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Session Submission Type: Panel
Against the backdrop of Enron, Bernie Madoff, and other well-known examples of ethical failures and outright fraud, the lack of academic integrity (otherwise known as “cheating”) continues to be cause for concern in college classrooms.
For example, it was national news in November 2010 when a University of Central Florida business professor accused 600 students of cheating on their midterm exam and made the entire class retake it. However, many students did not perceive what they did as cheating because they had “only” studied copies of exam questions from a test bank found on the Internet. The students’ perceptions and the professor’s expectations were certainly at odds.
This panel will help in developing strategies for setting students’ expectations of academic integrity so they align more closely with that of their professors. Additionally, we will consider questions such as whether or not ours is a “cheating culture” and what that might mean for our students’ relationship to academic integrity. The causes of cheating will also be explored along with ideas for designing courses and curricula in such a way that the motivational structure of the class makes cheating and other forms of deception either irrelevant or unattractive.