Academic integrity policies in a computing education context

Academic integrity policies embody widely accepted principles of ethics and behaviour, instantiating in their codes the standards and processes that apply to the institutions enacting them. Application of these principles to the field of computing, which has a variety of distinguishing practices and characteristics, is a non-trivial endeavour. Indeed, a number of computing departments have created their own policies that extend, replace, or interpret their institutional policies in the context of computing education and research. The emphases, development, implementation, and dissemination of institutional, departmental, and even class-level policies vary dramatically among universities and colleges. This paper is offered as a practical guide for computing academics and administrators to better understand their existing policies, how to apply them, and what is involved in crafting and revising them. Included are numerous examples of application of the principles and of policy options that span the needs of a wide range of institutions

Exploring Challenges Faced by international Students in Computer Science Programs: Towards understanding the Student Perspective

International students are an important and desirable constituent in most computer science programs, bringing new perspectives into the classroom, diversifying the student population, globalizing the curriculum, broadening the perspective of domestic students, and often generating revenue for the host institution. Each of these characteristics is desirable and increasingly important in today’s highly connected world and job market. Most institutions invest resources in attracting international students and providing support and orientation sessions for them on arrival to help acclimate them to the new environment and to introduce them to other students. Student clubs often provide support groups and social functions to help them meet and make friends with domestic students. However, challenges for international students, and for the faculty teaching them, persist at many institutions despite these efforts to help international students deal with culture shock, differing academic expectations and teaching methods, and different attitudes toward issues such as academic honesty. In this paper, the authors examine the challenges faced by international students in integrating into computer science programs at various institutions, and explores these challenges and identifies differences in student and faculty perceptions. Asurveyofover200international students studying in four counties was conducted to gain insight into student perceptions of their educational experience