Minichiello, A. L., & McNeill, L. S., & Hailey, C. E. (2012, June), Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21088

\bibitem{asee_peer_21088}
  Minichiello, A. L., \& McNeill, L. S., \& Hailey, C. E. (2012, June), \emph{Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21088

Angela L. Minichiello, Laurie S. McNeill, and Christine E. Hailey.  "Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21088 Internet.  11 Feb, 2025

\bibitem{asee_peer_21088}
  Angela L. Minichiello, Laurie S. McNeill, and Christine E. Hailey.
  "Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21088 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_21088
author = "Angela L. Minichiello, Laurie S. McNeill, and Christine E. Hailey"
title = "Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21088}
number = {10.18260/1-2--21088}
}

TY  - CPAPER
AB  -          A Comparison of Engineering Student Use of Solution Manuals           to Student and Faculty Perceptions of Academic Integrity                                        AbstractSince 2002, student access to engineering textbook solution manuals has dramaticallyincreased due to skyrocketing electronic availability (Widmann, Shollenberger, &Kennedy, 2007). Research also indicates that most engineering students agree that theprimary responsibility for defining and limiting acts of cheating and academic dishonestylies with the instructor and institution: it is not, in the minds of engineering students, thejob of the student (Carpenter, Harding, Finelli, Montgomery & Passo, 1997). Thus, thecurrent ubiquity of electronic copies of solution manuals bears fresh ethical questionsconcerning when and how their use is considered “honest”. Anecdotal evidence suggeststhat faculty may perceive academic dishonesty in the use of solution manuals whenstudents do not. This attitudinal mismatch appears to be a cause for misunderstanding anddiscord between and among engineering students and faculty that, ultimately, has adetrimental effect on student learning and faculty assessment of it.This paper summarizes the results of a pilot study conducted within the College ofEngineering (CoE) at a western state university to extend original work conducted atCalifornia Polytechnic State University (Cal Poly), San Luis Obispo (SLO) (Widmann etal., 2007). The latter investigated engineering student use of solutions manuals andstudent/faculty perceptions of the ethics of this behavior. Its significant finding suggeststhat students attain higher levels of academic achievement when they do not have accessto problem solution manuals during homework problem preparation.Replicating previous work, the current study uses direct survey of engineering facultyand engineering students to determine attitudinal differences in the perceptions ofacademic integrity related to student use of solution manuals. Student participants areenrolled in one of two sophomore-level engineering mechanics courses (ENGR 2010Statics and ENGR 2030 Dynamics) or one junior level environmental engineering course(CEE 3610 Environmental Management). Similar to the courses studied by Widmann etal. (2007), the courses involved in the current study make use of assigned homework asthe primary mechanism of problem solving practice and exam preparation.The results of the current study are important in helping to 1) clarify the nature of theattitudinal mismatch between engineering students and faculty concerning the use oftextbook solutions manuals, 2) develop means to promote acceptable learning–based usesof online and electronic accessible problem solution manuals, and 3) extend the body ofknowledge concerning student and faculty perceptions of academic integrity.ReferencesCarpenter, D., Harding, T., Finelli, C., Montgomery, S., Passow, H. (1997). EngineeringStudents’ Perceptions of and Attitudes Towards Cheating. Journal of EngineeringEducation, 95: 3 181-194.Widmann, J., Shollenberger, K., & Kennedy, J. (2007). Student use of author’s textbooksolution manuals: Effect on student learning of mechanics fundamentals. Proceedings ofthe American Society for Engineering Education 118th Annual Conference. Honolulu, HI.  
AU  - Angela L. Minichiello
AU  - Laurie S. McNeill
AU  - Christine E. Hailey
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Comparing Engineering Student Use of Solution Manuals and Student/Faculty Perceptions of Academic Dishonesty
UR  - https://peer.asee.org/21088
DO  - 10.18260/1-2--21088
ER  -