Implications and perspectives on cheating
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Transcript of Implications and perspectives on cheating
COPYRIGHT © 2011. Digital Proctor Inc. | CONFIDENTIAL AND PROPRIETARY | ALL RIGHTS RESERVED
Implications and Perspectives on Cheating
COPYRIGHT © 2011. Digital Proctor Inc. | CONFIDENTIAL AND PROPRIETARY | ALL RIGHTS RESERVED 2
Troubling Statistics
• Out of every 1,000 students at your
campus, 750 have admitted to
cheating, 15 have been caught and
only 7 have received any kind of
academic penalty.*
• An unwinnable battle?
*According to studies done by Josephson Institute of Ethics
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The Stereotypical Cheater Profiles
Soci
al G
roup
s
Beha
vior
s
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There is a gap between what we know about
cheater profiles and what institutions do to
reduce the incidence of cheating.
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Three types of students
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Group 1Always Honest
Group 2Habitual Cheaters
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Three types of students
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• Attitude• Perception• Extrinsic Motivators
Group 3Situational Cheaters
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Virtual Classroom
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The Cheating Virus
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The Cheating Virus
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The Cheating Virus
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The Cheating Virus
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Life-Long Implications of Cheating
Students who are dishonest in
class are more likely to engage
in fraud and theft when they
enter the workplace.
Sarath Nonis and Cathy Owens Swift, "An Examination of the Relationship between Academic Dishonesty and Workplace Dishonesty”, Journal of Business Education 77, no. 2, (November-December 2001), 69-77.
Sims, R.L. (1993). The relationship between academic dishonesty and unethical business practices. Journal of Education for Business, 68(4), 207-211
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Life-Long Implications of Cheating
Students who cheat cannot perform roles for which they were hired.
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Degree Dilution
Bernard, E. W. (2002). Academic Dishonesty: An Educators Guide. Mahwah: Lawrence Erlbaum Associates, Inc Publishers 5-8.
Academic dishonesty hurts
general employability and
the potential for promotions.
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Cheating Impacts Your Institution
• Reputation
• Lower quality faculty and
students
• Donations suffer
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Faculty Beliefs About Cheating
43%
28%
15%11%
3%
OccasionallyOftenVery OftenRarelyNo Response
86% believe students cheat at least occasionally!
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The enforcement factor (an analogy)
15%
85%
SeatbeltsNo Seatbelts• Education Only (1984)
• Local, county and state campaigns, increase
national seat belt usage to 15%
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The enforcement factor (an analogy)
• Education Only (1984)• Local, county and state campaigns, increase
national seat belt usage to 15%
• Education + Mild Enforcement (1990)• “Secondary safety seat belt laws” passes in 38
states. National usage rate climbs to 50%
50%50%
SeatbeltsNo Seatbelts
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The enforcement factor (an analogy)
• Education Only (1984)• Local, county and state campaigns, increase
national seat belt usage to 15%
• Education + Mild Enforcement (1990)• “Secondary safety seat belt laws” passes in 38
states. National usage rate climbs to 50%
• Education + “Click It or Ticket” (2004)• Today, all States participate in Click It or Ticket
each year. National usage rates hits 79% 79%
21%
SeatbeltsNo Seatbelts
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Our belief
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• We believe in an academic environment that not only removes opportunities to cheat but
focuses on developing a personal value system that demands ethical behavior in the
student.
Every level of the institution is invested in creating this intrinsic change.
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How we help institutions
Cheating Analytics
•Which students are cheating?
•Which courses?
•Which assignments?
We are not a webcam company!
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•Student Identity Verification
•Plagiarism 2.0
•Collusion
How we help institutions
Cheating Analytics
We are not a webcam company!
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Shaun [email protected]
m(512) 921-6138