Academic Honesty Quiz

The Academic Honesty Quiz can be executed in a learning management system (LMS) or another online format that allows students to take a quiz (e.g. Google Forms, Microsoft forms, etc.). The quiz is organized into multiple banks/pools of questions, each of which focuses on a different aspect of academic integrity. The Academic Honesty Quiz is a scenario-based instructional tool designed to help students identify activities they should avoid to maintain academic integrity and comply with academic honesty rules. The Academic Honesty Quiz is based on the Texas A&M University Aggie Code of Honor, Aggie Core Values, and sanctions for violations of the Aggie Code of Honor. While the scenarios included in the quiz are examples of violations of the Aggie Code of Honor, any names included in the quiz are fabricated and do not represent actual students associated with the violations.Academic integrity or academic honesty is an essential component of educational institutions, especially higher education institutions, which often have significant consequences for violations of institutional academic honesty rules. However, some students may not have a clear and precise understanding of what qualifies as academic dishonesty, even though students are often held accountable to their institution’s academic honesty rules regardless of their understanding of these rules. The Academic Honesty Quiz is a proactive instructional tool designed to alleviate the disconnect between students’ understanding of academic honesty rules and their accountability to these rules. This tool is a scenario-based quiz designed to assist students in recognizing various forms of academic dishonesty with the goal of helping students to identify activities they should avoid to maintain academic integrity and comply with academic honesty rules. The Academic Honesty Quiz is based on the Texas A&M University Aggie Code of Honor, Aggie Core Values, and sanctions for violations of the Aggie Code of Honor. While the scenarios included in the quiz are examples of violations of the Aggie Code of Honor, any names included in the quiz are fabricated and do not represent actual students associated with the violations

Cut-and-Paste Plagiarism: Teaching Student Researchers Boundaries

Librarians affiliated with educational institutions, as members of an academic community, participate in teaching students and future scholars how they share in the responsibility of upholding ethical standards of scholarship and values of academic honesty. Academic honesty, in its variant forms,was part of issues in education long before the introduction of computers. Two forms, plagiarism and copyright infringement, were chronic problems in the print realm and present additional dimensions in today’s electronic environment. The causes of copyright infringement and plagiarism are extensive and complex. Divergent positions are represented in the literature on how to deal with these issues. They are not only legal issues, but moral and ethical issues as well

The Concepts of Academic Dishonesty of Undergraduate Students in China in the Situation of Online Education

As an ethical requirement, honesty is the fundamental of all ethics and one of the critical contents of the core socialist values in China. An important manifestation of honesty in undergraduate students is academic honesty. As a vital link of the honest education system for college and university students, academic honesty is related to cultivating undergraduate students’ honesty and ethical quality and is an important guarantee to promote the healthy development of higher education and academic innovation. Academic honesty is also suffered unprecedented attention from all walks of life. At the beginning of 2020, affected by the sudden Covid-19, colleges and universities all over China responded to the call of the Ministry of Education of the People’s Republic of China, actively responded to, and comprehensively applied various information means. Colleges and universities started online education, carefully and wholly formulated online teaching plans, and adopted various methods and ways to carry out various forms of online education

Making The Case For The Creation Of An Academic Honesty And Integrity Culture In Higher Education: Reflections And Suggestions For Reducing The Rise In Student Cheating

Using an example from the work of one university in the United States, this case is principally an essay of reflections, thoughts, questions, and suggestions for the creation of an academic honesty and integrity culture in higher education institutions. The authors provide their thoughts and insights from their combined 30 years of teaching and administration experiences regarding this important and challenging academic area. The authors were recently involved in the revision of their business schools academic honesty policy as well as in their schools yearly conference for all faculty members full-time and adjunct in which the topic of academic honesty was the primary academic component. This article is not intended to be a research type article, though some current research on academic honesty will be presented, neither is it intended to be a detailed explication of the authors schools academic honesty policy, nor a how to article when it comes to a schools developing and implementing academic honesty policies and procedures. Rather, as the word Reflections in the articles title indicates, this paper is based on the knowledge gained by the authors in their schools revision of its policy, their participation in the conference and the presentations therein, as well as the authors own experiences from teaching management, business law, and business ethics courses for many years. The authors hope that the issues they raise, the insights they obtained, and the recommendations and suggestions they make will be helpful to their colleagues in academia in establishing a culture of academic honesty and integrity at their schools

Pengaruh Self-Esteem terhadap Social-Loafing dengan Academic Honesty sebagai Mediator

This research aims to analyze the relationship of self-esteem with social loafing through academic honesty as a mediator variable. We involved 232 junior high school students in Banda Aceh which selected using cluster random sampling. This study uses a scale of psychological adaptation and questionnaire as instruments. The results showed that self-esteem had a significant association with social loafing with a value of (β = -0.436 and significantly at the level of p < 0.05). Academic honesty also has a significant relationship with social loafing with values (β = -0.264 and significantly at the level of p < 0.05). Self-esteem is significantly related to academic honesty with values (β = 0.992 and significantly at the level of p < 0.05). Research indicates that academic honesty is a mediator in the relationship between self-esteem and social loafing. Students with high self-esteem tend to have high academic honesty. This is expected to reduce social loafing behavior in students

Keefektifan Teknik Cognitive Restructuring untuk Meningkatkan Kejujuran Akademik Siswa Sekolah Menengah Atas

Abstract: A number of problems are seen as a result of poor academic honesty. This study aims to identify the efficiency of cognitive restructuring counseling in improving the academic honesty of senior high school students. By using A-B single subject reversal, the intervention was carried out by providing personal counseling using the cognitive restructuring technique. In collecting the data, we used Academic Honesty Psychological Scale, while the obtained data were analyzed using visual analysis. The findings indicate that individual counseling using cognitive restructuring is effective in enhancing students’ academic honesty. Also, positive self-perception and environment facilitate students to present high academic honesty and vice versa, as illustrated by the trend of higher academic honesty during the intervention phase.Abstrak: Pada jenjang sekolah menengah atas (SMA) masih sering ditemui permasalahan akibat rendahnya kejujuran akademik. Penelitian ini bertujuan untuk mengetahui keefektifan konseling dengan teknik cognitive restructuring untuk meningkatkan kejujuran akademik siswa SMA. Penelitian ini menggunakan desain subjek tunggal reversal A-B. Intervensi dilakukan dengan memberikan konseling individual teknik cognitive restructuring. Instrumen pengumpulan data menggunakan Skala Psikologis Kejujuran Akademik. Analisis data dilakukan dengan analisis visual. Hasil penelitian menunjukan bahwa konseling individu dengan teknik cognitive restructuring efektif untuk meningkatkan kejujuran akademik. Persepsi diri dan lingkungan yang positif menghasilkan kejujuran akademik yang tinggi, begitu pula sebaliknya. Hal ini dapat dilihat dari tren kejujuran akademik ke arah yang lebih tinggi pada fase intervensi.Kata kunci

Academic Honesty and the Millennials

An article exploring faculty difficulties with the Millenial generation

Ethical practices in the college classroom: teaching and learning from the next generation about academic honesty

Academic honesty is a perennial concern at the university. Faculty, who endeavor to maintain ethical practices in their own work, may struggle to communicate with new generations of students about important aspects of academic honesty. Communication about this construct is often reduced to a syllabus statement warning students about penalties for plagiarism. Institutional responses are similarly narrowly focused on committees and procedures for the assignment of penalties for breaches of college academic honesty policies. Teaching faculty may benefit from more information and support in conveying to their students the crucial importance of developing and communicating original ideas as well as reporting on the ideas and words of others in an ethical manner. This chapter is framed by a real but anonymized incident from the author’s experience. It reviews current literature on academic honesty, plagiarism, and related issues, as well as historical attitudes on what we now call plagiarism. Also explored are the impact of new media and contemporary student conceptions of academic honesty. Special concerns related to increased use of adjunct faculty to teach university classes and the special challenges contingent faculty encounter when trying to model ethical behavior and mentor students toward academically honest practice are highlighted. Recommendations are drawn from these explorations

Percepcije študentov in univerzitetnih učiteljev Univerze v Črni gori o akademski integriteti

At the University of Montenegro, increasing emphasis has recently been placed on academic integrity. Academic integrity is based on the principles of honesty, objectivity, openness, freedom in teaching and research, and responsibility to academia and society/the community. One of the basic principles of academic integrity is honesty. The present study is based on examining the perception of students and teachers of the University of Montenegro concerning different segments of academic honesty. The aim of the research was to examine ethical behaviour related to respect for someone else’s work (using and referring to literature) and copying as well as using illicit means in exams. The research was conducted using quantitative research on a sample of 200 students and 50 teachers at the University of Montenegro. For this purpose, the authors used a Likert-type assessment scale. The findings suggest that the respondents understand the importance of academic integrity, that is, honesty as its principle, but that they do not recognise all of the segments that it covers in the same way. For example, different answers were received regarding the claim that students copy papers without paraphrasing, and despite the observed negative attitude towards the disciplinary procedure in both groups, teachers seem to lead in this attitude. (DIPF/Orig.