Encouraging Academic Honesty adopted from CU.docx

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