http://hdl.handle.net/2027.42/55256 Search the Channel search http://deepblue.lib.umich.edu/simple-search http://hdl.handle.net/2027.42/61398 Title: Work In Progress – Building the Survey of Engineering Ethical Development (SEED) Instrument<br/><br/>Authors: Sutkus, Janel; Carpenter, Donald; Finelli, Cynthia; Harding, Trevor<br/><br/>Abstract: When developing surveys, researchers can readily identify the concepts they intend to study, but how do they create individual survey items that will most accuratelymeasure those concepts? Here we describe the first year of a four-year NSF project in which the E3 Team (Exploring Ethical Decision Making in Engineering) prepared todevelop a national survey of the curricular and cocurricular activities, events, and experiences affecting the ethical development of engineering undergraduates. Asthis survey is likely to be the most comprehensive assessment of ethical development – both in content and scope – ever administered to engineering undergraduates, it is critical the development process includes rigorous andthorough educational research methods. By using such methods, we greatly increase the probability our survey instrument will appropriately measure the determinants ofethical behavior in engineering undergraduates. Wed, 01 Oct 2008 00:00:00 GMT http://hdl.handle.net/2027.42/61397 Title: P.A.C.E.S. – A study on academic integrity among engineering undergraduates (preliminary conclusions)<br/><br/>Authors: Carpenter, Donald; Harding, Trevor; Montgomery, Susan; Stenek, Nicholas<br/><br/>Abstract: Student academic dishonesty, commonly referred to as cheating, has become a serious problem at institutions of higher education. This is particularly true of engineering students who, according to previous research, are among the most likely to cheat in college. To investigate this concern, the authors have undertaken a research project on the Perceptions and Attitudes toward Cheating among Engineering Students (P.A.C.E.S.). The premise of this research is that a combination of pressures, rather than malicious motivations, account for most student cheating. The P.A.C.E.Sstudy consists of a seven page, self-reported survey that investigates: (1) student definitions of academic dishonesty; (2) the magnitude of academic dishonesty among engineering undergraduates; (3) the correlations of academic dishonesty with theories of psychological, demographic and situational factors; and (4) student opinions on different approaches used todiscourage academic dishonesty. The survey was administered to approximately 350 engineering and pre engineering undergraduates at 5 institutions, ranging from community colleges to a largeresearch university. This paper will discuss some of the current results from the study as well as future goals, which include the refinement and further distribution of the survey instrument and the development of practical pedagogical methods to help students avoid the pressure of cheatingand a better understanding of what students and faculty perceive as cheating. Sat, 01 Jun 2002 00:00:00 GMT http://hdl.handle.net/2027.42/61396 Title: The current state of research on academic dishonesty among engineering students<br/><br/>Authors: Harding, Trevor; Carpenter, Donald; Montgomery, Susan; Stenek, Nicholas<br/><br/>Abstract: Academic dishonesty, or cheating, has become a serious problem at colleges and universities. This is particularly true of engineering students who, are among the most likely to cheat in college. The present paper will review the literature as a basis of broadly understanding academic dishonesty. This discussion will focus on three primary issues: (1) perceptions of and attitudes towards cheating, (2) reasons for student cheating, and (3) methods of promoting academic integrity. A current research project being developed by the authors will also be discussed. The premise of this research is that students are constantly making ethical judgements between the pressure to cheat and their own moral beliefs and social norms. The goal then is to uncover the reasons for and frequency of student cheating and to develop best practices for helping engineering students avoid this pressure. Particular topics of discussion will include a rationale for the research methodology, an outline of the questions we hope the survey will answer and a discussion of the ethical implications ofconducting research of this type. The authors hope to present preliminary results of this study during the presentation of the paper. Mon, 01 Oct 2001 00:00:00 GMT http://hdl.handle.net/2027.42/61395 Title: Useful Approaches to Preventing Academic Dishonesty in the Classroom<br/><br/>Authors: Harding, Trevor<br/><br/>Abstract: Over the past three decades, academic dishonesty (a.k.a. cheating) has become an increasingly common occurrence among college-aged students, and engineering students are known to be among the most frequent culprits. At most universities, cheating is dealt with after the fact. Few institutions go beyond drafting an academic integrity policy to prevent cheating before it happens. The same situation exists in the classroom. The majority of college professors report doing little or nothing to reduce the frequency of cheating in their classes, usually because of a lack of awareness of its occurrence. And when cheating is observed, faculty overwhelmingly choose to deal with the situation on their own, without resorting to the institution’s policy. Given this scenario, it is theauthor’s goal to develop useful approaches that help faculty prevent cheating before itoccurs. In addition, the author feels that students do not inherently want to cheat. Onecan therefore assume that there is a set of practical techniques that can be used by faculty to reduce the pressure on students to cheat. This paper focuses on several of these techniques which were developed as a result of research on self-reported student cheating at a private mid-western university. One technique that is highly effective is the use of learning objectives for test construction. Students reported cheating less often on tests since they appeared to be written more fairly. Other techniques include discussing learning theories and engineering ethics in class, allowing students to use reference sheetsfor closed-book tests and having students work in cooperative learning groups onhomework. Discussion will include how to apply these techniques and why they mayreduce cheating. Mon, 01 Jan 2001 00:00:00 GMT