Morgantown, West Virginia
March 27, 2020
March 27, 2020
May 20, 2020
There can be no doubt that academic dishonesty in college students is on the rise, if not simply to note that the Internet is full of pirated solutions to chapter-end problems of almost all of the popular college text books. An experienced college instructor may also comment that students today are sometimes unaware of that they are violating academic integrity codes, i.e., they feel that if they submit a correct answer, they should receive full credit, no matter how that answer was obtained. In this paper, the argument is made that academic dishonesty is a matter for both the student and the instructor. It is up to the instructor to engage methods that deter dishonesty. These methods require more creativity in test giving, homework assignments, and lab reports. It requires making the student aware of these methods and why they are being employed. This paper presents many specific ideas that have proven to be successful in eliminating the possibility of having to write for the students file a letter of academic dishonesty.
Kamm, N. L. (2020, March), An Instructors Guide to Reducing Academic Dishonsesty in the Classroom Paper presented at 2020 ASEE North Central Section conference, Morgantown, West Virginia. https://strategy.asee.org/35725
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015