1. Cheating lessons: Learning from Academic dishonesty

2. The Evolution of Cheating
“Here in Silicon Valley, there are also smart pens, and are or will soon be smart spectacles less obtrusive than Google Glass.  They call them ‘wearable computers.’ Hard to imagine telling students that pens and glasses (and watches and jewelry and belts and shoes and on and on) are not allowed in the exam room.  It's time for us to rethink our assessments.”
Patrick Morris Foothill College

3. Is Cheating on the Rise?

4. Why do students cheat?

5. Failure of Human Nature?

6. Failure of Individuals and Groups?
Specific demographic groups?
Particular disciplines?
Certain types of classes?

7. Failure of Communication?
"Professors’ conceptions of plagiarism and correct paraphrasing can range widely from a very lax set of criteria for determining plagiarism to criteria that can be even more rigorous than those prescribed by traditional definitions Even within groups of academic specialties, respondents appeared to have a fairly wide range of criteria for plagiarism.”
Ethics and Behavior (2001)

8. Failure in the environment

9. Searching for Princess Alice

10. Dan Ariely’s Fudge Factor
Ariely: The amount of dishonesty in which people are willing to engage “depends on the structure of our daily environment.”
Our Thesis: The amount of cheating in which students are willing to engage depends (in part) on the structure of the learning environment.

11. Learning Environments that Produce Cheating
Motivation is Extrinsic
Orientation toward Performance
Infrequent, High-Stakes Assessments
Low Self-Efficacy
Cheating Perceived as Common and Approved by Peers

12. New Findings from Australia
Contract Cheating and Assessment Design
a) Student Surveys
b) Teaching and Support Staff Surveys
b) Academic Integrity Violations

13. Ensuring Understanding of Assignment Requirements
Complete Findings
Motivation is Extrinsic
Orientation toward Performance
Infrequent, High-Stakes Assessments
Low Self-Efficacy
Cheating Perceived as Common and Approved by Peers
Ensuring Understanding of Assignment Requirements
Receiving Sufficient Feedback
Approachability of Faculty

14. Classroom Practice

15. The Importance of Practice
“The only way to develop mental facility is to repeat the target process again and again and again.”
Daniel Willingham
Why Don’t Students Like School

16. Practice for Assessments
Lecture
Discussion ?
Essay
Exam
Presentation

17. Traditional Lectures Cheating Rate: 11% Failure Rate: 9%
Physics at MIT: 2003
Traditional Lectures
Cheating Rate: 11%
Failure Rate: 9%

18. Physics at MIT: 2006
“The course was divided into sections of ~75 students each; each section met for 5 h[ours] total each week with one professor and several teaching assistants. During class periods, students were given mini-lectures interspersed with questions answered using a personal response system followed by peer instruction, hands-on experiments, and group problem-solving sessions, often at the board.”

19. In-Class Practice Cheating Rate: 3% Failure Rate: 1.5%
Physics at MIT: 2006
In-Class Practice
Cheating Rate: 3%
Failure Rate: 1.5%

20. Provides opportunities for feedback from instructor.
In-Class Practice
Provides opportunities for questions and clarifications about assessments.
Provides opportunities for feedback from instructor.
Provides opportunities for instructor to interact and engage with students.

21. unique assessments

22. What the Best Teachers Do
Problems
Questions
Challenges

23. Curriculum: Teaching Great Problems at WPI
“Can we feed the world? Does use of ethanol in gasoline cause food shortages? What are the dangers and benefits to genetic engineering of food plants? Learn about and work to solve the current paradoxes of our food situation – the malnutrition of too little AND too much food: deprivation and obesity. What solutions are there – political, economic, biological and chemical?”

24. Wikipedia Projects in the U. S. History Survey. HIS 180 & HIS 181
Wikipedia Projects in the U.S. History Survey ***** HIS 180 & HIS ****** Carl Robert Keyes

25. English Composition: Fall 2017

26. English Composition: Profile Essay

27. Taking cheating seriously

28. Learning Academic Integrity
Knowledge
Skill
Value

29. “Teaching” Academic Integrity
Delivering Content
Student Handbooks
Statements
Syllabus
Presentations at Orientation
Faculty or Assessment Reminders

30. The Essential Role of Students
Persistent Research Finding: Cheating rates are higher when students perceive cheating as common and approved of by their peers.

31. Final Question
How can we enlist students to collaborate with us and each other in the process of building a culture of academic integrity on our campuses?

32. More Information and Resources . . .
International Center for Academic Integrity
Academic Integrity in the 21st Century (Bertram-Gallant)
edu.au/
@LangOnCourse