The problem of academic dishonesty has become one of staggering proportions. In a recent paper on the subject, Robert Kitahara, assistant professor in the business programs at Troy University, and co-author Frederick Westfall, associate professor and regional chair of business programs for Troy University, detail a growing problem in distance learning in which students cheat on tests and assignments, then seek redress for wrongs against them when they are caught.
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Cheating is not a new problem for colleges, but the Internet and other technologies have increased opportunities for cheating, making it more tempting to try and easier to pull off than ever before.
In last Wednesday’s post, Stephen F. Davis, Patrick F. Drinan, and Tricia Bertram Gallant, the authors of the newly released CHEATING IN SCHOOL: What We Know and What We Can Do, recommended steps faculty can take to reduce cheating in their classroom. In this, the second of a two-part email interview, the authors offer advice to academic leaders on how to create healthy environments that support ethical choices at all levels of the organization.
In CHEATING IN SCHOOL: What We Know and What We Can Do, (Wiley-Blackwell) authors Stephen F. Davis, Patrick F. Drinan, and Tricia Bertram Gallant provide a comprehensive look at the cheating phenomenon from primary through graduate school. In an email interview with Faculty Focus, the authors discuss academic integrity issues in higher education specifically, including steps that can be taken at the institutional level as well as in individual classrooms.
I’m not sure how to say this without appearing either arrogant or ignorant, but I have discovered that there is a difference between being a police officer and being a professor. I have recognized the difference for some time now, but it has taken me the better part of my 40 years as a college professor to feel fairly comfortable in my new skin.
What is the best way to train and support a beginning online faculty member? At some colleges, the only option is on site training held on the campus over a day, a weekend, or a period of days during the summer. These on-site workshops, while potentially very effective, commit the faculty members to time, travel, and often inflexible scheduling. However, Berkeley College, with campuses in New York and New Jersey, has designed an online faculty workshop and set of training and support tools to complement its other professional development offerings.
Hundreds of distance education administrators breathed a collective sigh of relief upon learning in a recent online seminar that the vast majority of schools are already in compliance with the Higher Education Opportunity Act’s new rules on student authentication.