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Author: Anthony Elton Prestby II
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 186
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Book Description
The purpose of this phenomenological study was to understand the experiences and perceptions of faculty and students in regards to dishonesty in community college with an adopted honor code. Semi-structured interviews were conducted with eleven full time tenured faculty members in the disciplines of Business, English and Science courses leading to careers in the health profession. Additionally, twelve students were interviewed who were business majors, those who have taken a sequence of English composition courses, and those who had taken science courses leading to careers in the health profession. Findings suggest that while there are similarities in definition between how community college faculty and students define academic dishonesty, there is no universal definition. Participants report that they believe cheating results from pressures to attain goals and/or lack of an interest in lower division courses. Both students and faculty report deterrence strategies such as the academic dishonesty policy, specifically the honor code statement is ineffective because they are too idealistic. Implications indicate from this study that creating integrity will require finding ways get students to understand the value of all courses for their future endeavors. This study contributes to the body of research by adding to the knowledge of academic dishonesty specifically as it relates to dishonesty in community colleges.
Author: Anthony Elton Prestby II
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 186
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Book Description
The purpose of this phenomenological study was to understand the experiences and perceptions of faculty and students in regards to dishonesty in community college with an adopted honor code. Semi-structured interviews were conducted with eleven full time tenured faculty members in the disciplines of Business, English and Science courses leading to careers in the health profession. Additionally, twelve students were interviewed who were business majors, those who have taken a sequence of English composition courses, and those who had taken science courses leading to careers in the health profession. Findings suggest that while there are similarities in definition between how community college faculty and students define academic dishonesty, there is no universal definition. Participants report that they believe cheating results from pressures to attain goals and/or lack of an interest in lower division courses. Both students and faculty report deterrence strategies such as the academic dishonesty policy, specifically the honor code statement is ineffective because they are too idealistic. Implications indicate from this study that creating integrity will require finding ways get students to understand the value of all courses for their future endeavors. This study contributes to the body of research by adding to the knowledge of academic dishonesty specifically as it relates to dishonesty in community colleges.
Author: Steven B. Dowd
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 58
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Book Description
Author: Donald L. McCabe
Publisher: JHU Press
ISBN: 1421407566
Category : Education
Languages : en
Pages : 235
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Book Description
With academic dishonesty on the rise, this book explains why students cheat, how to foster integrity, and why it matters. Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating. The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). They also focus on how faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences. Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it.
Author: Angela Lynn Todaro
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 304
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Book Description
Author: Academic Senate for California Community Colleges
Publisher:
ISBN:
Category :
Languages : en
Pages : 48
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Book Description
This Academic Senate paper is in response to two resolutions from Fall 2005 concerning academic dishonesty. One resolution, 14.02, "Student Cheating," sought clarification on a System Office legal position that limits the ability of local faculty to fail a student for a single incident of academic dishonesty, and pending the result of clarification, to seek an appropriate Title 5 change. Resolution 14.01, "Student Academic Dishonesty and Grading," required the Academic Senate to investigate faculty legal and professional rights and obligations with regards to dealing with academic dishonesty, including options for grading, disciplinary action, definitions of academic dishonesty, a statement of best practices, and an explanation of student rights. The paper discusses the need for a culture of academic integrity that enriches the educational experience of students and faculty and, indeed, all individuals associated with the college as employees or community members. The paper recommends that colleges involve all constituent groups, particularly student leaders, in developing and promoting polices and procedures supportive of a climate of academic integrity. Students have key responsibilities and protections provided by Title 5 section 51023.7 and have the potential to raise awareness throughout an institution concerning academic integrity. The paper includes examples of policies and procedures that have been adopted at several colleges. Central to all discussions of academic integrity is the importance of due process and the protection of student rights. Suggestions for promoting a climate of academic integrity are provided, along with examples of policies applied to such issues as test taking, technology, distance education, Internet use, group work, and maintaining the integrity of graded assignments. Emphasis is placed on the roles of classroom faculty, library services, counseling, and the need to institute mandates for information competency as a means of creating and sustaining a culture of academic integrity. The paper goes on to discuss the System Office's 1995 legal interpretation of faculty rights with regards to failing a student for an incident of academic dishonesty. Included in this section is a brief discussion of potential changes to Title 5 and a consideration of student rights under the law. The paper also provides examples from colleges of policies and procedures that support academic integrity, recommendations to local senates, faculty, and the State Academic Senate, and concludes with references and appendices. Appended are: (1) System Office Legal Opinion (Black 1995); (2) Student Rights (Title 5 section 51023.7); (3) Honor Code/Honor Council from Santa Monica College; (4) Academic Honesty Policy from Riverside City College; and (5) Student Due Process (Student Grievance), Mt. San Jacinto College.
Author: Bernard E. Whitley, Jr.
Publisher: Psychology Press
ISBN: 1135641846
Category : Psychology
Languages : en
Pages : 165
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Book Description
This book, written by two nationally renowned scholars in the area of ethics in higher education, is intended to help teachers and administrators understand and handle problems of academic dishonesty. Chock-full of practical advice, the book is divided into three parts. Part I reviews the existing published literature about academic dishonesty among college and university students and how faculty members respond to the problem. Part II presents practical advice designed to help college and university instructors and administrators deal proactively and effectively with academic dishonesty. Part III considers the broader question of academic integrity as a system-wide issue within institutions of higher education.
Author: Velliaris, Donna M.
Publisher: IGI Global
ISBN: 1522516115
Category : Education
Languages : en
Pages : 468
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Book Description
To maintain the quality of education, integrity and honesty must be upheld by students and teachers in learning environments. The prevention of cheating is a prime factor in this endeavor. The Handbook of Research on Academic Misconduct in Higher Education is a pivotal reference source for the latest scholarly material on the implementation of policies and practices to inhibit cheating behaviors in academic settings. Highlighting emerging pedagogies, empirical-based evidence, and future directions, this book is ideally designed for professionals, practitioners, educators, school administrators, and researchers interested in preventing academic dishonesty.
Author: Sheilah Maramark
Publisher:
ISBN:
Category : Cheating
Languages : en
Pages : 18
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Book Description
Author: Rodney A. Arnold
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 398
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Book Description
The purpose of this study was to examine the level of academic dishonesty among students at four-year colleges and universities located in the Midwest. Demographic information was also noted. Constructs of research pertaining to the study included: honor code systems, institutional size, and gender of the student. In this study, the researcher administered a researcher-designed questionnaire (Academic Honesty Questionnaire) to 695 students representing six colleges and universities randomly selected from the Midwest. Of the six institutions, three colleges and universities of differing population sizes were selected that had incorporated honor code systems. The three remaining institutions of differing sizes were considered traditional colleges and did not utilize honor code systems. The Academic Honesty Questionnaire included six subscales: perceived frequency of academic dishonesty, student reporting, personal responses, scenario assessment, reasons for cheating, and the level of academic dishonesty. The level of academic dishonesty was correlated to the presence of an honor code system to determine if possible relationships existed. In addition, the size of the institution and the gender of the student were also considered to determine if differences existed among the construct variables. Significance was found in various subscales for all six research questions. Even though no significance was found in the difference in the level of academic dishonesty between institutions with or without honor code systems, a significant difference was found in the perception of student cheating between the two types of institutions. Students from honor code institutions perceived that the amount of academic dishonesty at their institutions was lower. No significant difference was found in the level of student cheating regarding the size of the institution. However, the study found that students from the large-sized universities perceived that they were more likely to get away with cheating than students from the small and medium-sized institutions. Finally, no significant difference was found in the level of academic dishonesty regarding student gender.
Author: Vic Higgins
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 203
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Book Description
Research has shown that academic misconduct is an issue of concern in most subject areas across both secondary and post-secondary education. However, variation in both investigators' research interests and definitions of the behaviors being investigated leave many unanswered questions regarding the seriousness and nature of the problem, as well as how educators and their students perceive these behaviors. Although comprehensive data have been collected and continue to inform the field, most major studies of academic dishonesty have assigned what is referred to in the research as "cheating behaviors" based on the researchers' experiences with cheating or the definitions used in previous research. Very few studies have investigated both faculty and student perceptions of the seriousness of pre-defined cheating behaviors, and a surprising lack of research exists which asks participants to define the behaviors they consider to be cheating. This, then, was the foundation of this research. This research took place at two Northeast Ohio universities, selected for their similar academic offerings and service to comparable communities. Faculty and student participants from all colleges at both universities were self selected by completion of an online survey that was sent via e-mail. Both faculty and students perceptions of cheating behaviors are complex. Faculty and student perceptions of the reasons people cheat fell into four categories. When asked to list cheating behaviors, each group listed behaviors which fell into four categories. A factor analysis indicated that there are between five (students) and six (faculty) underlying factors of cheating behaviors. In each case faculty consider student-cheating behaviors to be more serious than students do. In comparison, faculty-cheating behaviors fell into five categories that when comparison could be made, students reported these behaviors to be more serious than faculty did. Students' perceptions vary across colleges of study on the seriousness of many behaviors; however faculty perception's only vary by college of study on the behavior of plagiarism. Additionally, five other themes emerged from the data: no common understanding of cheating behaviors, "two different worlds", no common understanding of who has the responsibility for maintaining the integrity of the academic environment, faculty cheating and just communities. These themes and the implications are explored along with suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
