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| Photo: The Teaching Professor Blog |
Particularly significant are disagreements between faculty and students (for example, students don’t think cheating occurs if they look something up on their phone and can’t find it; faculty consider cheating in terms of intent). In many cases, there is the question of degree (when, for example, collaboration crosses the line and becomes cheating). The effectiveness of cheating prevention mechanisms can be increased by clarifying upfront what is and isn’t cheating. Here’s a collection of activities faculty can use to ensure that students understand the behaviors that constitute cheating.
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| The Teaching Professor Blog |
Behavior Lists
Lists of cheating behaviors and those behaviors that could be considered cheating have been used extensively in the descriptive research on cheating. The list below includes items that appear on multiple research lists. However, what’s not included are behaviors that students consistently recognize as cheating; such as copying answers during an exam, getting answers off an electronic device during an exam, claiming the material of others as your own, buying or borrowing a term paper. The focus of this piece is on those behaviors about which faculty and students disagree and behaviors where the activity is not clearly, but possibly cheating.
Because common cheating behaviors aren’t included, the list below should not be used to document the extent of cheating occurring in a course. Rather, the purpose of this list is to clarify how cheating is being defined behaviorally in a course.
Here’s a run-down of possible ways to use the list.
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Source: The Teaching Professor Blog
