<\/p>\n
Definition: Problem: Cheating is prevalent Individual Factors that Contribute to Cheating<\/strong> (McCabe, Butterfield, & Trevino, 2012) Why Students Cheat?<\/strong> (McCabe, Butterfield, & Trevino, 2012) Why Students Don\u2019t Cheat?<\/strong> Strategies to Increase Academically Honest Actions<\/strong> Academic Integrity Policy: All Students are Expected to Engage in Academically Honest Work<\/strong> \u2022 CREATE ASSIGNMENTS THAT REDUCE LIKELIHOOD OF PLAGIARISM- \u2022 CREATING TESTS THAT REDUCE LIKELIHOOD OF CHEATING- (Bernardi, Baca, Landers, & Witek, 2008)
\n<\/strong>\u2022 Individuals who uphold academic integrity are honest and responsible when engaged in academic activities. This \u201cresults in the creation of academic products that extend beyond prior contributions while giving proper credit to others whose ideas shaped or influenced the current work\u201d (Harrington, 2016, 10).
\n\u2022 \u201cPlagiarism is presenting someone else\u2019s work as your own. Cheating is engaging in any activity that gives you or another student an unfair advantage\u201d. (Harrington, 2016, 117)<\/p>\n
\n<\/strong>\u2022 \u201cMore than two-thirds of college students report they engaged in soe form of academic dishonesty in the previous year\u201d (McCabe, Butterfield, & Trevino, 2012, 3).
\n\u2022 Previous cheating predicts future cheating (Passow et al., 2006).
\n\u2022 Cheating is an international problem (Bernardi, Baca, Landers, & Witek, 2008).<\/p>\n
\n\u2022 High (\u201cthrive\u201d) and Low (\u201cSurvive\u201d) GPA
\n\u2022 Involved in clubs, fraternities\/sororities, athletics, caring for children or parents
\n\u2022 Younger students
\n\u2022 Higher levels of entitlement
\n\u2022 Lower levels of religiosity<\/p>\n
\n\u2022 High levels of pressure to perform well
\n\u2022 Perceived as the norm- \u201ceverybody is doing it\u201d
\n\u2022 Lack of negative consequences- colleges, universities, and society seem to send message that it is okay to cheat<\/p>\n
\n\u2022 SITUATIONAL FACTORS- Students who believe their peers will not approve, who believe peers are engaging in honest behaviors, and believe the college is committed to academic integrity are less likely to cheat (McCabe, Butterfield, & Trevino, 2012)
\n\u2022 LEARNING GOALS- Students who want to learn don\u2019t cheat because it doesn\u2019t help them achieve their goals (Miller, Shoptaugh, & Wooldridge, 2011)
\n\u2022 CHARACTER- Students who don\u2019t want to view self as a cheater (Brian, Adams, & Momin, 2012)
\n\u2022 MORAL BELIEFS- Students are less likely to cheat if they believe it is wrong to do so (Miller, Shoptaugh, & Wooldridge, 2011; Passow et al., 2006)
\n\u2022 STRONG CONSEQUENCES- Students are less likely to cheat if believe they will experience negative consequences (Bisping, Patron, & Roskelley, 2008))<\/p>\n
\n\u2022 HONOR CODE- Students in schools with honor codes report less cheating than schools without honor codes (McCabe, Butterfield, & Trevino, 2012)
\n\u2022 TEACH STUDENTS ABOUT ACADEMIC INTEGRITY- Emphasizing the importance of academic integrity and how to engage in honest actions can reduce unintentional dishonest behavior (Belter & du Pre, 2009; Bisping, Patron, & Roskelley, 2008).
\n\u2022 CREATE CLIMATE OF INTEGRITY- Emphasize the importance of academic integrity and foster a sense of community in the classroom
\n\u2022 EMPHASIZE LEARNING- Promote learning versus achievement goals by emphasizing learning and the value of gaining content knowledge and skills
\n\u2022 SYLLABUS- Focus on honest rather dishonest action to communicate this is your expectation. Emphasize the importance of academic integrity. Sample Statement:<\/p>\n
\nAcademic integrity benefits everyone in our community. It not only helps you reach the real goal of this class- learning, but also allows for the program to be perceived positively by others. When students are dishonest, they lose out on valuable learning that will help them perform well in their career. It can also negatively impact all of the students in the program and at the institution by creating negative mindsets which may result in fewer outside learning opportunities for students. Academic dishonesty is any attempt by the student to gain academic advantage through dishonest means or to assist another student with gaining an unfair advantage. Academic integrity is important regardless of whether the work is graded or ungraded, group or individual, written or oral. Dishonest acts can result in a failing grade on the assignment, failing course grade and\/or an official code of conduct charge being filed.<\/em><\/p>\n
\no Change assignments every semester
\no Provide paper topic; Use specific vs. broad topics
\no Require students to attach sources
\no Require brief vs. long papers
\no Consider multi-media presentations
\no Require students to submit outline, drafts, etc.
\no If plagiarism occurs, address it<\/p>\n
\no Prepare students well
\no Avoid high stakes tests that count for large portion of grade
\no Do not allow use of personal belongings; Assign seats\/space out seating
\no Use multiple formats of the exam
\no Use more open-ended questions
\no Remind students about academic integrity prior to starting the exam
\no Have students sign their name at the top (Shu et al., 2012)
\no Consider alternatives to testing for assessment purposes
\no If cheating occurs, address it<\/p>\n
\nThe Faculty Role<\/span>
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