Integrity crisis in high school ppt
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Transcript of Integrity crisis in high school ppt
Integrity Crisis in High School: Exploring Ways to Prevent Academic Dishonesty in the Classroom
Presented by: Alexandra Escobar and Richard Dettling
Academic Cheating
Academic cheating is defined as representing someone else's work as your
own.
It can take many forms, including sharing another's work, purchasing a term paper
or test questions in advance, paying another to do the work for you.
Sound Familiar?
Academic Dishonesty
Academic IntegrityAcademic Cheating
According to ETS
Who is ETS?
Educational Testing Services
They develop, administer, and score 50+ million tests annually in 180+ countries
A number of important statistics have been generated by ETS
TOEFL GRE
Academic Cheating
According to ETS, cheating among high school students has risen dramatically
during the past 50 years
PAST PRESENT
In the past it was the struggling student who was more likely to cheat just to get by
(ETS, 1999)
Today it is the above-average college bound students who are cheating
(ETS, 1999)
20% of college students admitted to some form of
academic dishonesty in high school during the 1940's
(ETS, 1999)
Unfair Disadvantage
Honest
Aca-demi-cally Dis-
honest
1940s
20% of college students admitted to some form of
academic dishonesty in high school during the 1940's
(ETS, 1999)
Unfair Disadvantage
Honest
Aca-demi-cally Dis-
honest
1940s
20% of college students admitted to some form of
academic dishonesty in high school during the 1940's
Today between 75 and 98 percent of college students reported having cheated in
high school (ETS, 1999)
Unfair Disadvantage
Academically Dishonest
Honest
Present Day
Some Problems
Research shows almost 50% of students are engaging in some form of academic dishonesty in universities in the United States and Canada (McCabe, Butterfield, & Trevino, 2006; McCabe, 2009).
When academic quality and integrity is compromised, the institution suffers.
Some Problems
Students who engage in academic dishonesty may not develop the necessary academic skills and content knowledge in college (Postle, 2009).
This behavior can lead to questionable ethics beyond school which can negatively impact the community at large (Harding, Carpenter, Finelli, & Passow, 2004; Anitsal, Anitsal, & Elmore, 2009; Nonis & Swift, 2001).
How do these children?
Become these adults?
CHEATER
Stigma?
Academic Dishonesty no longer carries the stigma that it used to.
WHY?
Less social condemnation +increased competition for admission into
universities and graduate schools has made students more willing to do whatever
it takes to get the A.
Stigma?
Stigma?
Academic Dishonesty increases due to pressure for high grades
Math and Science are the courses in which academic dishonesty occurs most often
Computers and mobile technology make academic dishonesty easier(Anderman, Griesinger, & Westerfield, 1998).
73% of all test takers, including prospective graduate students and teachers agree that
most students do cheat at some point
Unfair Disadvantage
86% of high school students
agreed
(ETS, 1999)
Students feel justified in academic
dishonestyThey cheat because
they see others cheat
Unfair Disadvantage
The cheaters are getting 100 on the exam, while the non-cheaters may
only get 90's. (Anderman, Griesinger, & Westerfield, 1998).
Research
According to a poll of Who's Who Among American High School Students,
80% of the country's best students participated in some form of Academic
Dishonesty to get to the top of their class (1998).
More than half the students surveyed said they don't think academic
dishonesty is a big deal – and most did not get caught (1998).
Research
According to surveys conducted by The Josephson Institute of Ethics among
20,000 middle and high school students:
64% of high school students admitted to cheating in 1996. That number
jumped to 70% in 1998
In a recent survey of middle schoolers:
2/3 of respondents reported cheating on exams 9/10 reported copying another's homework (ETS, 1998)
Research
Using Theory to Enhance Practice
Granitz and Lowey (2007) presented six ethical theories to understand plagiarism
Ethical Theories to Understand Plagiarism
(Granitz & Lowey, 2007)Ethical Theory
Application Alignment to Student Behavior & Justification
Deontology Deciding what is right or
wrong based on duty to others
Applies to students who claim they did not know they plagiarized since this would conflict with their sense of duty
Utilitarianism
Cost benefit analysis: making decisions based on what generates the greatest amount of happiness
Plagiarism can lead to higher grades and harms no one
Rational Self-Interest
Benefiting oneself and giving to others based on what has been given.
Plagiarism is ok when the assignment is irrelevant or the teacher does not put forth much effort in teaching
Ethical Theory
Application Alignment to Student Behavior & Justification
Machiavellianism
Self-interest behavior, no regard to consequences on others
Students brag about their plagiarized work and then blame others if they get caught
Cultural relativism
Acting in accordance to the values of one’s culture
Plagiarism is allowable in students’ own country/culture
Situational/ contingent
ethics
Behaviors and ethical decisions are influenced by individual, social, and situational elements
Plagiarism is permitted under extenuating circumstances
Ethical Theories to Understand Plagiarism
(Granitz & Lowey, 2007)
Extending the Model
What can teachers do?
Compiling best practices
What Can Teachers Do?Student Behavior Ways teachers can address root causes
Deontology: Students not understanding they plagiarized
• Socialize the school’s code of Academic Integrity
• Direct instruction on note-taking, paraphrasing, and citation
• Know and promote available resources to help students
Utilitarianism: Plagiarism can lead to higher grades and harms no one
• Get to know your students • Instill ethics in students, discuss current
ethical issues in society • Have high expectations• Let students know you will check for
plagiarism • Do in class-writing assignments (writing
sample)
Student Behavior Ways teachers can address root causes
Rational Self-Interest: Plagiarism is ok when the assignment is irrelevant or the teacher does not put forth much effort in teaching
• Show students you care • Relevant and individualized
assignments and assessments. Narrow topics are best.
• Require students to use current events and sources within the last 5 years
• Avoid busy work• Prepare students for assignments
and debrief completed work Machiavellianism: Students brag about their plagiarized work and blame others if caught
• Instill ethics in students• Model scholarly integrity as a faculty
What Can Teachers Do?
Student Behavior Ways teachers can address root causes
Cultural Relativism: Plagiarism is allowable in students’ own culture
• Emphasize the importance and value of academic integrity in U.S. institutions
• Do not assume students know how to cite
• Know and promote available resources to help students
Situational/Contingent Ethics: Action is justified under extenuating circumstances
• Share time management strategies • Break up larger assignments to weekly
tasks (outlines, annotated bibliographies, drafts)
• Consider some flexibility in late policy • Have students turn in a reflection on
the writing process, struggles, aha moments, etc.
What Can Teachers Do?
A Shared Responsibility
Upholding academic integrity is a joint effort and the shared responsibility of students, teachers, and administrators (Macdonald & Carroll, 2006).
Conclusion
Education about why academic integrity matters needs to start early on
Teachers should make a concerted effort to prevent academic dishonesty and respond appropriately when it occurs
Promoting ethics in our students needs to be a joint effort between K-12 schools and post-secondary institutions
Together we can make a difference and help promote ethical values in our society
And finally…
Questionsand/or
Comments?
References
Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), 84-93.Anitsal, I., Anitsal, M., & Elmore, R. (2009).
Academic dishonesty and intention to cheat: a model on active versus passive academic dishonesty as perceived by business students. Academy of Entrepreneurship Journal, 15(2), 17-26.
Educational Testing Services (1999) Cheating is a personal foul. Retrieved from http://www.glass-castle.com/clients/www-nocheating-org/adcouncil/research/cheatingfactsheet.html
Granitz, N., & Loewy, D. (2007). Applying ethical theories: Interpreting and responding to student plagiarism. Journal Of Business Ethics, 72(3), 293-306. doi:10.1007/s10551-006-9171-9
Harding, T. S., Carpenter, D. D., Finelli, C. J., & Passow, H. J. (2004). Does academic dishonesty relate to unethical behavior in professional practice? An exploratory study. Science & Engineering Ethics, 10(2), 311-324.
References Cont.
Macdonald, R., & Carroll, J. (2006). Plagiarism—a complex issue requiring a holistic institutional approach. Assessment & Evaluation In Higher Education, 31(2), 233-245. doi:10.1080/02602930500262536
McCabe, D.L, Butterfield, K.D, Treviño, L.K. (2006). Academic dishonesty in graduate business programs: Prevalence, causes, and proposed action. Academy of Management Learning & Education. 5(3). 294-305. Retrieved from Ebscohost.
McCabe, D.L. (2009). Academic dishonesty in nursing schools: An empirical investigation. Journal of Nursing Education. 48(11), 614-623.
Nonis, S. & Swift, C.O., (2001). An examination of the relationship between academic dishonesty and workplace dishonesty: A multicampus investigation. Journal Of Education For Business, 77(2), 69.
References Cont.
Postle, K. (2009). Detecting and deterring plagiarism in social work students: Implications for learning for practice. Social Work Education, 28(4), 351-362.
Wilkinson, J. (2009). Staff and student perceptions of plagiarism and cheating. International Journal of Teaching and Learning in Higher Education, 20(2), 98-105.