Student Perceptions of Institutional and Instructor Based Techniques for Dealing with Academic Dishonesty
Presented at the Proceedings of the 32nd ASEE/IEEE Frontiers in Education Conference: Boston, MA, November 6, 2002, pages S1H-9-S1H-14.
NOTE: At the time of publication, the author Trevor Harding was not yet affiliated with Cal Poly.
The definitive version is available at https://doi.org/10.1109/FIE.2002.1158644.
Research suggests that a large percentage of engineering students engage in some form of academic dishonesty. To investigate this very serious concern, the authors have undertaken a research project on the Perceptions and Attitudes toward Cheating among Engineering Students (PACES). The premise of this research is that a combination of pressures, rather than malicious motivations, account for most student cheating. This paper focuses on a portion of the PACES survey; student opinions on what actions might prevent cheating. The authors examined data collected from approximately 350 engineering and pre-engineering undergraduate students at 5 institutions. In the survey, the students were presented with 23 institutional and instructor based actions and asked to comment on whether itch actions would prevent them from cheating if they might have been inclined to cheat under other circumstances. Student responses to those actions along with subsequent statistical analysis are reported. Practical implementations of several student-identified techniques are then discussed.
Materials Science and Engineering
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