cheating in college
We all know that feeling. That sinking, pit of your stomach feeling when you know you have seen this paper, problem, or quiz answer before. That feeling when you know you have witnessed academic dishonesty. Your first response might be anger. You may sigh because you know you have to investigate, fill out paperwork, and confront a student. Catching and acknowledging academic dishonesty can be disappointing, enraging, time-consuming, and undeniably unpleasant. It can end a student’s academic career. What’s more, academic dishonesty can make you question your ability as an educator.
Cheating happens because students have the opportunity and the incentive to do so. If it was harder to cheat and if cheating didn’t benefit students by leading to higher grades, it would not happen as often. During this seminar led by James M. Lang, PhD, you will learn the concrete steps you can take to strategically revise your course designs and classroom practices to stem cheating and increase learning.
Online Seminar • Thursday, December 12th, 2013 • 2:00 pm Eastern
Cheating strikes at the core of your school’s integrity. It creates an unethical environment among your students, and ultimately diminishes the quality and reputation of your institution. Here’s what you can do about it.
Any effort to fundamentally change a school’s approach to academic integrity requires an understanding of its current organizational response to cheating (Bertram Gallant, 2008). Organizational approaches to student cheating form a continuum from highly decentralized to highly centralized, and most schools fall somewhere on this spectrum. The more decentralized a school’s response to cheating is,
Donald McCabe’ s 2005 article “Cheating Among College And University Students: A North American Perspective” is often cited for its sobering statistics regarding the prevalence of cheating in higher education.
The numbers are alarming and do require a serious response, but have you ever turned the numbers upside down? For example, if 42 percent of college students admit to working with others on individual assignments, that means 58 percent aren’t getting help from others and those students would like you to do something about the 42 percent. If 38 percent admit to plagiarizing, that means 62 percent aren’t plagiarizing and those students expect you to do something about the 38 percent.
In a recent conversation, a faculty member expressed great dismay at the amount of cheating taking place in higher education and the cavalier attitude of many students toward it. His dismay is well founded. Depending on the study (and there have been many) anywhere between 40 to 60% of students report that they have cheated and they indicate a much higher percentage of their peers have as well. The faculty member I was talking to then went into a detailed description of all the measures he took to prevent cheating.
The truth is most colleges and universities struggle with academic dishonesty. But the schools that have had the most success with remedying cheating are the ones that focus on transforming culture rather than changing behavior. Learn how with a copy of this white paper.
For some students, a writing assignment takes weeks of research, writing and revisions. For others, the ingredients are more along the lines of Google, CTRL+C and CTRL+V. And for others still, the assignment is nothing more than a transaction with an online essay mill.
How do you feel when you catch a student cheating? Do you feel pressured into being a disciplinarian, not an educator? Or do you look the other way because you can’t stand the bureaucratic hassle? The seminar will show you how to take a proactive approach to dealing with cheating.
audio Online Seminar • Recorded on Tuesday, August 9th, 2011
When students need to write a paper, where do they go? A study released last month on plagiarism found that social and user-generated websites are the most popular resources, followed by academic and homework-related sites. Cheat sites and paper mills comprised less than 15 percent of the total resources used and showed the most significant decline over the period examined.