Participants: Jill Austin and Linda Brown Type of Session: Presentation Preferred Track: Track 6: Looking Ahead (Student Use of New Technology)
Abstract: The use of computers has made academic dishonesty easier. Powerful word processing programs allow students to easily "cut and paste" ideas from information they find on the Internet or other electronic media. It is difficult for faculty to document these sources or know whether the information is legitimate. The purpose of this presentation is to provide faculty with information on sources that students might use inappropriately and to provide methods for organizing course assignments to minimize academic dishonesty.
Description: Michael Connors pointed out that "academics who once praised the Internet for giving students more access to information are now worried it is providing students with easy access to pre-written essays". (1996) The traditional context of academic dishonesty, in terms of writing and presenting research papers, is taking someone else's ideas and claiming personal authorship. (Stebelman, 1998) The use of computers has made academic dishonesty easier in two ways. The first is students' use of the Internet to locate ideas that may be unavailable otherwise and are difficult for faculty to document. The second is the powerful word processing programs that allow students to easily "cut and paste" ideas from articles or research papers that they find on the Internet or other electronic media. Types of Academic Dishonesty
Students can use computer technology inappropriately while completing assignments in a variety of ways. The most common approach that faculty will consider is students' use of research papers purchased or downloaded from web sites such as www.schoolsucks.com or www.cheathouse.com. However, there are several more creative approaches to academic dishonesty that are available to students through technology. Students can cut and paste sections from Internet articles into their assignments without attributing the work. Information from CD-ROMs such as encyclopedias, databases, and study guides can be inserted into assignments. Students may ask for assistance from others through electronic discussion groups and then cut and paste answers from other people into their work without acknowledging that assistance was received. (Benning, 1998; Berls, 1998) Research papers that students type in campus computer labs and store on computer hard drives may be downloaded by students and used as their own. These approaches to student dishonesty are only limited by students' abilities to use technology creatively.
Professors have a responsibility to make themselves aware of the methods available to students to misuse Internet information in their assignments. Faculty should discuss the value to students in doing their own work and should instill a sense of integrity in their students. Faculty should explain that understanding course material, practicing and enhancing their ability to communicate in writing, practicing research techniques, and learning to organize organization data/information are all valuable skills they will need in the workplace. While it may be difficult to change the values of some students who see no harm in taking information from the Internet inappropriately, most students will understand the value in doing their own work.
It is possible that students do not consider Internet information as proprietary and assume that it is public domain information. (Steblemen, 1998) Faculty should encourage students to be academically honest and should define plagiarism and explain that information accessed using technology must be referenced in the same ways that traditional library sources must be referenced. Students who use information inappropriately should be held accountable by faculty. Strong negative consequences to students who plagiarize will educate those who do wrong and may help to change the student culture of "taking the easy approach" to assignments that exists on some college campuses. Finally, faculty can minimize academic dishonesty problems in their classes by carefully planning their class requirements.
Faculty can take a variety of approaches to minimize the academic dishonesty that occurs with the use of technology. These approaches can be divided into four categories including types of assignments, use of technology in assigning papers/projects, paper/project requirements, and use of technology in grading assignments. These are briefly discussed below. Types of Assignments
1. Set the structure of the assignment so it is not possible for a student to buy a paper that fits the assignment instructions. 2. Require essays, papers, and assignements to be written class. 3. Do not assign topics on generic subjects. Specific topics or topics that are narrowly focused should be selected. (Stebelman, 1998)
Use of Technology in Assigning Papers/Projects
1. View CD-ROMs that are related to the research area when deciding the format and requirements of assignments so it is impossible for students to use these materials. 2. View term "paper mill sites" and review the topics and kinds of papers that are offered by the sites. (Stebelman, 1998) 3. Show students the web sites in class and analyze the weaknesses in some papers to discourage students from plagiarizing from these sites. (Stebelman, 1998)
Assignment Requirements
1. Ask students to turn in their assignments in sections. 2. Ask students to turn in notes and rough drafts. 3. Require that copies of sources used in the research be turned in with the papers, including copies of web pages and other Internet sources.
Use of Technology in Grading
1. Check CD-ROMs for plagiarism. Check study aids that are available for the research area. For example, Barron's Notes on Literature or Cyber Classics might be used to review literature papers. (Berls, 1998) CD encyclopedias should be checked for all research topics. 2. Use software that detects similarities in students' papers. (Zack, 1998) 3. Search the Internet for sources used by students using key words. 4. Evaluate sentence structure, syntax, and use of terminology in assignments. Paper Written work that is either above or below a student's skill level should be evaluated for possible plagiarism. (Stebleman, 1998)
Ensuring academic honesty in this technology rich environment is a critical issue for college faculty. College students are still determining their values and learning about themselves and what actions are appropriate in society. Faculty can assist students in developing their values by taking a strong stand for honesty. As technology continues to change, students will have access to information in ways that are not yet understood. Faculty must continue to learn about these technological short cuts as they are developed and should incorporate this knowledge into assignment instructions. Students who learn the definition for plagiarism in today's high-tech environment, will likely find it a valuable lesson.
References
Benning, Victoria. "High-Tech Cheating Hits the Campus; Computers Make it Easy for College Students to Break Rules," The Washington Post, October 4, 1998, p. A01.
Berls, Jodi. "Teachers Turn Copycat to Nab Computer-Powered Plagiarists; Internet, CD-ROM References Make Cheating Easier, Some Say," Chicago Tribune, February 9, 1998, p. 7.
Chidley, Joe. "Tales Out of School," Maclean's, November 24, 1997, p. 76.
Conners, Michael. "Cybercheating: The Internet Could Become the newest Battleground in Academic Fraud," The Muse, September 12, 1996.
Kingston, Peter. "Surf Your Way to a First," The Guardian (London), June 24, 1997, p. 3.
"Plagiarism on the World Wide Web," Design Week, May 8, 1998, p. 29.
Post, David. "When Cheating is Cause for Celebration," The Washington Post, November 24, 1997, p. A25.
Ruiz, Frank. "Students Signing on to Web of Deception," The Tampa Tribune, November 17, 1997, p. 1.
Stebelman, Scott. "Cybercheating: Dishonesty Goes Digital," ASAP, September 29, 1998, p. 48.
Swift, David. "Dancing Cheat to Cheat," The Plain Dealer, April 5, 1998, p. 4.
Westling, Jon. "Shut Down Sleaze Mills," USA Today, November 7, 1997, p. 23A.
Zack, Ian. "The Latest Academic Vice: Computer-Assisted Cheating," The New York Times, September 16, 1998.
Length: 30 - 45 minutes
Audience: general and faculty
Audience Level: all
On-Site Equipment Requirements: IBM compatible microcomputer with PowerPoint and Netscape
Contact Information: Jill Austin Middle Tennessee State University MTSU Box 75 Murfreesboro, TN 37132 e-mail: JAUSTIN@MTSU.EDU Linda Brown Middle Tennessee State University MTSU Box X128 Murfreesboro, TN 37132 e-mail: LBROWN@MTSU.EDU
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