Resolving Allegations of Academic Dishonesty

McCabe, Donald L.; Makowski, A

doi:10.1177/108648220100600104

Cited by 14 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Colleges and universities have legislated en masse a multitude of policies and procedures regarding academic integrity for decades (Bertram Gallant 2008:24), but students continue to violate these norms. Policies are not always consistent, clear, accessible, or detailed (Bretag et al 2011; McCabe and Makowski 2001). Students are understandably confused about academic citation (Blum 2009) and other scholarly norms, and it falls to us as educators to teach our students about academic integrity so that they will understand how to avoid academic dishonesty and why it matters for students, faculty, their classes, institutions, and society more generally.…”

Section: Discussionmentioning

confidence: 99%

Using the Sociological Imagination to Teach about Academic Integrity

Trautner

Borland

2013

Teach Sociol

View full text Add to dashboard Cite

The sociological imagination is a useful tool for teaching about plagiarism and academic integrity, and, in turn, academic integrity is a good case to help students learn about the sociological imagination. We present an exercise in which the class discusses reasons for and consequences of dishonest academic behavior and then examines a series of scenarios using the sociological imagination. Students and instructors consider whether each scenario is a violation of academic integrity norms and how it can be viewed as both personal and public. We demonstrate that this kind of discussion helps students learn about academic integrity and how to think of violations (including causes and a range of outcomes) sociologically. In other words, we encourage students to think of academic dishonesty (both causes and consequences) not just as “personal troubles” but also as “public issues.”

show abstract

Section: Discussionmentioning

confidence: 99%

Using the Sociological Imagination to Teach about Academic Integrity

Trautner

Borland

2013

Teach Sociol

View full text Add to dashboard Cite

show abstract

“…If all concerned take the code seriously, it can exert a powerful force for integrity and real learning. As McCabe and Makowski (2001) indicated, ''the lowest levels of cheating were found on campuses where students had exclusive responsibility for the campus honor code'' (p. 19), but even ''modified codes'' can have positive results.…”

Section: Solutionsmentioning

confidence: 99%

“…As universities have required students to avoid downloading music files, perhaps they can do the same with written files, and then begin a substantive discussion of the kind of honor code Boynton found so valuable in his undergraduate years. McCabe and Makowski (2001) found that honor systems can work well if collaboratively constructed and managed by both students and faculty. Students who understand that plagiarism will be met with severe consequences, according to Scanlon and Neumann (2002), tend to avoid doing it.…”

Section: Solutionsmentioning

confidence: 99%

Unintended Lessons: Plagiarism and the University

Thompson¹

2006

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Plagiarism, like other ethical problems, flourishes in atmospheres with few consequences. The finding by one survey that only 27% of college students thought cutting and pasting someone else's work was “serious cheating” is troubling evidence of student inclination to cut corners ethically. Papers are easily copied from the Internet, and adult role models in the larger world are equivocal. Academic settings themselves may subtly encourage such behaviors if they think of their students as customers and outsource teaching to adjuncts. Plagiarism detection software, though helpful, is not without its own problems. Colleges and universities that carefully outline consequences, particularly if these are part of an honor system collaboratively run by students and faculty, can reduce plagiarism.

show abstract

“…Academic Integrity in U.S. Higher Education McCabe and Makowski (2001) emphasized that college students are often involved in creating institutional policies and practices that address violations to maintaining academic integrity. A search of the Educational Research Information Center (ERIC) database showed that 34,347 peer-reviewed journal articles about academic integrity in higher education were published between the years 2005 and 2014.…”

mentioning

confidence: 99%

A Study About the Academic Integrity of Second-Year Aviation Students in U.S. Higher Education

Asim

Chambers

Gonzalez

et al. 2015

Journal of College and Character

View full text Add to dashboard Cite

This study measures the influence of an ethics course on the academic integrity of second-year college students enrolled in an aviation program in the United States and their beliefs about following Federal Aviation Regulations standards. Academic integrity is defined by three variables: beliefs about not cheating, beliefs about exhibiting moral behavior, and beliefs about following a code of conduct. Normalized gains, bivariate correlations, and independent samples t-test procedures indicated significant differences in academic integrity between aviation students who took an ethics course and students who did not take an ethics course. The gain in reported moral behavior was found not to be significant. The results of the study imply that offering ethics courses to aviation students promotes their academic integrity. Future studies about other factors that influence the academic integrity of aviation students in college are recommended.Colleges and universities in the United States are putting greater emphasis on requiring their students and faculty members to exhibit academic integrity in terms of abiding by an institutional code of conduct and demonstrating ethical responsibility in completing academic assignments (McCabe, Trevino, & Butterfield, 1999). In addition, maintaining acceptable behavioral standards such as not cheating and not plagiarizing assignments is considered to be an integral component of academe. In a multi-institutional study, Gallant (2008) reported that colleges' and universities' first attempts to implement policies to convey student

show abstract

Resolving Allegations of Academic Dishonesty

Cited by 14 publications

References 4 publications

Using the Sociological Imagination to Teach about Academic Integrity

Using the Sociological Imagination to Teach about Academic Integrity

Unintended Lessons: Plagiarism and the University

A Study About the Academic Integrity of Second-Year Aviation Students in U.S. Higher Education

Contact Info

Product

Resources

About