I think the students have a point here. Prof. Quinn did say that he “writes” the exam questions. This doesn’t necessarily mean that he creates the exam questions from scratch; “writing” an exam could refer to the act of assembling a particular mix of questions from the test bank. But it’s unrealistic to expect the average college student to know the difference between creating and assembling an exam when the word “write” is used in this context; and anyway he said he writes the questions not the exams.
This entire video goes back to a point that involution made in the comments to my first post on this story: Did the students know that the exam was going to come…
In case you haven’t heard, the University of Central Florida was recently rocked by a large-scale cheating scandal in a business management course. At one point, over 200 students in the course had turned themselves in to Prof. Richard Quinn or an associate. Prof. Quinn uses (or I should say “used”) tests from a pre-made test bank, and somehow students got hold of the test bank with answer keys prior to the midterm. Every student in the class, guilty or otherwise, was required to retake the midterm, which apparently then showed a normal distribution as opposed to a severely bimodal one on the compromised exam.
UCF puts the videos for Prof. Quinn’s lectures online. Here’s the one where he announces he’s discovered the cheating and describes what’s about to happen. This is 15 minutes long, but you MUST watch it. Seriously. All of it.
Is this going too far to punish and deter academic dishonesty?
Texas A&M International University in Laredo fired a professor for publishing the names of students accused of plagiarism.
In his syllabus, professor Loye Young wrote that he would “promptly and publicly fail and humiliate anyone caught lying, cheating or stealing.” After he discovered six students had plagiarized on an essay, Young posted their names on his blog, resulting in his firing last week.
“It’s really the only way to teach the students that it’s inappropriate,” he said.
Young, a former adjunct professor of management information systems, said he believes he made the right move. He said trials are public for a reason, and plagiarism should be treated the same way. He added that exposing cheaters is an effective deterrent.
“They were told the consequences in the syllabus,” he said. “They…
You must write up each problem solution by yourself without assistance, however, even if you collaborate with others to solve the problem. You are asked on problem sets to identify your collaborators. If you did not work with anyone, you should write “Collaborators: none.” If you obtain a solution through research (e.g., on the Web), acknowledge your source, but write up the solution in your own words. It is a violation of this policy to submit a problem solution that you cannot orally explain to a member of the course staff. [Emphasis in the original]
So in other words, you can collaborate within reasonable boundaries as long as you cite…
When I put up this post, highlighting a hilariously bad YouTube video on how to cheat on a test, one of the things I discovered was that there is actually an entire genre of “how to cheat” videos on YouTube. I didn’t realize I had tapped into such a resource, but I did. Since the earlier post got lots of comments, I thought I’d do another. This one is much cleverer and better-produced. Enjoy (I guess):
Like I said, a lot cleverer — and a lot harder to detect. The big hurdle here is that many classrooms don’t allow food or drink in the classroom, and even if they did, a prof could simply ban food and drink to circumvent this particular trick. But the problem there is that a student could perform this trick on anything with a label, and so if you ban pop bottles you might as well ban everything. Which some teachers and testing facilities do.
OMG it’s so simple! Roll up a piece of paper with your cheat notes on it and STICK IT INSIDE A PEN! Then TRY TO READ THE TINY HANDWRITING THROUGH THE CLEAR PLASTIC during the test!
I’m sure it’s OK to immortalize dishonesty on YouTube… Because, like, NOBODY important ever checks YouTube — like teachers, employers, or The Chicago Sun-Times.
Do students really think that this works? Having a little rolled-up piece of paper with microscopic notes on so densely packed together that they threaten to collapse into a black hole, not to mention being sheathed in plastic which blurs the resolution of the notes? How could someone even find those notes legible, let alone useful?
If this young lady wants to come to my college and take a class with me and take one of my tests, I’ll look the other way if she wants to use this little pen trick, because if you haven’t learned the…
Virusdoc, always the prolific commenter, has left another comment that raises the issue of how a professor should actually deal with academic dishonesty when it occurs. What follows is my own procedure for handling these situations; I’m sure it’s not perfect, and I’m open to suggestions for improvement, but it’s worked pretty well for me over the years.
The overall strategy for dealing with academic dishonesty is that the students involved should be confronted with the issue promptly after it’s been discovered, given a chance to give their side of the story, and then the professor can move forward on the dual basis of the evidence in front of her/him and the student’s own statements. This strategy is opposed to two other possible strategies:
Avoiding doing anything about the academic dishonesty at all, either by simply looking the other way and pretending it didn’t happen, or else…
Academic dishonesty is not only easy to catch, it’s a horrible miscarriage of the mutual trust upon which all of education is built, and students who willfully engage in it deserve all the punishment they receive, if not more. There’s simply no rationalizing it, and I don’t think we in higher ed do nearly enough to eradicate it.
I bring this up because of virusdoc’s comment, just made on an old post:
Resurrecting an old thread, but I just graded my first ever take-home essay test (open-book, open web, but no collaboration allowed and students were instructed to make sure their ideas and words were their own).
Out of 30 tests graded thus far, there were two students who boldly copied and pasted huge blocks of text from multiple websites into their test answers, without so much as an attempt to change any words or even alter the font from that in the website. It was horrific. In…
True story from a faculty meeting today: A biology prof gave an assignment in a class at the beginning of last semester on the subject of proper academic conduct in a college class. The assignment was to research the definition of “plagiarism” and write about how it applies to the biology class.
When the prof got the assignments back, guess what he discovered? That’s right: One of the students had plagiarized his plagiarism assignment.
As some great mind once said, there’s a fine line between stupid and clever.
Editorial: Here’s the third article in the weeklong retrospective I am running this week. This article was, I think, the very first one I posted at CO9s about academic dishonesty (cheating, plagiarism, etc.) and might be the clearest statement I’ve made on this painful subject. Academic dishonesty remains one of the biggest personal issues for me in my work as a college professor.
I’ve had to deal with my first academic dishonesty (AD) case of the semester this week. I won’t blog about the details, but suffice to say that this time it was plagiarism; a student copied some examples from a couple of web sites and submitted it as his/her own work. (I am now in the habit of typing any suspicious written work into Google to check for plagiarism, and that’s how I caught it this time.) In the…
I am a mathematician and educator with interests in cryptology, computer science, and STEM education. I am affiliated with the Mathematics Department at Grand Valley State University in Allendale, Michigan. The views here are my own and are not necessarily shared by GVSU.
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