Cheating Lessons: Learning from Academic Dishonesty

Cheating Lessons: Learning from Academic Dishonesty

Cheating Lessons: Learning from Academic Dishonesty [PDF / Epub] ☃ Cheating Lessons: Learning from Academic Dishonesty Author James M. Lang – Polishdarling.co.uk Nearly three quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today s students, their lack of a moral compass, or the d Learning from Epub á Nearly three quarters of college students cheat during their undergraduate careers, a startling number attributed Cheating Lessons: PDF or variously to the laziness of today s students, their lack of a moral compass, or the Lessons: Learning from Kindle Ï demands of a hypercompetitive society For James Lang, cultural or sociological explanations like these are red herrings His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try and that strategies which make cheating less worthwhile also improve student learning Cheating Lessons is a practical guide to tackling academic dishonesty at its rootsDrawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple choice tests, that have arbitrary grading criteria these are the kinds of conditions that breed cheating Lang seeks to empower teachers to create effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self efficacy that students need for deep learningAlthough cheating is a persistent problem, the prognosis is not dire The good news is that strategies which reduce cheating also improve student performance overall Instructors who learn to curb academic dishonesty will have done than solve a course management problem they will have become better educators all around.


10 thoughts on “Cheating Lessons: Learning from Academic Dishonesty

  1. Kiri Kiri says:

    What a gem of a book It s not only a fascinating analysis of what factors lead to cheating, but also an empowering guide with practical steps we as educators can take in our own classrooms to reduce cheating The key advice I captured includes Ground assignments in place, time, students personal experiences, etc so they cannot be blindly copied from others Assessoften and with lower stakes Help students build a good picture of their abilities and how long it takes to complete tasks What a gem of a book It s not only a fascinating analysis of what factors lead to cheating, but also an empowering guide with practical steps we as educators can take in our own classrooms to reduce cheating The key advice I captured includes Ground assignments in place, time, students personal experiences, etc so they cannot be blindly copied from others Assessoften and with lower stakes Help students build a good picture of their abilities and how long it takes to complete tasks so they can plan their studies betterLang challenges us to identify answers to these reasonable and relevant questions, so we can provide clear guidance to students What qualifies as original work in your discipline Why is it important for a student to do original work on this assignment I also liked a lot of the other good teaching ideas that establish a positive environment, like reaching out to students by email before the course starts I look forward to trying out these ideas in my own class


  2. Sarah Sarah says:

    Every college and probably high school teacher should read this.


  3. Ilib4kids Ilib4kids says:

    371.58 LANMy review cheating is the interesting topic, I pick up this book in order to know how to prevent my child and even myself from cheating Author shifts from dispositional factors e.g gender to contextual factors e.g campus tofocus on classroom environment chap 9 On original work is most useful to me, it answer the question which always puzzle , why do I need to produce my work when best answers are available The most benefit of less cheating improve learning Summary 5 f 371.58 LANMy review cheating is the interesting topic, I pick up this book in order to know how to prevent my child and even myself from cheating Author shifts from dispositional factors e.g gender to contextual factors e.g campus tofocus on classroom environment chap 9 On original work is most useful to me, it answer the question which always puzzle , why do I need to produce my work when best answers are available The most benefit of less cheating improve learning Summary 5 features of cheating 1 An emphasis on performance 2 high stakes riding on the outcome 3 an extrinsic motivation for success 4, a low expectation of success.5 Influence of peers.Part one Building a theory of cheatingChap 1 Who cheats and How much 75% students cheat in one way or another.Chap 2 Case Studies in the history of cheating2.1 Ancient Olympics 1st condition of cheating pressure on a single performance p212.2 Civil service exams of Imperial China.China s Examination Hell The Civil Service Examinations of Imperial China by Ichisada Miyazaki2nd condition of cheating an emphasis on performance within the context of extremely high stakes p262.3 Atlanta, Georgia in 2008 2009 School Year After No Child Left Behind.3rd condition of cheating extinct motivation2.4 2010 Lab study for 5 9 years old children Princess Alice Study4th condition of cheating a low expectation of success There is low possible to success chap 3 Fudging learning environments Mastery versus Performance orientation High stakes Extrinsic motivation Self efficacy Influence of peers p40 Focus on grade can lead to shallow or strategic learning sometime refer as bulimic learning, binge and purge approach.p48 self efficacy break down 2 separate convictions about one s capacity to complete a learning task Confidence in their ability to execute skills their assessments of the contingencies between executing those behaviors and the the desired outcome So first, students have to believe that they have skills or knowledge necessary to succeed on the task Second, they have to believe that when they sit down to complete that task, they will be able to do so, e.g students do not have time, they feel sick Part Two The nearly cheating free classroom address the first four cheating condition chap 4 Fostering intrinsic motivation the most important one.What the Best College Teachers Do by Ken BainWhat the Best College Students Do by Ken BainBain write People learn best when they ask an important question that they care about answering, or adopt a goal that they want to reach If we are not seeking an answer to anything, we pay little attention to random information p62First, you might engage students in your course by centering the course on questions or issues that you know the students already care deeply about Second, instead of trying to seek out and connect with the specific questions the students already have, is to present to the students intriguing or fascinating or puzzling stories and problems and encourage them to develop their own questions about those stories or problems p64Third, Engage with authentic assessments p70case study Andy Kaufman s Book Behind Bars for juvenile correctional center by teaching Russian literature case study grounded assessment with Sarah Cavanagh psychology class.chap 5 Learning for masteryEmphasizing on mastery over performance should establish a clear learning objective for the students and then give them choices in how they could best meet that learning objective, as well as providing them with multiple and perhaps even repeated opportunities to do so case study John Boyer, Geography World Regions course with 2,670 students at Virgina tech p89case study chap 6 Lowering stakesp107 Repeated studying promotes learning and testing represents a neutral event that merely measure learning it is wrong testing effect promote retrieve and rehearse materials Neron that fire together, wire together.p125 First, provide frequent opportunities for students to practice retrieval and rehearsal of the information that you want them to learn.second, faulty should provide at least some of those opportunities for retrieval and rehearsal in low stake formats, and particular in the formats on which students will have to engage in their high stakes assignments or exams.Now You See It How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn by Cathy N Davidsonchap 7 Instilling Self efficacyImprove student metacongition how to correctly assess your knowledge level.Flipped or inverted classroom method.Improve faculty communication.Joe Ben Hoyle Case p153 I have something wonderful to teach you I am going to challenge you Your are capable of meeting that challenge Part Three Speaking about Cheating address the 5th cheating condition peers chap 8 Cheating on campussummary academic honesty discussion instead of honor code reduce cheating One problem feature of honor code is being required to report on other students violation Use priming prompts or reminders immediately before test effecting prevent cheating Ethic teaching does not reduce cheating Students understand general cheating behavior, such as purchase essay, but they need to clarifytricky areas, such as student citation norm vs academic citation norm, whether collaboration is allowed, what count as student s own work, all these should be addressed by faculty since requirement vary differently.4 basic strategies Begin the conversation among faculty Continue it into community Time it well Focus academic integrity campaigns on education, not ethics chap 9 On original work What does it mean for students to do their works in my discipline Why does it matter Specifically there other people does much better than me, and information is available any time.p200 Original or innovative or creative thinking is this connecting in new ways with pre existing concepts or facts or theories, and using these connections to experience productive new ways of thinking or acting or feeling Simply repeat words is what label as rote , uninspired , unoriginal , or sometime dishonest thinking my words Connections can be any kind, simple such as what you learn today relating with yesterday material, or summarized as to be a good synthesizer p201 One main difference between experts and novices in any given field will be the number or density of connections among the concepts, facts, and skills they knowchap 10 Responding to cheatingauthor oppose harsh and uniform punishment.a The response is consistent with the seriousness of the offense.b The response allows for discrimination in apply penalties to both first time and repeat offenders.c.The response contribute to the student s learning.d The response reduce bureaucracy.chap 11 Cheating in your classrooma Speaking about cheating.b Confronting cheating.p221 Do not take cheating personally as a personal affrontCheating violations are not violation against you they are violation against the code, the policy, the course, or the assignment You are connected to all of these things, but you are co equal with none of them You may have to work hard to remind yourself of this when you fist suspect or confront a cheating student, because feeling of anger are perfectly understandable Typically when I first meet meet a cheating student, what I most want to say is Do you think I m idiot we tend to think a lot less clearly when we are angry.c Responding to cheating.My words There maybe a lot of reasons to treat first violator a lighter sentence But there is That the hell effect Once you commit first act of dishonesty, you go down slippery slope, then begin self definition of a cheater, and cheat every opportunity If possible, let cheating students finish revised and honesty complete assignment, give them late penalties for assignment, give first time violators opportunity to amend mistake p223 We should not view a single act of dishonesty as just on petty act We tend to forgive people for their first offense with the idea that it is just the first time and everyone makes mistakes, And although this may be true, we should also realize that the first act of dishonesty might be particular important in shaping the way a person looks at himself and his actions from that point on Books Cheating in College Why Students Do It and What Educators Can Do about It by Donald L McCabeCheating in School What We Know and What We Can Do by Stephen F DavisAcademic Dishonesty An Educator s Guide by Bernard E Whitley Jr.How Learning Works Seven Research Based Principles for Smart Teaching by by Susan A AmbroseThe Honest Truth About Dishonesty How We Lie to Everyone Especially Ourselves by Dan ArielyThe Art of Changing the Brain Enriching the Practice of Teaching by Exploring the Biology of Learning by James E ZullCheating researchers William Bowers in his study, he try to identify the sources of cheating,evaluating remedies, estimating rate Donald McCabe


  4. Maria Maria says:

    I read this for a book club though Notre Dame s Kaneb Center for Teaching and Learning After struggling with two cases of academic dishonesty in my first course this spring, I was really interested to read and discussabout this topic I like Lang s style of writing although it s a bit too heavy on the narration of how he writes and the case studies he chose to illustrate at the beginning were very interesting This book gave me a lot to think about as I plan to teach this course again n I read this for a book club though Notre Dame s Kaneb Center for Teaching and Learning After struggling with two cases of academic dishonesty in my first course this spring, I was really interested to read and discussabout this topic I like Lang s style of writing although it s a bit too heavy on the narration of how he writes and the case studies he chose to illustrate at the beginning were very interesting This book gave me a lot to think about as I plan to teach this course again next semester The most helpful part was when he suggested thinking about what it means to produce your own work and why it matters these answers will differ by field I had a hard time answering that question in relation to two of the assignments I had given, which means that I need to rethink those assignments


  5. Kate M Kate M says:

    This wouldlikely be a solid 2.5 rating for me I liked the information and the way it s presented, but feel, as I often do about books that may work better as longer academic journal articles, that there was not enough separate information to take up a whole book, and the important stuff just got repeated in different ways Important research, though.


  6. Brien Brien says:

    This was a pretty good book full of ideas about how to decrease student cheating I read it in bits and pieces over the last few months, but it was written in a way that I never felt like I had to go back to remind myself where I was I would not say it s a fun read, but it wasn t very dense and gave me some good ideas to try next semester.


  7. Eva Eva says:

    Great discussion starter Read it as part of a book club organized by the Center of Teaching and Learning on our campus.


  8. Russell Russell says:

    I read this book and Small Teaching both by James Lang in the same month, and they work together to help me think of ways to be aeffective teacher Thanks Dr Lang


  9. Lindsey Lindsey says:

    Lang seeks to empower teachers to make concrete changes in their classrooms in order to reduce cheating Too much of the discussion about cheating has focused on areas that are largely out of the control of the individual teachers leading to frustration and apathy in regards to cheating Instead, Lang discusses 5 features of the classroom that, when addressed by the individual structure of the class, can reduce cheating in the classroom emphasis on performance, high stake assessments, extrinsic Lang seeks to empower teachers to make concrete changes in their classrooms in order to reduce cheating Too much of the discussion about cheating has focused on areas that are largely out of the control of the individual teachers leading to frustration and apathy in regards to cheating Instead, Lang discusses 5 features of the classroom that, when addressed by the individual structure of the class, can reduce cheating in the classroom emphasis on performance, high stake assessments, extrinsic motivations, low self efficacy, influence of peers Not only do addressing these features reduce cheating, but practices that increase learning parallel those of reducing cheating In the end, these are practices we should all think to implement regardless of whether we have a problem with cheating because these are practices that help our students become better lifelong learners.Very thought provoking in evaluating my pedagogy and making some practical changes to the classroom experience and in formulating assessments and activities


  10. Ruth Poproski Ruth Poproski says:

    I read this book with a group of graduate students who were interested in the topic of academic integrity, so we had the opportunity to discuss much of the content as we went along.In general I found the book engaging and thought provoking, and I was left with several new thoughts as to how to manage and design my own courses In particular, the chapter on motivation should be widely read.The down sides of the book for me were three it was often far too anecdotal in nature, the challenges of te I read this book with a group of graduate students who were interested in the topic of academic integrity, so we had the opportunity to discuss much of the content as we went along.In general I found the book engaging and thought provoking, and I was left with several new thoughts as to how to manage and design my own courses In particular, the chapter on motivation should be widely read.The down sides of the book for me were three it was often far too anecdotal in nature, the challenges of teachingformal courses were left basically untouched, and I wantedconcrete and specific recommendations for strategy implemenration.That said, I was inspired by this book, and have also found myself.with arobust theory of academic integrity issues, challenges and solutions I recommend it as a solid read amid the murky waters of higher education literature


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10 thoughts on “Cheating Lessons: Learning from Academic Dishonesty

  1. Kiri Kiri says:

    What a gem of a book It s not only a fascinating analysis of what factors lead to cheating, but also an empowering guide with practical steps we as educators can take in our own classrooms to reduce cheating The key advice I captured includes Ground assignments in place, time, students personal experiences, etc so they cannot be blindly copied from others Assessoften and with lower stakes Help students build a good picture of their abilities and how long it takes to complete tasks What a gem of a book It s not only a fascinating analysis of what factors lead to cheating, but also an empowering guide with practical steps we as educators can take in our own classrooms to reduce cheating The key advice I captured includes Ground assignments in place, time, students personal experiences, etc so they cannot be blindly copied from others Assessoften and with lower stakes Help students build a good picture of their abilities and how long it takes to complete tasks so they can plan their studies betterLang challenges us to identify answers to these reasonable and relevant questions, so we can provide clear guidance to students What qualifies as original work in your discipline Why is it important for a student to do original work on this assignment I also liked a lot of the other good teaching ideas that establish a positive environment, like reaching out to students by email before the course starts I look forward to trying out these ideas in my own class


  2. Sarah Sarah says:

    Every college and probably high school teacher should read this.


  3. Ilib4kids Ilib4kids says:

    371.58 LANMy review cheating is the interesting topic, I pick up this book in order to know how to prevent my child and even myself from cheating Author shifts from dispositional factors e.g gender to contextual factors e.g campus tofocus on classroom environment chap 9 On original work is most useful to me, it answer the question which always puzzle , why do I need to produce my work when best answers are available The most benefit of less cheating improve learning Summary 5 f 371.58 LANMy review cheating is the interesting topic, I pick up this book in order to know how to prevent my child and even myself from cheating Author shifts from dispositional factors e.g gender to contextual factors e.g campus tofocus on classroom environment chap 9 On original work is most useful to me, it answer the question which always puzzle , why do I need to produce my work when best answers are available The most benefit of less cheating improve learning Summary 5 features of cheating 1 An emphasis on performance 2 high stakes riding on the outcome 3 an extrinsic motivation for success 4, a low expectation of success.5 Influence of peers.Part one Building a theory of cheatingChap 1 Who cheats and How much 75% students cheat in one way or another.Chap 2 Case Studies in the history of cheating2.1 Ancient Olympics 1st condition of cheating pressure on a single performance p212.2 Civil service exams of Imperial China.China s Examination Hell The Civil Service Examinations of Imperial China by Ichisada Miyazaki2nd condition of cheating an emphasis on performance within the context of extremely high stakes p262.3 Atlanta, Georgia in 2008 2009 School Year After No Child Left Behind.3rd condition of cheating extinct motivation2.4 2010 Lab study for 5 9 years old children Princess Alice Study4th condition of cheating a low expectation of success There is low possible to success chap 3 Fudging learning environments Mastery versus Performance orientation High stakes Extrinsic motivation Self efficacy Influence of peers p40 Focus on grade can lead to shallow or strategic learning sometime refer as bulimic learning, binge and purge approach.p48 self efficacy break down 2 separate convictions about one s capacity to complete a learning task Confidence in their ability to execute skills their assessments of the contingencies between executing those behaviors and the the desired outcome So first, students have to believe that they have skills or knowledge necessary to succeed on the task Second, they have to believe that when they sit down to complete that task, they will be able to do so, e.g students do not have time, they feel sick Part Two The nearly cheating free classroom address the first four cheating condition chap 4 Fostering intrinsic motivation the most important one.What the Best College Teachers Do by Ken BainWhat the Best College Students Do by Ken BainBain write People learn best when they ask an important question that they care about answering, or adopt a goal that they want to reach If we are not seeking an answer to anything, we pay little attention to random information p62First, you might engage students in your course by centering the course on questions or issues that you know the students already care deeply about Second, instead of trying to seek out and connect with the specific questions the students already have, is to present to the students intriguing or fascinating or puzzling stories and problems and encourage them to develop their own questions about those stories or problems p64Third, Engage with authentic assessments p70case study Andy Kaufman s Book Behind Bars for juvenile correctional center by teaching Russian literature case study grounded assessment with Sarah Cavanagh psychology class.chap 5 Learning for masteryEmphasizing on mastery over performance should establish a clear learning objective for the students and then give them choices in how they could best meet that learning objective, as well as providing them with multiple and perhaps even repeated opportunities to do so case study John Boyer, Geography World Regions course with 2,670 students at Virgina tech p89case study chap 6 Lowering stakesp107 Repeated studying promotes learning and testing represents a neutral event that merely measure learning it is wrong testing effect promote retrieve and rehearse materials Neron that fire together, wire together.p125 First, provide frequent opportunities for students to practice retrieval and rehearsal of the information that you want them to learn.second, faulty should provide at least some of those opportunities for retrieval and rehearsal in low stake formats, and particular in the formats on which students will have to engage in their high stakes assignments or exams.Now You See It How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn by Cathy N Davidsonchap 7 Instilling Self efficacyImprove student metacongition how to correctly assess your knowledge level.Flipped or inverted classroom method.Improve faculty communication.Joe Ben Hoyle Case p153 I have something wonderful to teach you I am going to challenge you Your are capable of meeting that challenge Part Three Speaking about Cheating address the 5th cheating condition peers chap 8 Cheating on campussummary academic honesty discussion instead of honor code reduce cheating One problem feature of honor code is being required to report on other students violation Use priming prompts or reminders immediately before test effecting prevent cheating Ethic teaching does not reduce cheating Students understand general cheating behavior, such as purchase essay, but they need to clarifytricky areas, such as student citation norm vs academic citation norm, whether collaboration is allowed, what count as student s own work, all these should be addressed by faculty since requirement vary differently.4 basic strategies Begin the conversation among faculty Continue it into community Time it well Focus academic integrity campaigns on education, not ethics chap 9 On original work What does it mean for students to do their works in my discipline Why does it matter Specifically there other people does much better than me, and information is available any time.p200 Original or innovative or creative thinking is this connecting in new ways with pre existing concepts or facts or theories, and using these connections to experience productive new ways of thinking or acting or feeling Simply repeat words is what label as rote , uninspired , unoriginal , or sometime dishonest thinking my words Connections can be any kind, simple such as what you learn today relating with yesterday material, or summarized as to be a good synthesizer p201 One main difference between experts and novices in any given field will be the number or density of connections among the concepts, facts, and skills they knowchap 10 Responding to cheatingauthor oppose harsh and uniform punishment.a The response is consistent with the seriousness of the offense.b The response allows for discrimination in apply penalties to both first time and repeat offenders.c.The response contribute to the student s learning.d The response reduce bureaucracy.chap 11 Cheating in your classrooma Speaking about cheating.b Confronting cheating.p221 Do not take cheating personally as a personal affrontCheating violations are not violation against you they are violation against the code, the policy, the course, or the assignment You are connected to all of these things, but you are co equal with none of them You may have to work hard to remind yourself of this when you fist suspect or confront a cheating student, because feeling of anger are perfectly understandable Typically when I first meet meet a cheating student, what I most want to say is Do you think I m idiot we tend to think a lot less clearly when we are angry.c Responding to cheating.My words There maybe a lot of reasons to treat first violator a lighter sentence But there is That the hell effect Once you commit first act of dishonesty, you go down slippery slope, then begin self definition of a cheater, and cheat every opportunity If possible, let cheating students finish revised and honesty complete assignment, give them late penalties for assignment, give first time violators opportunity to amend mistake p223 We should not view a single act of dishonesty as just on petty act We tend to forgive people for their first offense with the idea that it is just the first time and everyone makes mistakes, And although this may be true, we should also realize that the first act of dishonesty might be particular important in shaping the way a person looks at himself and his actions from that point on Books Cheating in College Why Students Do It and What Educators Can Do about It by Donald L McCabeCheating in School What We Know and What We Can Do by Stephen F DavisAcademic Dishonesty An Educator s Guide by Bernard E Whitley Jr.How Learning Works Seven Research Based Principles for Smart Teaching by by Susan A AmbroseThe Honest Truth About Dishonesty How We Lie to Everyone Especially Ourselves by Dan ArielyThe Art of Changing the Brain Enriching the Practice of Teaching by Exploring the Biology of Learning by James E ZullCheating researchers William Bowers in his study, he try to identify the sources of cheating,evaluating remedies, estimating rate Donald McCabe


  4. Maria Maria says:

    I read this for a book club though Notre Dame s Kaneb Center for Teaching and Learning After struggling with two cases of academic dishonesty in my first course this spring, I was really interested to read and discussabout this topic I like Lang s style of writing although it s a bit too heavy on the narration of how he writes and the case studies he chose to illustrate at the beginning were very interesting This book gave me a lot to think about as I plan to teach this course again n I read this for a book club though Notre Dame s Kaneb Center for Teaching and Learning After struggling with two cases of academic dishonesty in my first course this spring, I was really interested to read and discussabout this topic I like Lang s style of writing although it s a bit too heavy on the narration of how he writes and the case studies he chose to illustrate at the beginning were very interesting This book gave me a lot to think about as I plan to teach this course again next semester The most helpful part was when he suggested thinking about what it means to produce your own work and why it matters these answers will differ by field I had a hard time answering that question in relation to two of the assignments I had given, which means that I need to rethink those assignments


  5. Kate M Kate M says:

    This wouldlikely be a solid 2.5 rating for me I liked the information and the way it s presented, but feel, as I often do about books that may work better as longer academic journal articles, that there was not enough separate information to take up a whole book, and the important stuff just got repeated in different ways Important research, though.


  6. Brien Brien says:

    This was a pretty good book full of ideas about how to decrease student cheating I read it in bits and pieces over the last few months, but it was written in a way that I never felt like I had to go back to remind myself where I was I would not say it s a fun read, but it wasn t very dense and gave me some good ideas to try next semester.


  7. Eva Eva says:

    Great discussion starter Read it as part of a book club organized by the Center of Teaching and Learning on our campus.


  8. Russell Russell says:

    I read this book and Small Teaching both by James Lang in the same month, and they work together to help me think of ways to be aeffective teacher Thanks Dr Lang


  9. Lindsey Lindsey says:

    Lang seeks to empower teachers to make concrete changes in their classrooms in order to reduce cheating Too much of the discussion about cheating has focused on areas that are largely out of the control of the individual teachers leading to frustration and apathy in regards to cheating Instead, Lang discusses 5 features of the classroom that, when addressed by the individual structure of the class, can reduce cheating in the classroom emphasis on performance, high stake assessments, extrinsic Lang seeks to empower teachers to make concrete changes in their classrooms in order to reduce cheating Too much of the discussion about cheating has focused on areas that are largely out of the control of the individual teachers leading to frustration and apathy in regards to cheating Instead, Lang discusses 5 features of the classroom that, when addressed by the individual structure of the class, can reduce cheating in the classroom emphasis on performance, high stake assessments, extrinsic motivations, low self efficacy, influence of peers Not only do addressing these features reduce cheating, but practices that increase learning parallel those of reducing cheating In the end, these are practices we should all think to implement regardless of whether we have a problem with cheating because these are practices that help our students become better lifelong learners.Very thought provoking in evaluating my pedagogy and making some practical changes to the classroom experience and in formulating assessments and activities


  10. Ruth Poproski Ruth Poproski says:

    I read this book with a group of graduate students who were interested in the topic of academic integrity, so we had the opportunity to discuss much of the content as we went along.In general I found the book engaging and thought provoking, and I was left with several new thoughts as to how to manage and design my own courses In particular, the chapter on motivation should be widely read.The down sides of the book for me were three it was often far too anecdotal in nature, the challenges of te I read this book with a group of graduate students who were interested in the topic of academic integrity, so we had the opportunity to discuss much of the content as we went along.In general I found the book engaging and thought provoking, and I was left with several new thoughts as to how to manage and design my own courses In particular, the chapter on motivation should be widely read.The down sides of the book for me were three it was often far too anecdotal in nature, the challenges of teachingformal courses were left basically untouched, and I wantedconcrete and specific recommendations for strategy implemenration.That said, I was inspired by this book, and have also found myself.with arobust theory of academic integrity issues, challenges and solutions I recommend it as a solid read amid the murky waters of higher education literature


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