Cai Yangbin Froggen 988215 Ge2021 W08 Dr. Braxton 2017/3/13

Academic dishonesty undermines the purpose of graduate school because it devalues the student’s education and also hurts the reputation of the school. When a student devalues their education it shows that the student values a grade more than they value the lessons they are learning. In

Ethics are the principals that build an individual’s character and integrity. It is the code of conduct that a person lives by; it is the way that a person conducts themselves when no one is around. Stealing, lying, and cheating are wrong, yet every day in the workplace these issues occur. Growing competition lends to the need for people to do what they can to get ahead and stay ahead. Ethics are pushed to the side as people try to gain power or to stay out of trouble, all at the risk of tarnishing their character. This same mindset has spilled over into Academia. A student’s desire to successfully earn a degree by any means necessary has caused educational institutions to address these ethical issues by setting policies in place to combat academic dishonesty.

Multiple studies have found that students are spending less time on their academic studies leading to a decrease in education and an increase in temptation of academic dishonesty.  Cheating has been prevalent since mankind existed, but writer William Chace gives his outlook on the issue in his article, “A Question of Honor”. Chace is able to use adequate reasoning to engage the reader in an article that depicts perspectives from every angle. Included within the article are a sense of sympathy, through explanations and even a proposed solution of how to end academic dishonesty.

Endless homework, an abundance of AP classes, countless hours spent studying complex subjects, and numerous sleepless nights, all in an effort to meet the seemingly endless list of requirements needed for a child to achieve success through academia. This is the crude reality of many young students who aspire to attend prestigious universities, most of which make various personal sacrifices that limit them in terms of experience and personal growth. It seems as though our society’s morals have evolved into a Machiavellian plot for a spot into a top-tier college. This mindset is the root of our problems regarding this new era of academic dishonesty and extreme academic competitiveness.

Prior to completing the Academic Integrity Program, I thought academic integrity was as simple “not cheating.” I considered it a policy solely implemented to ensure that students learned the material. To me, cheating was mostly plagiarism, or trying to pass off someone else’s work as your own. It was not until I completed the program that I began to understand the long-term effects of cheating on the peers, the professor, and the institution. Now, I understand that cheating affects not just me, but also the other students in my courses and the university’s reputation. I also understand the reasoning behind the university’s strict policies regarding academic integrity violations, as they are in place to protect the student, the classmates,

Academic integrity can be summarized as the pursuance of higher education in a scholarly fashion and the value of learning without

Academic Integrity is significant to the University because we came to school to not only learn education but to learn moral things for the future. Education is very important, but if we do not obtain moral concept we could hardly follow the right path when we graduate from school to be a crew of society; therefore, University should educate people who disobeyed the rule of Academic Integrity and correct their behavior.

According to The International Centre for Academic Integrity honesty, trust, fairness, respect, responsibility, and courage are the six fundamental values of academic integrity. From Erica’s viewpoint of the situation highlighted

Andrew Hang Chen, the Chief Development officer of WholeRen Education, an organization that offers academic counseling, proves the unsuccessful nature of students using these agencies with the estimated 8,000 students that have been expelled from United States universities since 2013. These 8,000 students have been expelled or placed on academic probation for poor grades, being caught cheating, or falsifying test scores, which is a mere reflection of how they were accepted into the school to begin with. “This is not what we want in our universities and colleges,” says Chen, “our higher education is being tainted by these statistics” (CNN). Students who cheat their way into United States universities are not only hurting their own success and reputations, but the success and reputations of American universities and their professors.

Technology is rapidly evolving and changing, and as a result of the increasing availability and propagation of several forms of technology, academic dishonesty cases in every college and university have greatly multiplied and become a global issue. The issue on cheating behaviors in students is so pervasive and uncontrollable that it is almost considered as commonplace (Arhin & Jones, 2009). One of the hardest challenges for educators is knowing how and when to discipline their students. In the given scenario, there are several issues to take into account; the first and foremost being the issue of academic dishonesty. Academic dishonesty is defined by the Webster dictionary as the intentional participation in deceptive practices regarding one’s academic work or the work of another (Faucher & Caves, 2009). Jones (2011) states that many institutions of higher education have adopted academic dishonesty policies, instituted academic integrity tutorial completion prerequisites for next term registration, and acquired plagiarism software detection tools. They go on to say that within the past few years, high-tech cheating is gradually replacing the simple cut-and-paste cheating, and educators must be proactive and develop instructional strategies that integrate all facets of appropriate digital citizenship, that is, digital ethics. By implementing these academic dishonesty and integrity policies and making them attainable to

Student Perceptions of Cheating in Online CoursesYour Name:Class Name:University Name:Instructor Name:Student Perceptions of Cheating in Online CoursesAcademic integrity has long been a core concern of faculty as well as administrators operating in campuses. Recent statistics done on the extent of cheating that occurs in college campuses shows that the large majority of students have engaged in this vice to some extent. The core difference in today’s environment is the wide proliferation of technological devices that are used for both delivering as well as accessing information on university courses. Educators are fast becoming concerned on the impact that technology has on the numerous forms of academic dishonesty. Indeed a number of sources have argued that the internet is fast becoming a major culprit for the increasing instances of academic dishonesty. This paper therefore strives to examine what is the prevalence of cheating in online courses looking at it from the college student’s perspective.The number of students who a-re actively participating in college level online courses has far outpaced other forms of distance learning. Online courses are becoming a critical part of many campuses long term strategy as evidenced by the fact that colleges have seen a distinct increase in the levels of online enrolment. The growth in learning opportunities online has increased on the concerns concerning cheating in online courses (Cluskey et al, 2011). Numerous studies have

The sample consisted of 198 students in teacher education classes at a private university in the northeast. Each questionnaire was placed in an unmarked envelope. Completed questionnaires were replaced in these envelopes and sealed by the student. The questionnaires were voluntarily completed during class time. Students who declined to participate were encouraged to engage in other reading or writing activities. Respondents were assured that their responses were confidential and anonymous. The average age of the respondents was 28 years. About 80% of the respondents were females and more than 80% were registered for more than twelve credits. The mean and the mode of salary expectations were between $30,001 and $35,000 with more than a quarter of the respondents (28%) expecting salaries between $35,001 to $40,000. RESULTS Uncovering the salient dimensions of academic dishonesty In order to uncover the salient dimensions of academic dishonesty, the sixteen dishonest practices were submitted to factor analysis. Factor analysis is a procedure for summarizing the information ratings on the sixteen practices into a smaller number of salient dimensions which can then be identified as the dimension underlying the respondents’ ratings. It is in this way that the commonalities in responses are effectively discerned. Four factors were extracted which had an

At first, the concept of cheating seems about as harmless as any other, but in the reality of it absolutely no favorable outcomes can result from it. However, what is cheating exactly? Cheating is an unjust and unfair way of meeting a set objective through means of breaking the rules and regulations set by educators to gain a distinct advantage. In simpler terms as author Britton would say, “Cheating is doing something that is not honest” (6). The reasons for cheating may vary from person to person, but at the end of the day, most would claim that cheating is wrong. Slowly but surely, cheating is making its mark across the nation as it becomes a more solemn issue throughout the nation’s school systems. The Encyclopedia of Applied Psychology claims, “evidence indicates that approximately 90% of students admit to having cheated on a test or an assignment, and it is estimated that 3 to 5% of students cheat on a given test or assignment” (3). “So, sure people can agree that cheating is unjust and wrong, but what is it that keeps students across the country cheating? Well a recent study published by The New York Times suggests that overall, cheating has become much easier and ultimately much more widely tolerated. Another study shows that the average student has cheated at least once in their educational careers. These reasons inevitably mean one thing: students are substituting traditional means of learning with “faster and more effective” ways of completing assignments they have been bombarded with. Cheating is not only an issue in the classroom, but outside of it as well. Cheating has become one of the top reasons relationships have tended to last much shorter spans in contrast to previous times. Consequently, cheating hinders more than just a person’s ability to learn, but it also negatively affects their character.

Since finding the right employees is getting more competitive as time goes on, it is not odd to say or hear that nowadays college students risk their necks on GPA, especially students from different country or different culture. I believe this caused unstoppable problems in the America college education, such as doctored documents and proxy for an exam or paper are becoming ordinary among English as Second Language students. These unethical behaviors are caused by higher standards in social to be recognized. Students are seeking out for good grades and GPA in order to be fulfill hiring requirements in nowadays. This is why students falsify documents to be accepted by colleges. Also, this is the reason why students buy a paper rather than write a paper. I believe students, who engage in any kind of unethical and dishonest behavior in school, should be punished by school’s honor code.

Academic dishonesty is another facet of unethical behaviour. It is an action or attempt that results in creating an unfair academic advantage for oneself or a disadvantage for any other member of academic community. A child uses his or her experiences in society to shape personal ethics. Family has a strong influence on one's values and behaviour,parents establish rules from the start and it becomes the basis for our ethics and morals. A personal ethical commitment is part of what makes students a success. A lack of ethical commitment will always result in acdemic failure. I personally believe that students who are academically dishonest cheat themselves out of an education and harm their fellow students by screwing the grading curve for the class as a whole. Therefore academic ethics are vital and students should commit themselves to maintaining highest personal ethical standards.