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Academic Integrity

• Distance Learning Environments

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Integrity

• Definition
• Motivating Factors
• Grades vs. Learning
• Expectations of Institutions and Faculty

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Defining Integrity

• Adherence to moral and ethical principles,
  soundness of moral character honesty
• Quality or state of being of sound principle
  uprightness, honesty, and sincerity
• Pursuit of scholarly activity in an honest and
  responsible manner

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Teaching Integrity

• 97 of students informed
• 21 understand
• Of these, 67 gained understanding from faculty
• Of these, 21 gained understanding during first
  semester orientation
• 30 believe penalty is severe
• 11 believe effective

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Online vs. F2F

• Cheating holds across all modalities
• Reasons for cheating mostly the same
• Possibly LESS cheating online
• Student centered, interactive course design
  significantly reduces cheating

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Motivating Factors

• Pressure to get good grades
• Lack of preparedness
• Challenge/thrill

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Who cheats?

• Males more likely
• Students active in extracurricular activities
• Inferior students
• Unmotivated students
• Unchallenged students
• Peer groups

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Reasons for cheating

• Time
• Assignment is a waste of time
• Student doesnt have enough time
• Student poorly manages time
• Ethics/Societal
• Cheating is accepted
• Confusion about educational goals
• Knowledge and education as a commodity
• Faculty reluctance to enforce penalties

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Reasons, cont.

• Survival
• Scholarship and job opportunities
• Everyone else is doing it
• Knowledge
• Lack of skills
• Research
• Citation
• Understanding assignment
• Self-doubt

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Reasons, cont.

• Ease
• Personal
• Laziness
• Thrill seeking
• Simply hate tests

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Superior Grades

• Do superior grades indicate superior learning?
• Do superior grades contribute to acceptance at
  other schools?

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Choose Learning vs. Grades

• Measureable objectives
• Assessments aligned with objectives
• Summative
• End of course
• Tied to grading
• Evaluative
• Formative
• Throughout course
• Aids learning
• Not tied to grading
• Diagnostic

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Assessments

• Formative vs. Summative
• Which appears superior for best learning?
• Is the goal to assign grades or promote learning?
• Which would most likely realign student
  perception from grades to learning?
• Could use of formative assessments reduce
  cheating?

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Example READ!

• Weekly open book, MC/TF quizzes
• Encourage use of book/reading
• Fear factor reduced multiple attempts
• Motivation to cheat reduced
• Repetition improves retention
• End of semester exams based on quizzes indicate
  retention

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Example Hands On

• Weekly hands on assignments
• Multiple attempts, open resources
• Encourage analysis, evaluation, critical thinking
• Fear factor reduced
• Motivation to cheat reduced
• Demonstrate mastery of skill
• Cumulative assignments reinforcing prior learning
• End of semester project demonstrates mastery of
  course objectives

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Digital Submissions

• Document
• File ownership
• Creation/modification dates
• Indicate duplication
• Screening using applications
• IP addresses

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SACS Expectations

• Institution must demonstrate that the student who
  registers is the same student doing the work and
  receiving the grade/credit
• Acceptable verification
• Secure login and pass code
• Proctored exams
• New/other technologies (cameras, software, etc.)

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SACS Best Practice

• The importance of appropriate interaction
  between instructor and students and among
  students is reflected in the design of the
  program and its courses. . .

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US Department of Education

• Secretary of Education seeks to improve integrity
  
• NPRMs under Administrative Procedure Act
• Student identification changed to identity
• Commenters suggest means beyond those currently
  approved (login and pass code)
• Congress conference report continued use of PINs
  and passwords is consistent with both the
  statutory language and the intent of the
  Congress. (2010)

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Conclusion

• Students cheat
• Faculty CAN effect change using learning centered
  tools
• Course development, design, and structure
• Learning centered assessments
• Adequate communication of expectations, position,
  and penalties for cheating
• Seek innovative alternatives to ensure integrity

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By students for students
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References

• For reference list contact Susan Booth at
  sbooth_at_cfcc.edu

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Contact Information

• Susan Booth
• Faculty, Cape Fear Community College
• Business Technologies Department
• 4500 Blue Clay Road
• Castle Hayne, NC 28429
• 910.362.7450
• sbooth_at_cfcc.edu