Collaboration Versus Cheating

We outline how we detected programming plagiarism in an introductory online course for a master's of science in computer science program, how we achieved a statistically significant reduction in programming plagiarism by combining a clear explanation of university and class policy on academic honesty reinforced with a short but formal assessment, and how we evaluated plagiarism rates before SIGand after implementing our policy and assessment.Comment: 7 pages, 1 figure, 5 tables, SIGCSE 201

Russian University Policies on Students` Academic Dishonesty: Punishment or Ethical Training

Практики нечестного поведения студентов – одна из значимых проблем высшего образования во всем мире. Поэтому руководители и администрации вузов стараются разрабатывать меры борьбы с нечестностью студентов, направленные как на наказание обучающихся, так и на формирование у них ценностей честного поведения, причем за рубежом начинают набирать популярность ценностные меры. В рамках данной исследовательской статьи используется дискурс-анализ для изучения этических документов и публичных высказываний руководителей российских вузов, участвующих в Проекте 5-100 (всего в нашу выборку включен 21 вуз). Проведенный анализ позволил понять, какие дискурсы, аргументации и способы их лингвистической репрезентации используются российскими вузами для формирования честного поведения студентов и репрезентации своей позиции в отношении академического мошенничества. Излагаемая в статье информация помогает выделить дискурсы, которым следуют российские вузы, и оценить, насколько эти дискурсы понятны и близки студентам. В практическом плане статья будет полезна администраторам и руководителям российских вузов, а также исследователям академического мошенничества для анализа и формирования стратегий борьбы с нечестностью студентов.Students’ dishonest behavior is one of the most significant problems of higher education all over the world. Therefore, researchers and university administrators attempt to develop corresponding prevention measures. The measures can be aimed at either punishing students or engaging them in ethically sustainable academic practices, the second type becoming more and more popular in universities abroad. In this paper, discourse analysis is used to explore university policies and public statements of the rectors of Russian universities participating in the 5–100 project. The analysis helps to understand what kinds of discourses, argumentation and ways of their linguistic representation are used by Russian universities to represent their position towards students’ academic dishonesty and to influence students’ behavior. This paper might be of use for university administrators and managers, as well as for those who professionally investigate students’ academic dishonesty, to analyze and reform strategies for students’ dishonesty prevention.Публикация подготовлена на основании исследования (№ 21-04-063), проведенного в рамках Программы «Научный фонд Национального исследовательского университета «Высшая школа экономики» (НИУ ВШЭ)».The publication was prepared within the framework of the Academic Fund Program at the HSE University in 2021 (grant № 21-04-063)

How Common is Cheating in Online Exams and did it Increase During the COVID-19 Pandemic? A Systematic Review

Academic misconduct is a threat to the validity and reliability of online examinations, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic. This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with an evaluation of the quality of the research evidence which addressed these questions. 25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited. However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population. Future approaches to online exams should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM

A Strategy for the Commons: Business-driven Networks for Collective Action and Policy Dialogue. The Example of Global Compact Local Networks

The current challenges involved with ensuring global sustainability are daunting. Climate change is increasing the incidence of severe weather events, natural resources are undergoing rapid depletion, labor conditions in global supply chains are often inhumane and degrading, and corruption around the globe is undermining competition and destroying wealth. These and other global challenges pose serious problems not only to mankind in general, but also to the sustainability of companies. Indeed, companies rely on enabling environments, local and global alike, for long-term success. Companies depend on a reliable legal framework conducive to investment and competition, a healthy and viable natural environment, and a secure social environment that facilitates the wellbeing of its inhabitants. However, given the overexploitation of shared resources, also known as the “tragedy of the commons,” companies often find it difficult to address global sustainability challenges and invest in enabling environments. All sustainability challenges face this tragedy: Although each societal actor ought to have an interest in creating or ensuring the viability of these common goods, the incentive to “free ride” on the efforts of others and let them bear the costs is exceedingly high. As a result, short-term profit maximization often damages the longterm growth prospects of companies. Since governments lack the capacity to address the complexity and global scope of sustainability challenges alone, a “strategy for the commons” is needed that allows companies, governments and other actors to overcome the free rider dilemma and invest in sustainable development

Suffolk University Graduate Academic Catalog, College of Arts and Sciences and Sawyer Business School, 2017-2018

This catalog contains information for the graduate programs in the College of Arts and Sciences and the Sawyer Business School. The catalog is a PDF version of the Suffolk website, so many pages have repeated information and links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included here as separate PDF files with lists of CAS and SBS courses. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1177/thumbnail.jp

The Nebraska Educator, Volume 5: 2020

Contents Letter From The Editor EmPOWER: An Adaptable Writing Intervention Carly Dinnes, Teaching, Learning, and Teacher Education Learning to Lesson Plan: A Mentor’s Impact on Pre-service Teachers Kelly M. Gomez, Connie L. Schaffer, Lela E. Nix, & H. Emily Hayden Difficulty and Distance in Educational Encounters with Historical Violence Grant Scribner, Teaching, Learning, and Teacher Education Culturally Relevant Science Teaching: A Literature Review Uma Ganesan, Teaching, Learning, and Teacher Education Interval Estimation of Proportion of Second-level Variance in Multi-level Modeling Steven Svoboda, Education Psychology The History, Evolution, and Trends of Academic Dishonesty: A Literature Review Amy Zachek, Educational Administration Bilingual Acculturation Assessment: An Overview of Current Developments Donna Chen, Educational Psychology The Current State of Assessing Historical Thinking: A Literature Analysis Taylor Hamblin, Teaching, Learning, and Teacher Education The Roles of Language, Communication, and Discourse in Power: A series of critical (reaction) essays. Alessia Barbici-Wagner, Teaching, Learning, and Teacher Education Seeing Formative Assessments from a Broad Perspective Consuelo M. Gallardo, Teaching, Learning, and Teacher Education Resources for Content-area Teachers Educating ELLs: A Literature Review Heidi Bartlett, Teaching, Learning, and Teacher Education Editor-in-Chief Taylor Hamblin Senior Editors Justin Andersson, Amy Zachek Associate Editors Sarah Garvey, Olivia Kenned

Special Libraries, Summer 1992

Volume 83, Issue 3https://scholarworks.sjsu.edu/sla_sl_1992/1002/thumbnail.jp

An Evidence-Based Faculty Development Program For Online Teaching In Higher Education

A critical component in the successful implementation of online education hinges on providing faculty development opportunities that promote the utilization of pedagogical best practices in online teaching. While such training programs are on the rise, institutions are no closer to a universal consensus on how to design and evaluate such efforts. Historically, the success of faculty development programs has been measured via post-completion satisfaction surveys, attendance counts, and faculty perceptions of the usefulness of the content immediately following a training event. However, such metrics rarely provide an accurate measurement of the true efficacy of training, which in the context of online faculty development, points to the adoption of pedagogical best practices in online teaching. There is a clear call in the literature for institutions and faculty developers to adopt evidence-based models in faculty training to identify the strategies that work best. To that end, the purpose of this study was to document how a higher education institution implemented an evidence-based faculty development program for online teaching. The researcher mounted the investigation on a case study framework and centered the lens on the training developers who lent first-hand accounts of their experiences when implementing an evidence-based model. This study explored how the evidence-based program was designed, the factors that led to its implementation, the reported enablers and barriers to its deployment, the role of instructional designers in the program, and the institutional conditions perceived by participants to support the implementation. Data was collected through document analysis and through one-on-one interviews with trainers and middle-managers. The study revealed that traditional methods used to measure training programs (satisfaction surveys, participation counts) were insufficient in providing verification of learning, and that training developers viewed deeper, and more sophisticated methods of program evaluation as desirable. However, training developers also reported concern in regards to the scalability of evidence-based models in higher education and they perceived certain institutional conditions as enablers and barriers. The study also explored the role of the instructional designers as supporters of the learning experience. The researcher suggested several key areas for future investigations to continue to build upon the growing body of knowledge as it relates to supporting faculty teaching online

Creating a Culture of Completion in Two-Year Institutions: Examining the Influence of Participation in the Community College Completion Corps on Institutional Stakeholders

This applied dissertation assessed the effect of participation in Community College Completion Corps and associated activities on campus stakeholders’ perceptions of a culture of completion. The national initiative to increase completion rates at community colleges has resulted in a heightened awareness of this performance measurement. A number of community colleges have participated by hosting a C4 signing event, the hallmark activity associated with the movement. This inaugural event served as a public declaration of the two-year institution’s intention to provide an environment in which policy and practice, as well as theory and application, focus on supporting and increasing student completion. Post-event, the expectation is that community colleges will enact measurable activities, projects, and changes in key areas to influence completion. The researcher analyzed the perceptions and evidence of a culture of completion at two- year institutions that hosted a C4 signing event between 2010 and 2015. As most signing events include representation from campus stakeholders that include administrators, faculty, staff, and student leaders, this study included a representative of each of the identified groups, interviewed with the same questionnaire to determine their perceptions of any shifts in the campus’ culture and to identify changes in policy, programs, and initiatives that influenced student completion. An analysis of the data revealed a variety of institutional themes related to campus completion barriers and facilitators. Community college completion ceremonies served to highlight the importance of completion on campus and promote college-wide engagement and support of the initiatives. The interviews supported that these events provided an introductory and public showcase for institutional commitment to promoting community college completion and improved graduation rates. However, the study identified additional institutional focus on completion and alignment of administrative and academic policies and procedures to instill a culture of completion necessary for making substantive improvements in institutional completion rates