4. Advances in technology provide students with rich & varied resources but has also facilitated an increase in academic dishonesty (Bassendowski & Salgado, 2005; Kiehl, 2006)
5. Frontier School of Midwifery and Family Nursing (FSMFN) is a web-based distance education programwww.frontierschool.edu
6. Problem Is there a consistent thread of dishonest through all levels of education? www.frontierschool.edu
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8. Problem There is a growing concern that academic dishonesty erodes: the integrity of individual students students as a whole educational institutions the profession of nursing the conscientious provision of care www.frontierschool.edu
9. Scope Arhin and Jones (2009) surveyed 161 undergraduate students from several disciplines about perceptions of academic dishonesty. Nursing students most frequently recognized behaviors of academic dishonesty, but had difficulty recognizing dishonesty in 50% of presented scenarios www.frontierschool.edu
10. Scope Seventy-five to ninety percent of nursing students have reported acts of academic dishonesty (Faucher & Caves, 2009; Kolanko et al., 2006; Paulos, 2007). The detection and management of academic dishonest places an enormous stress and burden on nursing faculty (Fontana, 2009). www.frontierschool.edu
11. Incidence In a survey of academic dishonesty by McCab (2009) 18 nursing school across the U.S. participated. Fifty-eight percent of undergraduate and 47% of graduate nursing students self-reported at least one of 16 academic dishonesty behaviors (McCab, 2009). www.frontierschool.edu
12. Academic Dishonesty Behaviors (McCab, 2009) Collaborating with others when asked for individual work Copying a few sentences from a written or Web source without citing Getting questions or answers for a test/exam form someone who took it earlier Receiving help that is not permitted on an assignment www.frontierschool.edu
13. Academic Dishonest Behaviors (McCab, 2009) Falsifying or fabricating laboratory or research data or a bibliography Using a false or forged excuse to delay a test or submission of an assignment Helping someone cheat on an exam or test Copying a paper (all or part) from another student or written source www.frontierschool.edu
14. Definitions Plagiarism a. American Psychological Association: may not present the work of another as your own original author must be given credit always acknowledge a source including personal communication (APA, 2010) www.frontierschool.edu
15. FSMFN Definition Plagiarism Infraction of academic integrity Considered an Honor Code violation www.frontierschool.edu
16. FSMFN Definition Submitting a paper, examination, or assignment written by another. Word-for-word copying (including cutting and pasting) portions of another’s writing from the World Wide Web, from hard copy text, from personal communication, without enclosing the copied passage in quotation marks and acknowledging the source in the appropriate APA reference format. The use of a unique term or concept taken from another source without acknowledging that source. www.frontierschool.edu
17. FSMFN Definition The paraphrasing or abbreviated restating of someone else’s ideas without acknowledging that person. Changing a few words in someone else’s sentence does not make it your own, even if the reference is provided at the end of the sentence. Either use quotes or synthesize the information and write your own completely new sentence with appropriate referencing. www.frontierschool.edu
18. FSMFN Definition Falsely citing a reference that was never actually consulted, or making up a citation. Functioning web links in assignments are important for this reason. Falsely reporting data that was never actually collected or which showed contrary results. Unacknowledged multiple authors or collaboration on a project or paper. (FSMFN, 2010) www.fronrschool.edu
19. Question What are the student and faculties perspectives on academic dishonesty? www.frontierschool.edu
20. 3. Survey: Students and Faculty Questions asked of students: demographics Scope of academic dishonesty Solutions Recommendations www.frontierschool.edu
21. Qualitative Data [cont’d] Questions asked of faculty: demographics Perceptions of the scope of the problems Solutions www.frontierschool.edu
22. Data Results: Student Perspectives N= 67 Age: range: 23-56 years mean: 37 years 92% female 52% first year graduate school www.frontierschool.edu
23. 1. Students :What do you think is the scope of academic dishonesty? 45% thought that ¼ of students cheat 41% thought that no students cheat 14% thought that more than ½ of students cheat www.frontierschool.edu
24. 2. Students: Perceptions of clinical cheating 91% feel there is no cheating in clinical education experiences Types of cheating that does happen: “Invent” clinical assignments Not reporting an error Dishonest about the number of clinical hours www.frontierschool.edu
25. 3. Students: Have you ever been personally involved in any type of professional or academic dishonesty? No (70.5%) Yes (29.5%) www.frontierschool.edu
26. 4. Students: Is academic dishonesty ever acceptable? Never (97%) Yes (3%) www.frontierschool.edu
27. 6. Students: What can be done to decrease or prevent academic dishonesty? Themes: total = 51 responses 53% Student focused (n=27 responses) 29% Assignment focused (n=15 ) 18% Faculty focused (n=9) www.frontierschool.edu
29. Examples of Student focused themes 45% improve student education about the issue (“address at the beginning”; “provide examples”) 37% consequences (“zero tolerance”; strong consequences”) 18% other (“screen applicants”; “sign a pledge”) www.frontierschool.edu
30. 7. What can faculty do to prevent academic dishonesty? Themes: (n= 72 responses*) 61% Student help from faculty [44 responses] 32% Assignment design to prevent cheating [23] 7% Other [5] www.frontierschool.edu
31. 7. Examples of responses Student help from faculty: “prepare students for assignments and exams” ; “more spoon-feeding” “more communication>> about expectations”; “educate about plagiarism”; teach integrity”; “change teaching methods” www.frontierschool.edu
32. 7. Examples cont’d Assignment design: “change assignments every term”; make assignments: “Fun” relevant” use “flexible timing” for assignments “open-book exams” “timed secure exams” www.frontierschool.edu
33. 8. Students: adverse outcomes of cheating? Themes: ( n= 70 responses) 35% Student-related 12% School-related 23% Clinical practice related www.frontierschool.edu
34. 8. Examples of responses Student-related: “Guilt and shame” “failure to acquire needed knowledge” “disadvantage for board exam/failure of comps” “student is cheating self” “loss of self-respect” “professional trust and integrity” www.frontierschool.edu
35. 8. Examples of responses cont School-related:“integrity and reputation of school harmed”“lowers quality of education”“skews grades in favor dishonest person”“professor distrusts students” www.frontierschool.edu
36. 8. Examples of responses cont Clinical practice-related: “lower quality of providers”“harm to integrity of profession”“dishonesty in other areas”“malpractice issues” www.frontierschool.edu
38. 9. Examples of responses Student issues:“concerns about accidental plagiarism”“disheartening to students with strong ethic code”“with technology cheating seems anonymous and will continue” “concern about working in LT and the risk of honor code violations” www.frontierschool.edu
39. 9. Examples of responses, cont Faculty issues:“honest students should not be penalized”“continuing education about academic dishonesty”“if faculty showed more personal integrity, the cheating would be greatly decreased”“too much time spent on plagiarism” “frustrating when those who have cheated are allowed to continue” www.frontierschool.edu
40. Data Results: Faculty Perspectives N= 25 100% female aged 32-67 years Faculty experience: 40% = 11 or more years 20% = 6-10 years 40% = 5 years or less www.frontierschool.edu
41. 1. Faculty: consider academic honesty to be an issue 100% Yes www.frontierschool.edu
42. 2. What % of students do you estimate have had issues with academic dishonesty? 83.3% faculty estimate ¼ of students 12.5% estimate ½ of students 4.2% estimate ¾ of students www.frontierschool.edu
43. 3. Describe the kinds of academic dishonesty you’ve encountered n= 66 responses* 32% plagiarism [ 21 responses] 29% cheating on exams [19] 18% copying/sharing/using other student work [12] 14% incorrect citations [9] 7 % other [5] * responses > 25 due to multiple responses www.frontierschool.edu
44. 4. Faculty: Reasons for student academic dishonesty Themes: (n= 48 responses*) 31% Educational issues [15 responses] 27% Student characteristics [13] 21% Lack of Knowledge [10] 21% Time issues [10] * responses > 25 due to multiple responses www.frontierschool.edu
45. 4. Examples of responses Educations issues: “pressure for grades” ;“ease of cheating”; stress to perform” Student characteristics: “laziness”; “poor judgment”; lack of honesty…integrity” Lack of knowledge: “does not know: how to write…APA”; lack of understanding about academic honesty” Time: “feel rushed”; “expediency”; “life overload” www.frontierschool.edu
46. 5. Faculty: Ramifications for studentsn= 76 responses* 45% =Professional issues [34 responses] 25% = Educational issues [19] 18% = Personal issues [14] 12% = Institutional reflection [9] * responses > 25 due to multiple responses www.frontierschool.edu
47. 5. Examples of responses Professional issues: “dishonesty to professional role and work”; “will not pass Boards”; “lack of professional knowledge” Educational issues: “poor education”; “devalue nursing education”; ‘inadequate knowledge acquisition” Personal issues: “lack of integrity”; mistrust”; “low self-esteem” Reflection on institution: “diminish the schools’ reputation”; “loss of program integrity” www.frontierschool.edu
48. 6. What prevents faculty from monitoring or detecting academic dishonesty? Themes: (n= 62 responses*) 37% Workload/class size [23 responses] 26% Administrative issues [16] 23% Distance-education environment [14] 14% Tools for detection [9] * responses > 25 due to multiple responses www.frontierschool.edu
49. 6. Examples of responses Workload and class size: “lack of time to check references”; “ large class sizes”; “too many students, not enough time” Administrative issues: “lack of support from administration”; fear of confrontation”; “if no support-why bother?” Distance education issues: “cheating is rampant everywhere”; “so many ways a student can cheat”; Tools needed: “need tools to help detect”; “Turn-It-In may help” www.frontierschool.edu
50. 7. Faculty: what can be done? Themes (53 responses)* 38 % Institutional commitment [20 responses] 26% Tools needed [14] 25% Faculty issues [13] 11% Student issues [6] www.frontierschool.edu
51. 7. Examples of responses Institutional commitment: “institution intolerance for academic dishonesty”; “environment not conducive to dishonesty”; “improve honor code” Tools needed: “Turnitin”; “detection tools” Faculty issues: “revise assignments”; “reinforce APA style”; “monitor student work closely” Student issues: “writing center for students”; “contracts for honesty” www.frontierschool.edu
52. Solutions and Procedures Institutional Honor Code Council Student driven, members volunteers from Student Council Decision made by the Administrative Team if a violation has occurred then Honor Code Council is convened 6 students, decision must be made in 45 days Student may appeal decision www.frontierschool.edu
53. Honor Code The FSMFN regards academic honesty and scholarly integrity to be essential to the education of our students; violations are not tolerated. Cheating Plagiarism Unprofessional or criminal conduct www.frontierschool.edu
54. Tools Turnitin Implemented as a student learning tool Student submits work to TII prior to submitting work to faculty Students have the opportunity to submit the paper to TII twice before sending as final paper www.frontierschool.edu
55. Tools Evaluation of Turnitin Used for one term 30% of students found it to be helpful 30% found it not to be helpful at all 40% neutral www.frontierschool.edu
56. Tools Turnitin Students unclear on process Tutorial done as part of orientation to program Utilization of orientation provided by Turnitin not sufficient www.frontierschool.edu
57. Tools Turnitin Optional for some assignments Only 50% of students utilized this when optional Used for some assignments Major written assignments work best Does not work for case studies www.frontierschool.edu
58. Plagiarism course All student complete a plagiarism course prior to beginning the program at FSMFN How to Recognize Plagiarism https://www.indiana.edu/~istd/definition.html Upon completion a certificate is placed in the student’s portfolio www.frontierschool.edu
59. Faculty Solutions Monitor student work for plagiarism Students are given one warning letter if plagiarism is suspected Placed in student file www.frontierschool.edu
60. Faculty Solutions Course redesign Innovative ways to complete case studies Allowing for collaborative work between students www.frontierschool.edu
61. Summary Students and faculty may both under-estimate the actual scope of academic dishonesty Students feel that faculty are the solution to the cheating problems Faculty feel that workload issues prevent more attention to preventing and identifying academic dishonesty www.frontierschool.edu
62. Summary Solutions in process Continued evaluation of effectiveness of implemented process www.frontierschool.edu
63. References Arhin, A., & Jones, K. (2009). A multidiscipline exploration of college students’ perception of academic dishonesty: Are nursing students different from other college students? Nursing Education Today, 29, 710 – 714. Bassendowski, S., & Salgaod, A. (2005). Is plagiarism creating an opportunity for the development of new assessment strategies? International Journal of Nursing Education Scholarship, 2(1), 1 -13. Retrieved from http://www.bepress.com/ijnes/vol2/iss1/art3. www.frontierschool.edu
64. References Faucher, D., & Caves, S. (2009). Academic dishonesty: Innovative cheating techniques and the detection and prevention of them. Teaching and Learning in Nursing, 4, 37 – 41. Fontana, J. (2009). Nursing faculty experiences of students’ academic dishonesty. Journal of Nursing Education, 48(4), 181- 185. www.frontierschool.edu
65. References Kiehl, E. (2006). Using an ethical decision- making model to determine consequences for student plagiarism. Journal of Nursing Education, 45(6), 199 – 203. Kolanko, K., Clark, C., Heinrich, K., Olive, D., Serembus, J., & Sifford, K (2006). Academic dishonesty, bullying, incivility, and violence: Difficult challenges facing nurse educators. Nursing Education Perspectives, 27(1), 34 – 43. www.frontierschool.edu
66. References McCabe, D. (2009). Academic dishonesty in nursing schools: An empirical investigation. Journal of Nursing Education, 48(11), 614 – 623. Paulos, L. (2007). Breaking the rules. Scholastic Choices, 22, 10 -13. www.frontierschool.edu
68. www.frontierschool.edu For More Information about theFrontier Schoolof Midwifery & Family Nursing www.frontierschool.edu (606) 672-2312 P.O. Box 528,195 School St.Hyden, KY 41749
