By Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,
This booklet, written through nationally popular students within the zone of ethics in greater schooling, is meant to aid lecturers and directors comprehend and deal with difficulties of educational dishonesty. Chock-full of useful recommendation, the publication is split into 3 components. half I stories the prevailing released literature approximately educational dishonesty between university and college scholars and the way college contributors reply to the matter. half II provides sensible recommendation designed to aid university and collage teachers and directors deal proactively and successfully with educational dishonesty. half III considers the wider query of educational integrity as a system-wide factor inside associations of upper schooling.
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Additional info for Academic Dishonesty: An Educator's Guide
Cheating is only wrong in courses in your major. Denial of Personal Responsibility I got the flu and couldn’t read all o f the chapters. The class is too hard. Professors don’t care about students. Denial o f Personal Risk Professors won’t do anything toyou. No one ever gets caught. Selective Morality I only cheat to get through tough classes. I am an honest person, butI did what was necessary at the time. Friends come first, and she neededmy help. Minimizing Seriousness Cheating is meaninglesswhen assignment has little weight in final grade.
One candemonstrate concern for students by learning and using their names, talkingto them before and after class, carefully answering questions, and inviting students who appear to be having problems with the course to discuss those problems and potential solutions. Concern is also reflectedin giving due consideration to student complaints, taking remedial action when the complaints are valid, and carefully explaining one’s positionwhen the complaints are not valid (Rodabaugh, 1996). Showing concern for students is especially difficultwhen teaching large classes,which can enroll 500 or more students in someuniversities.
Give studentsyour e-mail address and encourage comments and questions. Reply promptly to the student anddiscuss selected messages with the class (keepingthe sender anonymous,o f course). Useas many collaborativeand small-group exercisesand discussions asare feasible. Be proactive about inviting students to visit during office hours. Schedule help sessions in which you, notjust tutors or teachingassistants, participate. ” by Mary Elisabeth Randall in Dana D. ), Academic Integn’cy Matters. Copyright 1998 by the National Associationof Student Personnel Administrators.
Academic Dishonesty: An Educator's Guide by Bernard E. Whitley Jr., Visit Amazon's Patricia Keith-Spiegel Page, search results, Learn about Author Central, Patricia Keith-Spiegel,