Academic Integrity Among Engineering Undergraduates: Seven Years Of Research By The E^3 Team

Abstract

Engineering from U-M. Dr. Finelli is responsible for advising the U-M College of Engineering on educational endeavors, conducting research in engineering education, planning and facilitating workshops for faculty and graduate student instructors, and generating a community of researchers in engineering education. She is also a member of the U-M Steering Committee for the President's Ethics in Public Life Initiative and the College of Engineering's Diversity and Outreach Council. Dr. Finelli is a member of the Executive Board of the ERM Division of ASEE and was program co-chair for the 33rd Frontiers in Education Conference and for the 2006 ASEE Annual Conference and Exposition. She participated in a week-long, NSF-sponsored workshop on Conducting Rigorous Research in Engineering Education and was an invited participant in the NSF-sponsored Engineering Education Research Colloquy Series.

Aspects of Academic Performance and Ethics in the Transition to eLearning Caused by the Actual Pandemic - A case study

“…Criterion 10 requires students to receive "knowledge of contemporary issues." E3 Team (Exploring Ethical decision-making in Engineering) studies the lack of ethics in engineering graduates [3]. A study quoted by the E3 Team shows that 60% of the 34,000 students surveyed admitted that they copied in the faculty once and 35% several times (copy on homework, projects or exams).…”

Peer oral exams: A learner-centered authentic assessment approach scalable to large classes

“…Students' characterization of (peer) oral exams as assessments focused on evaluating deeper levels of understanding (Table VI) hints at another aspect of oral exams potentially impacting academic integrity -their meaningfulness. It has been argued that meaningful assessment engenders greater motivation among students to learn and showcase their knowledge, creativity, and originality before the instructor and peers, which in turn curbs cheating [112]- [114]. This motivation is closely related to the intimate desire of students to develop their academic and professional identities, which necessarily entails valuing authentic authorship and original thought, taking pride in one's own work, and empowering one's own character through a commitment to intellectual honesty and professionalism [103], [104], [115].…”

Integrating Ethics into the Curriculum Through Design Courses

“…Yet the inclusion of ethics instruction is critical. Studies have reported engineers to have higher incidences of ethical transgressions than other majors [1,2], with cheating in university situations a strong predictor of unethical behavior in the workforce [2]. In fields such as civil engineering, and others where public safety is at risk, this is troubling.…”