COMP 2710 Software Construction Cheating and Plagiarism Dr. Xiao Qin Auburn University http://www.eng.auburn.edu/~xqin xqin@auburn.edu Virtual Function Basics Late binding Implementing virtual functions When to use a virtual function Abstract classes and pure virtual functions Pointers and Virtual Functions Extended type compatibility Downcasting and upcasting C++ "under the hood" with virtual functions

Cheating and Plagiarism Source: http://info.library.unsw.edu.au/psl/skills/direct/itet_lilt/module3/plagiarism.htm 15-2 2

What is Cheating? “intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit or hours.” Pavela (1978) What is Cheating? Also known as academic dishonesty, cheating (in education) is hard to define, but most recognize it when they see it. Pavela (1978) proposed a typology for academic dishonesty, composed of four parts: 1. Cheating “intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit or hours.” 2. Fabrication “intentional and unauthorized falsification or invention of any information or citation in an academic exercise.” 3. Plagiarism “deliberate adoption or reproduction of ideas or words or statements of another person as one’s own without acknowledgement.” 4. Facilitating academic dishonesty “intentionally or knowingly helping or attempting to help another” (to cheat). In their book, Academic Dishonesty—An Educator’s Guide, Whitley and Keith-Spiegel add 3 more categories: 5. Misrepresentation “Consists of providing false information to an instructor concerning an academic exercise.” 6. Failure to contribute to a collaborative project “involves not doing one’s fair share.” 7. Sabotage ” consists of actions that prevent others from completing their work.” In a short while, John Krutsch will be describing the specialized types of cheating that are occurring in online courses that further extend this list. Is Cheating a Problem? The research indicates that almost everyone has cheated at one time or another and some surveys reveal more that 90% of students polled admitted to cheating at least once in their academic life. Cheating seems to pique in high school, and slowly declines in post-secondary education. However, it is ubiquitous at all levels. Cheating-Your Perception Before we begin the discussion about how students cheat and on ways to prevent cheating, we should first take a few minutes to think about your feelings, as an educator, about the subject. Activity: With your group, visit the Center for Academic Integrity (http://www.academicintegrity.org/) and click on the CAI Research link. From there, read through the research tabs:Don McCabe | Templeton Research | Related ResearchAfter reading through these research results, discuss the following:Does this data bother you as an educator? How much does it bother you? Why does it bother you? Below is part of the research found at academicintegrity.org: Don McAbe, founder of the Center for Academic Integrity, has conducted extensive survey-based research which included almost 50,000 undergraduates on more than 60 campuses. The most recent results released in 2005 are summarized here: On most campuses, 70% of students admit to some cheating. Close to one-quarter of the participating students admitted to serious test cheating in the past year. Internet plagiarism is growing as most students have concluded that 'cut & paste' plagiarism (without appropriate citation) is not a serious issue. While 10% of students admitted to engaging in such behavior in 1999, almost 40% admit to doing so in the Assessment Project surveys. A majority of students (77%) believe such cheating is not a very serious issue. Faculties are reluctant to take action against suspected cheaters. In Assessment Project surveys involving almost 10,000 faculties, 44% of those who were aware of student cheating in their course in the last three years, have never reported a student for cheating to the appropriate campus authority. Longitudinal comparisons show significant increases in serious test/examination cheating and unapproved student collaboration. For example, the number of students self-reporting instances of unapproved collaboration at nine medium to large state universities increased from 11% in a 1963 survey to 49% in 1993.

Academic Integrity All work is to be done individually. Students should NOT share any project code Student should NOT share detailed algorithm information with each other. Your programming code is exclusive to you. 15-4 4

Cheating and Plagiarism are Wrong Lower your self-respect Cheating is a lie Cheating violates trust relationship between teachers and students Cheating is unfair to students who aren't cheating. If you cheat in now, you are less likely to succeed in your career. 15-5 5

Social Consequences “Cheating is habit-forming. It becomes a way to cope with any situation where we want something we haven’t earned or shouldn’t have.” -Michael Josephson, Founder and President of the Character Counts! Coaltion and the Josephson Institute 15-6 6

Consequences of Cheating and Plagiarism An “F” for COMP2710 Breaches of Academic Honesty will be referred to the Academic Honesty Committee 15-7 7