1. Integrity in the Classrooms Without Policing or Punishment Spring 2016 2016 Conference on Higher Education Pedagogy Tay Keong Tan 9.00 am February 11 th, 2016, Cascades Room Dept of Political Science

2. I shall uphold the values and ideals of Radford University by engaging in responsible behavior and striving always to be accountable for my actions while holding myself and others to the highest moral and ethical standards of academic integrity and good citizenship as defined in the Standards of Student Conduct. Radford University’s Honor Pledge

3. The Honor System provides the foundation for a university community in which freedom, trust and respect can prevail. In accepting admission, each student makes a commitment to support and uphold the Honor System without compromise or exception. Individuals have the responsibility to be honorable in their own conduct and to insist other students act honorably. Lying, cheating and stealing are considered to be acts of dishonor, and will, therefore, cause a student to be subject to temporary or permanent suspension from the university community. Students who commit an honor violation or any members of the university community who have knowledge that a student has committed an honor violation are expected to comply with the reporting procedures.

4. The Honor System …is supposed to “encourage a culture of fairness and integrity, promote individual and collective responsibility, and foster strong bonds of trust between students and faculty.” (Charles Lipson, Doing Honest Work in College, 2008, p.32) Is that true for your class?

5. Do Honor Systems Work? Reference: CBS

6. Do Honor Systems Work? Reference: collegemagazine.com

7. Do Honor Systems Work? Reference: Slate.com

8. Reference: Is Honor Possible Among Sharks?

9. Integrity in the Classrooms 1. What can I, as an instructor, do in my classroom to safeguard the integrity of the honor system? 2. Just as learning analytics and the science of teaching can improve instruction, what evidence-based practices can inform the management of integrity? 3. How can I foster honest learning without resorting to policing and punishment?

10. Small Group Discussion 1. What are the top 5 reasons students say cause their peers to cheat, lie, or steal? 5 mins 2. What kind of instructor behavior and course design tend to promote integrity among students and interest in learning? 5 mins 3. What course designs or strategies can foster honest learning without resorting to policing and punishment?5 mins

11. Honor System What is it, really? Now what? What works?

12. What my research in RU reveals? 1.Last-minute work – procrastination 2.Short cuts to grades – impulsivity 3.Pressure to succeed – imposed or imagined 4.High-stakes tests or assignments 5.Gamesmanship – rule-benders 6.Brinksmanship – free-riders 7.Inaccessible instructors 8.Unclear instructions/prohibitions 9.Lack awareness of risks and consequences

13. Honor among Students? “conveyor belt of teeth” Predatory Behavior Impulsivity “no operculum, must keep moving to breath” Procrastination Territoriality “tough skin, prickly dermal denticles” “evolutionary survivors”

14. What the “Best Practices” Suggest 1.Self-regulated learning (Nilson, 2013) 2.Expansion of learning strategies, building relationships and sharing power with students, and use of reflections and meaningful discussions (Doyle, 2011) 3.Growth vs. fixed mindsets (Dweck, 2008) 4.Fear and command vs. receptivity and persuasion (HBR, March 1978) 5.Implementation failures. “There are no bad soldiers, …” (various management sites)

15. Good Behavior without Policing or Punishment? 1.Rider, Elephant, Path – point to the outcome, manage the sentiments, tweak the environment (Heath & Heath, 2010) 2.Successful Outliers and 10,000 hours of practice – genius is a function of time and not innate talent (Gladwell, 2008) 3.Mr. Wonderful’s #1 Advice: Integrity is a foundation knowledge to be taught (www.entrepreneur.com)

16. Select References Doyle, T. (2011). Learner-Centered Teaching: Putting the Research on Learning into Practice, Sterling, VA: Stylus. Dweck, C. (2008). Mindset: The New Psychology of Success, New York, NY: Random House. Fink, L. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco, CA: Jossey-Bass. Lang, J. (2013). Cheating Lessons: Learning from Academic Dishonesty. Cambridge, MA: Harvard University Press. Lipson, C. (2008). Doing Honest Work in College. Chicago, IL: University of Chicago Press. Nilson, L. (2013). Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. Sterling, VA: Stylus. Oyekan, O. (2007). Academic Integrity: Study and Guide. United States: Xlibris.