I Did Not Anticipate This: Experiences from the Early Years

Shepard, Thomas; Hoxie, Alison; Anderson, Matt

doi:10.18260/1-2--20572

Cited by 3 publications

(2 citation statements)

References 26 publications

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“…[15] [16] For this course, the LMS was configured using the calculated formula function to generate 100 to 250 datasets per problem. Problems were designed to be augmented with supplemental answers that described the student's solution approach and spreadsheet templates in solving the problem.…”

Section: Academic Integritymentioning

confidence: 99%

Course Strategy: Low Stakes Assessment Approach to Engineering Economy instruction using Revised Bloom Taxonomy

O’Connor

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Section: Academic Integritymentioning

confidence: 99%

Course Strategy: Low Stakes Assessment Approach to Engineering Economy instruction using Revised Bloom Taxonomy

O’Connor

2021 ASEE Virtual Annual Conference Content Access Proceedings

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“…In many places, homework is not a substantial part of the grade so it is acceptable to receive online help on homework. 8 Some instructors avoid traditional homework and use projects to assess student learning, yet it appears the online tutors are available to not only solve problems but write papers and laboratory reports. There appears to be a growing market for online tutoring services to help students solve problems and write reports.…”

Section: Introductionmentioning

confidence: 99%

Use of phones and online tutors to cheat on engineering exams

Manteufel,

Karimi,

Bhounsule

2020 Gulf Southwest Section Conference Proceedings

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There has been an increase in cheating on exams by engineering students using phones. In the past, it was known that students used phones to search for solutions to problems, often from publisher solution manuals. Now, students have been caught taking pictures of exam problems and uploading them to online tutors. The tutors are often located in different parts of the world. It appears a number of tutors are available at any time of the day, and will promptly solve the problem and send the solution back to the requestor. To help instructors, this paper describes this method of cheating. Once this method of cheating was understood, the authors of this paper were able to collect sufficient evidence to pursue scholastic dishonesty charges against students after the semester had ended and after the students had been assigned a passing grade in the class. The recommended sanction for cheating on an exam is a failing grade in the class, hence some students have been shocked to have been caught and then shocked to have to retake a class even after they have progressed to take follow on classes in the engineering program. If faculty understand how a student can cheat using a phone on exams, they are better prepared to deter, detect and prosecute cheaters.

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A Comparison of Student Learning Between Graded Homework and Suggested Problems

Shepard¹,

Law²

2015 ASEE Annual Conference and Exposition Proceedings

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This paper examines the impact of assigning graded homework problems versus providing suggested problems on student exam performance in an introductory fluid mechanics course. Students at two different universities had specific chapters from the textbook for which graded homework was assigned and other chapters for which suggested problems were provided. Solutions to both the graded and suggested problems were provided roughly one week after they were assigned. Student performance on quiz and exam questions was then analyzed to determine if one mode of problem assignment resulted in increased learning. A weekly survey was used to determine the number of hours students applied to each problem assignment. It was found that students spent on average one extra hour on a graded homework assignment than suggested problems. Interestingly there was no significant difference in exam performance on questions which related to suggested homework problems than questions related to graded homework problems. The paper further relates these results to course design and discusses the implications for academic misconduct.

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I Did Not Anticipate This: Experiences from the Early Years

Cited by 3 publications

References 26 publications

Course Strategy: Low Stakes Assessment Approach to Engineering Economy instruction using Revised Bloom Taxonomy

Course Strategy: Low Stakes Assessment Approach to Engineering Economy instruction using Revised Bloom Taxonomy

Use of phones and online tutors to cheat on engineering exams

A Comparison of Student Learning Between Graded Homework and Suggested Problems

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