Academic-Dishonesty-Current-Trends-and-Perceptions-

Academic Dishonesty: Current Trends and Perceptions Dena Matzenbacher, Ph.D Linda Brannon, Ph.D McNeese State University Department of Psychology Lake Charles, LA Anecdotal “Research” OUR INSPIRATION… – When you come up with a new diagnosis… – When the professor wonders if you can read German… – When movie reviewers publish entire paragraphs from your PSYC movie assignment on their website BEFORE you turn it in… – When your professor rearranges questions from last year’s homework… – When you email the whole class asking for homework answers… Public Records • Scandals, Scandals Everywhere! – Westpoint Academy (1976) expelled >150 cadets, including some who only failed to report cheating (part of the Honor Code); many were later readmitted – U.S Naval Academy (1994) expelled 24 midshipmen & sanctioned 62 others (selling & buying engineering exams) – Harvard University (2012) suspended 60 students with “eerily similar exam answers” – Harvard University’s Quiz Bowl Championship trophies (2009, 2010, 2011) were revoked (accessed online QB questions) – University of Maryland (2004) “sting” operation – 12 students submitted an answer key found online – University of Virginia (2001) expelled 45 students after a professor discovered they submitted the same essays over a 5year period The Josephson Institute • The Josephson Institute of Ethics was formed in 1987 • Mission: “to improve the ethical quality of society by changing personal and organizational decision making and behavior” • Conducts large-scale survey/interview studies investigating rates of various types of unethical behaviors, including student cheating/plagiarism – “There’s a hole in our moral ozone and it’s getting bigger” (2008) The Josephson Institute • 2008 Survey of 29,760 high school students – 30% admitted to stealing & 42% lied to save $$$ – 64% cheated on a test in the past year (60% in 2006) • 38% cheated 2+ times (35%) – 36% used the internet to plagiarize (33%) – 26% lied on at least one question on THIS survey (concealing misconduct) – 93% were “satisfied with their personal ethics & character” – 77% reported “when it comes to doing right, I am better than most people I know” The Josephson Institute • 2009 (n=6,930): compared teens through middleaged adults, & investigated the link between high school attitudes/behavior and later adult conduct – Young people more likely than their elders to believe “it is necessary to lie or cheat to succeed” • 51% of those 17 and under • 10% of those over 50 – those who believed this (“cynics”) also reported higher rates of both behaviors • Continued… The Josephson Institute • Is cheating related to behaviors later in life? – Major conclusion #1: • Regardless of age, “cynics” were later more likely to lie to a customer, inflate an expense report or insurance claim, conceal/distort information to a boss, lie to a spouse about something important, and cheat on their taxes – Major conclusion #2: • Regardless of age, those who admitted to cheating in school were more likely to lie to a customer, inflate an insurance claim, conceal/distort information to their boss, lie to get their child into a better school, lie to a spouse about something important, and cheat on their taxes The Josephson Institute • Other Findings: – “Are kids more likely to lie, cheat, or steal today than they were 20 years ago?” • % answering YES: ages 17 & under: 85% ages 41-50: 67% ages 18-24: 79% ages 50+: 70% ages 25-40: 69% – “Should schools be more active… instilling core values like honesty…?” • % answering YES: ages 17 & under: 86% ages 41-50: 92% ages 18-24: 92% ages 50+: 93% ages 25-40: 90% Recent Trends • McCabe & Treviđo (1997) – Replicated Bowers (1964) study of 5,000 students at 99 universities/colleges, which found that 75% had engaged in 1+ more instances of academic dishonesty – 1997: • modest increase in overall cheating • significant increases in most explicit forms of exam cheating (39% in 1964 to 64% in 1997!) • Increase in collaborative cheating Recent Trends • Jenson, Arnett, Feldman, & Cauffman (2002) cited numerous studies of college students (self-report data) ranging from the 1940s  1990s • • • • • 1941: 1952: 1960: 1980s: Early/mid 1990s: 23% 38% 49% 40 to 60% 70 to 90% • Stern & Havlicek (1986) – 82% of undergraduate students admitted to “some form of academic misconduct during their college careers” Part 3: Faculty Members’ vs Students’ Responses Plagiarism Showed Some of the Largest Differences Faculty Members’ vs Students’ Responses What Counts As Plagiarism Percentage Agreeing Students vs Faculty • OK to copy textbook without citing: 41% vs 23% • OK to use author’s exact words if the source appears on References page: 65% vs 29% • Appropriate citation includes quotation marks and author citation in paper and references: 86% vs 95% Faculty Members’ vs Students’ Responses Students Expressed More Leniency Than Faculty Concerning Plagiarism Percentage Agreeing Students vs Faculty • If prior instructors allowed plagiarism, later instructors should not penalize students: 12% vs 2% Students caught plagiarizing should get a 2nd chance: 66% vs 16% Faculty Members’ vs Students’ Responses Students Expressed More Leniency Concerning Plagiarism Percentage Agreeing Students vs Faculty • Penalty for plagiarizing an essay should be failing the assignment: 88% vs 98% • Penalty for plagiarizing an essay should be failing course grade: 38% vs 62% • Penalty for plagiarizing an essay should be suspension/expulsion: 19% vs 38% Part 3: Faculty Members’ vs Students’ Responses Students Found More Justification for Cheating Part 3: Faculty Members’ vs Students’ Responses Reasons for Cheating Percentage Agreeing Students vs Faculty • Cheating students have good reasons: • Failing students are more likely to cheat: • Only lazy people cheat on assignments: • Cheating is more acceptable if the professor is doing a poor job: 9% vs 2% 74% vs 38% 36% vs 12% 28% vs 3% Part 3: Faculty Members’ vs Students’ Responses Faculty Endorsed More Severe Penalties for Cheating Part 3: Faculty Members’ vs Students’ Responses Penalties for Cheating Percentage Agreeing Students vs Faculty •Penalty for cheating on an assignment should be failing the assignment: •Penalty for cheating should be failing the course: •Penalty for cheating should be suspension/expulsion: 74% vs 97% 28% vs 67% 15% vs 40% Conclusions • Use of scenario ratings may reduce social desirability bias compared to self-report • Students’ differential ratings of various behaviors matched previous research findings (e.g., plagiarism less severe than exam cheating) • Extent/volume and location of academic dishonesty mattered to both faculty and students • Discrepancies between faculty members’ and students’ perceptions of academic dishonesty suggest students need to better understand what constitutes cheating and plagiarism Future Directions • Sims (1995) reported that differences in students’ and faculty members’ perceptions of academic dishonesty decreased as students approached graduation – Future research will involve distributing our assessments to seniors and graduate students for comparison with freshmen • Given that students’ perceptions of what constitutes cheating/plagiarism not often match professors’ perceptions, a systematic educational intervention for incoming freshmen may be warranted Evidence-Based Practical Solutions • Implement an Honor Code • Provide verbal/written reminders of Honor Code prior to exams • Involve students in discussing academic dishonesty (orientation; freshmen classes) • Clearly articulate expectations (beyond the Syllabus!) • Consequences must involve reflection/insight (punishment alone does not deter future behaviors) • 2nd chances (with consequence), following feedback/instruction… LEARN from it Evidence-Based Practical Solutions • Provide training: – How to critically evaluate sources – How to summarize (vs quote or paraphrase) – Summarizing while not looking at the source – Appropriate citations • Link assignments to course objectives – Not just “busy work” – How will this help me later? Evidence-Based Practical Solutions • Reduce temptations – Classroom/seating modifications – Multiple proctors – Electronic devices, backpacks, etc • Discuss link between classroom ethics & future professional careers – Cheating now  cheating later – Not just an arbitrary policy/rule • Report EVERY INCIDENT (regardless of sanctions) – Handling “in house” does not catch repeat offenders Academic Integrity Statement Psychology 499 Fall, 2018 I affirm that I have read and understand the McNeese State University policies on cheating and plagiarism, and I have completed the tutorial on plagiarism posted on Moodle I understand the concept of plagiarism, which means copying from another person’s work I further understand that plagiarism occurs when the writer copies without using quotation marks or paraphrases using the same words as the source; even substituting a few of the writer’s own words may still constitute plagiarism I further affirm that the papers I will turn in for this class reflect my own work and the standards set forth in the guidelines on plagiarism and academic integrity Sources that I used to prepare the paper are referenced in the paper Any material that I have used has been adequately referenced, including paraphrased and quoted material I have used no uncited sources I have looked at no other student’s work in the preparation of this paper; I understand that looking at another person’s work or working with another person in preparing assignments constitutes cheating according to the MSU Academic Integrity Policy (http://www.mcneese.edu/policy/academic-integrity-policy) I understand that any assignment that includes plagiarism will receive no credit and that I will have no chance to re-do that assignment for credit After receiving two plagiarism warnings, a student will be scheduled for a conference with the Associate Vice President for Student Services, which will include options of dropping the class or failing the class and possibly other disciplinary action I understand that falsifying this document may lead to disciplinary action by my instructor, the Department of Psychology, McNeese State University, or some combination of these Signature Name (Printed) More Ideas? Q&A? BRAINSTORMING?