{"title":"选择不作弊:一个评估学生遵守学术诚信政策理由的框架","authors":"Kenneth H. Kolb, Kyle C. Longest, Alexa J. Singer","doi":"10.20429/IJSOTL.2015.090109","DOIUrl":null,"url":null,"abstract":"Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof ” tests and assignments on students’ ethical development.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"Choosing Not to Cheat: A Framework to Assess Students’ Rationales for Abiding by Academic Integrity Policies\",\"authors\":\"Kenneth H. Kolb, Kyle C. Longest, Alexa J. Singer\",\"doi\":\"10.20429/IJSOTL.2015.090109\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof ” tests and assignments on students’ ethical development.\",\"PeriodicalId\":332019,\"journal\":{\"name\":\"The International Journal for the Scholarship of Teaching and Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-01-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The International Journal for the Scholarship of Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20429/IJSOTL.2015.090109\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/IJSOTL.2015.090109","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Choosing Not to Cheat: A Framework to Assess Students’ Rationales for Abiding by Academic Integrity Policies
Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how—and how much—students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable changes in students’ rationales for choosing not to cheat. Relying upon data collected via pre and post-test in-depth interviews, we propose a framework to measure these changes that is grounded in students’ accounts of how they negotiated real-life opportunities to cheat on campus. In general, we find that writing intensive first-year seminars produce no positive qualitative changes in students’ rationales for choosing not to cheat. In the conclusion, we offer a new perspective on the possible consequences of creating “cheat proof ” tests and assignments on students’ ethical development.