
Introduction
DavidThomas’documentsummarizesissues,solutionsandresourcessurroundingacademichonestyinonlinecourses.Thisdocumentisaselectedandmodifiedversionthataddressesissuesofclassroomaswellasonlinehonesty.
Theissuesofacademichonestarehandledinthreesections.Theproblemsectionputstheissueofcheatingintoabroadercontextandlooksatsomeoftheunderlyingmotivationsthatdiscouragehonestyinanonlineclassroom.
Thesecondsectiondealswithstrategiesforpreventinganddetectingcheatingandencouraginghonesty.Thefinalsectionofferssomeadditionalresourcestosupporttheonlineinstructor.
Eachsubjectistackledinabriefsurvey.Thegoalistoprovidetheonlineinstructorquickaccesstotools,tipsandtechniquesforimprovingacademichonestyintheonlineenvironment.Andwhilethisdocumentdoesnotpretendtooffercomprehensivecoverageofallaspectsofacademichonestyandcheating,thestrategiescoveredherewillgogreatlengthstowarddealingwiththeissueofcheatingintheonlineclassroom.
TheProblem
Ischeatingworseonlinethanintheclassroom?
Whydostudentscheat?
Understandingtheprobleminitsappropriatecontextisthefirststepindealingwithit.
InternetPlagiarismversusTraditionalPlagiarism
NewYorkTimesreportedthat38percentofthestudentstheysurveyedadmittedtocutandpasteplagiarismformInternetsources.40percentacknowledgedthattheyhadplagiarizedfromwrittensources.
“ThenumbersdemonstratethatcheatingisaproblemoncollegecampusesandthattheInternetisprobablynotmakingmattersbetter,butplagiarismiscertainlynotanewphenomenon.”MatthewSWillenintheFall2004editionof“LiberalEducation”
Thebottomline,plagiarismonlineappearstobeasbigaproblemasintheclassroom,butnotmuchbigger.
CheatingintheClassroom
“Inarecentsurvey,Mr.Stephensfoundthatabouttwo-thirdsofhigh-schoolstudentsadmittoatleastminorcheatingonquizzesandtests,andheestimatesthatcollegestudentsarenotfarbehind.”TheChronicleofHigherEducation,July16,2004,Friday(JasonStephens,aresearchassistantattheCarnegieFoundationfortheAdvancementofTeaching)
Cheatingistheproblem—notsimplycheatinginanonlineclassroom.
WhyDoStudentsCheat?
∙PressuretoearnahigherGPA
∙Competitionforjobsandgraduateschool
∙Cultureofcut-up(filesharing,Googleresearch,cutandpastecreativity)
∙Coursecontentnotimportant
∙Busy,courseishard,fallingbehindarenotasimportant!
“SurprisinglyMcCabeindicatesthatthis[cheating]isnotaneffectoftheexpectationsorrequirementsforcoursesbeingunreasonable;norarethepressurescreatedbyworkloads,deadlinesandpoortimemanagementtheprimaryissues.”(Willen)(DonaldL.McCabeisaRutgersUniversityresearcher)
SourceofStudentPressure
“Itisnotdifficulttoimaginesomeofthereasonsforstudents;experiencinghighereducationthisway.Fromayoungage,bothparentsandtheschoolsinculcatebyanarrativethatpresentstheconventionalpathtosuccess—tolivingagoodlife—aspavedwithgoodgrades,goodSATscores,andacceptanceintoagoodcollege.Allofthese,itisassumed,leadultimatelytoagoodjob.Historically,therehasbeensometruthtothisnarrative,butwhenconfrontedwithcurrenteconomicuncertainties,itseemsratherinadequate.Graduatesnowfindthemselvesinintensecompetitionforopportunitiesforthesuccessmyththataremorelimitedthantheywereatothertimesinthepast.”(Willen)
TheCheatingCulture
“Themessagethatalotofyoungpeoplehearfromthecultureandeconomiclifeisthatthereisnoonetocatchyouifyoufall—you’reonyourown.Beingreallyruthlessandcompetitiveisthewayyougettothetop.Niceguysdon’treallyfinishfirst.Youseeitinthetelevisionshowslike‘TheApprentice’and‘Survivor.”(DavidCallahan,authorofthebook“CheatingCulture”,DenverPost5/12/04)
TraditionalPreventionMethodsDon’tWork
Proctoringofexamsisacommonmethodusedtomakesurestudentsdoesn’tcheatontests.Ofcourse,justshowinguptoclassandstayingduringatestisanaturalformofproctoring.
Online,itisnoteasy,orevenpossible,toproctoratest.
TheModelingProblem
“Studentbehaviorinatraditionalclassroomisrelativelywell-defined.Evenanewcollegestudentcanadapttoinstructorexpectationsbymodelingotherstudentsintheclassroom.Inthedistanceclassroom,expectationsarenotasobviousunlesstheinstructortakesstridestoexplicitlystatethem.Appropriatestudentbehaviormustbeidentifiedanddescribed.”
“DesigningOnlineCoursestoDiscourageDishonesty,BarabardChriste,EducauseQuarterlyNumber4,2003
CheatingisCheating
“Fundamentally,theproblemsandtheircausesareexactlythesameforthetraditionalclassroomasforthedistance-educationclassroom.”(Christe)
Conclusions
Onlinecheatingisprobablynotworsethancheatingintraditionalclassroomenvironments.Understandingwhystudentscheatisafirststepinpreventingcheating.
Weneedtodoabetterjobofhelpingstudentsunderstandwhyacademichonestymattersandwhycheatingwillnothelptheminthelongrun.
Strategies:
Prevention
Thissectiondealswithtechniquesforpreventingcheatingbeforeitoccurs.
PreventionversusDetection
Wecanseparatestrategiesfordealingwithcheatingintotwogeneralcategories—detectingcheatingandpreventingcheating.
Detectionstrategiesareconcernedwiththetechniquesforcatchingcheaters.Preventionstrategiesdealwithmethodsofstoppingtheproblembeforeithappens.
Whilethetemptationistofocusondetection,encouraginghonestydependsonfocusingonnotlettingtheproblemhappen.
Orthinkaboutitthisway:
Whenyoudetectcheating,allthatremainsisconfrontationandpunishment.
Whenyouworkonprevention,youcanfocusonthepositiveaspectsofresponsibility,personaldevelopmentandlearning.
Whichsidedoyouthinkyourstudentswouldliketobeon?
Whichsidewouldliketopbeon?
TheHeartofPrevention
Acoupleofcoreideasrunthrougheachofthesepreventiontechniques.
∙Lowertherewardsforcheating:
Ifyouassignoneortwobigpaperstodeterminetheentiregradeforaclass,studentshaveagreaterincentivetocheatonthesepapers.Smallassignmentsworthfewerpointsareoftennotworthcheatingon.
∙Raisetheobstaclestocheating:
Ifyoumakeiteasytocheat,don’tbesurprisedmorepeoplecheat.Ifyouofferthesamemultiple-choicemidtermeachsemester,expectthattheanswersarefloatingaroundyourclass.
∙Encouragehonesty:
Showthebenefitsofnotcheating.Studentscheatbecausetheythinkthatthisisamorerewardingalternativethandoingtheirownwork.Fliptheequationsothatstudentsfeelcheatingisnotintheirbestinterest.Notjustthattheywillgetintroubleiftheydo.
Syllabus
Yourfrontlineofdefenseinthebattleforacademichonestyisthesyllabus.Besureyouareclearaboutthesubject
Besureyoursyllabusanswerthefollowingquestions:
∙Whydoesacademichonestymatter?
∙Whatischeating?
∙Whatisplagiarism
∙Whataretheexpectationsoftheuniversity?
∙Whataretheexpectationsforthisclass?
∙Whataretheconsequences?
∙Whatwillyoudointhisclasstodetectcheating?
SetStandards
Inyoursyllabus,welcomeannouncements,emails,classassignmentsandfeedback,reiteratetheimportanceofacademichonesty.Confrontstudentsinareasthatcheatingispossible.Remindthemwhenassigninganessaythatyouhavetoolstocheckforplagiarism,youwillcheckforplagiarismandyouhavecaughtplagiarizersinthepast.
StudentSignOff
Ashortquizorquestionnairegivenatthebeginningoftheclasscoveringissuesofacademichonestyservesadualpurpose.First,itensuresthatstudentsunderstandthehonestypolicies.Second,itforcesthemtoexplicitlyagreetothepolicy.Bothknowledgeandagreementcanhelpminimizethedesiretocheat!
Somesamplequestionsinclude:
1.Defineplagiarism:
(shortanswer)
2.Plagiarismis:
a.Usingsomeone’swordswithoutattribution
b.Usingsomeone’sideaswithoutattribution
c.Extensiveborrowingfromsourcematerial
d.Alloftheabove
3.Aftertakinganexam,it’sisOKtotalkaboutthetestandshareanswerswithafriendinanothersectionofthesameclasstohelphimorherprepare:
a.True
b.False
4.Inanonlinecourse,it’sOKtohavesomeonelookoveryourtestanswersandmakesuggestionsbeforesubmittingthetest:
a.True
b.False
5.Payingsomeonetowriteapaperforyouisanexampleof:
a.Cheating
b.Plagiarism
c.Both
Sign-offquestionsmightinclude:
1.Iunderstandwhatconstitutesplagiarisminthisclassandpromisenottoplagiarize:
2.Iunderstandtheuniversity’sacademichonorcodeanddisciplinepoliciesandpromisetoupholdthem:
3.IunderstandthatifIcheatorplagiarizeinthiscoursetheconsequencemayincludeimmediatefailureofthecourseattheinstructor’sdiscretion:
4.Iunderstandthattheinstructormayusetoolstocheckforplagiarism:
AcademicHonorCodeandDisciplinePolicies
Someofthekeylanguagefromtheuniversitypoliciesincludes(consideraddingtoyoursyllabus):
“AcademicIntegrity
“Auniversity’sreputationisbuiltonastandingtraditionofexcellenceandscholasticintegrity.AsmembersoftheUniversityofColoradoatDenveracademiccommunity,facultyandstudentsaccepttheresponsibilitytomaintainthehigheststandardsofintellectualhonestyandethicalconductincompletingallformsofacademicworkattheuniversity
“FormsofAcademicDi
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