DOCSLIB.ORG

A Study of Faculty and Student Perceptions of Academic Dishonesty at a Large Public Midwestern University Tanisha Nicole Stevens University of Missouri-St

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Study of Faculty and Student Perceptions of Academic Dishonesty at a Large Public Midwestern University Tanisha Nicole Stevens University of Missouri-St University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 1-4-2013 Promoting a Culture of Integrity: A Study of Faculty and Student Perceptions of Academic Dishonesty at a Large Public Midwestern University Tanisha Nicole Stevens University of Missouri-St. Louis Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Stevens, Tanisha Nicole, "Promoting a Culture of Integrity: A Study of Faculty and Student Perceptions of Academic Dishonesty at a Large Public Midwestern University" (2013). Dissertations. 327. https://irl.umsl.edu/dissertation/327 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. PROMOTING A CULTURE OF INTEGRITY: A STUDY OF FACULTY AND STUDENT PERCEPTIONS OF ACADEMIC DISHONESTY AT A LARGE PUBLIC MIDWESTERN UNIVERSITY by TANISHA N. STEVENS M.A., Human Development Counseling, Saint Louis University, 2002 B.A., Psychology, University of Missouri-Columbia, 1999 A DISSERTATION Submitted to the Graduate School of the UNIVERSITY OF MISSOURI-ST. LOUIS In partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY in EDUCATION with an emphasis in Educational Leadership and Policy Studies December, 2012 Committee Shawn Woodhouse, Ph.D. Chairperson Patricia Boyer, Ph.D. Margaret Barton-Burke, Ph.D. Cody Ding, Ph.D. PERCEPTIONS OF ACADEMIC DISHONESTY ii COMMITTEE APPROVAL PAGE PERCEPTIONS OF ACADEMIC DISHONESTY iii ABSTRACT Research reveals that reducing academic misconduct requires an understanding of factors that influence the two key stakeholders in the epidemic: students who engage in academically dishonest behaviors and faculty who are charged with the responsibility of reporting and deterring the behavior (e.g., Prenshaw, Straughan & Albers-Miller, 2000). In response, a body of research reveals that in order to alter the environment in which academic dishonesty occurs, an understanding of how individuals perceive dishonesty and its severity is of great importance (Roberts & Rabinowitz, 1992). Accordingly, the purpose of this study was to examine faculty perceptions and student perceptions of academic dishonesty. The study involved 561 undergraduate students and 112 faculty members who primarily teach undergraduate courses at a large public Midwestern institution during the Fall Semester 2011. Participants completed an anonymous, online questionnaire that was composed of three preexisting scales: the Attitudes toward Academic Dishonesty Scale (Davis et al., 1992; Bolin, 2004), the Academic Dishonesty Scale (McCabe & Trevino, 1997c) and the Academic Integrity Survey (McCabe, 2008d). Utilizing a series of frequency counts, mean scores and one-way ANOVAs, similarities and differences were found within faculty perceptions and student perceptions for the dependent variables under study. Results of the study revealed statistically significant differences within faculty responses to student engagement in behaviors identified as academically dishonest and within student responses and faculty responses to perceptions of institutional policies and procedures that address dishonesty. Further, the results of the study support research that reveals students may not perceive certain behaviors as constituting dishonesty (e.g., Brown, 2002; Carpenter, Harding & Finelli, PERCEPTIONS OF ACADEMIC DISHONESTY iv 2006; Godfrey & Waugh, 1998; Rabi, Patton, Fjortoff & Zgarrick, 2005; Rakovsky & Levy, 2007) and that faculty perceptions of student engagement in specific behaviors identified as academically dishonest may be more negative than student self-reports of engagement (e.g., Nolan, Smith & Dai, 1998; Pe Symaco & Marcelo, 2002). PERCEPTIONS OF ACADEMIC DISHONESTY v ACKNOWLEDGEMENTS “May the LORD now show you kindness and faithfulness, and I too will show you the same favor because you have done this.” 2 Samuel 2:6 This process would not be complete until I acknowledge and thank those who have supported me on this “roller coaster” of a journey. My family…this accomplishment would not have been attainable if it was not for each one of you. To my husband, Ladarrius Stevens, thank you for being my strength during this process and for believing in me even in those moments in which I did not believe in myself. To my mother, Cynthia Smith and sister, Ebony Smith, I thank you for your encouragement, your prayers and your love. To my grandmother, Dorothy Emsweller, whose prayers were heartfelt and answered. To my daughters, Lanisha, Laniya, Lanora and Lanivia, this process should not only serve as a test of endurance and perseverance but also a testament to what hard work, faith and determination will bring you in this life. To my dissertation committee, I am truly honored that you all agreed to assist me on this journey. To my Chairperson, Dr. Shawn Woodhouse, I thank you for believing not only in my research but also for believing in me. To Dr. Pat Boyer, I thank you for your words (and revisions ) of encouragement. To Dr. Margaret Barton-Burke, I thank you for challenging me to think “outside of the box.” To Dr. Ding, I thank you for your knowledge and insight. Lastly, I would like to thank my friends, (my sisters in Christ) Cora Grandberry, Dr. Orinthia Montague and Natissia Small and my “partner in crime”, Dr. D’Andre Braddix. A special thank you to Barbara Trauterman for not only listening to my rants but also in sharing my joyous moments. And so it is written… PERCEPTIONS OF ACADEMIC DISHONESTY vi TABLE OF CONTENTS ABSTRACT……………………………………………………………………………...iii ACKNOWLEDGEMENTS……………………………………………………………….v TABLE OF CONTENTS………………………………………………………………..vii LIST OF TABLES……………………………………………………………………….xi CHAPTER 1: INTRODUCTION…………………………………………………………1 Statement of the Problem………………………………………………………….4 Purpose of the Study………………………………………………………………7 Research Questions………………………………………………………………..8 Hypotheses………………………………………………………………………...9 Significance of the Study………………………………………………………...10 Delimitations……………………………………………………………………..11 Limitations……………………………………………………………………….12 Assumptions……………………………………………………………………...13 Definitions………………………………………………………………………..13 Summary…………………………………………………………………………15 CHAPTER 2: LITERATURE REVIEW………………………………………………...17 Research on Academic Dishonesty………………………………………………18 Prevalence of Academic Dishonesty…………………………………….18 Ambiguity in Definitions………………………………………………...19 Ambiguity in Academically Dishonest Behaviors……………………….21 Student Cheating Methods……………………………………………….24 Characteristics of Students who engage in Academically Dishonest Behaviors...25 Motivational Factors……………………………………………………..26 Decision Making…………………………………………………26 Self-Efficacy……………………………………………………..27 Perceived Opportunity…………………………………………...27 Grades…………………………………………………………….28 Diminishing Sense of Integrity…………………………………………..29 Lack of Self Control and Deviant Behavior……………………………..30 PERCEPTIONS OF ACADEMIC DISHONESTY vii Individual/Demographic Factors………………………………………...31 Age……………………………………………………………….31 Gender……………………………………………………………32 Race/Ethnicity……………………………………………………32 Contextual/Situational Factors…………………………………………...33 Peers……………………………………………………………...34 Fraternity/Sorority Membership…………………………………35 Student Perceptions of Academic Dishonesty…………………………………...36 Value Systems……………………………………………………………36 Student perceptions and Academic Majors………………………………38 Business………………………………………………………….38 Engineering………………………………………………………40 Healthcare………………………………………………………..41 Student Perceptions and Peers…………………………………………...44 Cross-Cultural Studies of Student Perceptions…………………………..45 Faculty Perceptions of Academic Dishonesty…………………………………...47 Faculty and Student Perceptions…………………………………………48 Responses to Academic Dishonesty……………………………………..55 Honor Codes/Institutional Policies………………………………56 Consequences of Reporting……………………………………...58 Moral Development and Reasoning……………………………………………...60 Kohlberg…………………………………………………………………61 Theory of Moral Reasoning……………………………………..62 Gilligan…………………………………………………………………..65 Moral Development Theory……………………………………...65 Rest………………………………………………………………………66 Four Component Model of Morality…………………………….67 Moral Reasoning and Academically Dishonest Behaviors………………………69 Summary…………………………………………………………………………74 CHAPTER 3: METHODOLOGY……………………………………………………….76 Research Design………………………………………………………………….76 PERCEPTIONS OF ACADEMIC DISHONESTY viii Research Questions…………………………………………………………........78 Hypothesis…………………………………………………………......................78 Sample Setting…………………………………………………………...............79 Sample Participants………………………………………………………………80 Sampling Procedures…………………………………………………………….81 Selection of Participants…………………………………………………81 Online Survey Instrument………………………………………………..81 Delivery of the Survey Instruments……………………………………...82 Data Collection…………………………………………………………..82 Instrumentation…………………………………………………………………..83 Measures…………………………………………………………………84 Attitudes toward Academic Dishonesty Scale…………………...84 Academic Dishonesty Scale……………………………………...85 Academic Integrity Scale………………………………………...86 Data Analyses……………………………………………………………………87 Conclusion……………………………………………………………………….88 CHAPTER 4: RESULTS/DISCUSSION……………………………………………......89 Introduction………………………………………………………………………89 Survey Instruments..……………………………………………………………..89 Participants…………………………………………………………………….....90 Demographics: Student Survey…………………………………………………..91 Engagement in Academic Dishonesty…………………………………………...93
Load more

Recommended publications
  • Technology, Change, and Innovations IDST 3005 (4 Credits / 60 Class Hours) Taught by Local Faculty
    Technology, Change, and Innovations IDST 3005 (4 Credits / 60 class hours) Taught by Local Faculty International Honors Program: Social Innovation: Entrepreneurship, Design and Development PLEASE NOTE: This syllabus is representative of a typical term. Because courses develop and change over time to take advantage of unique learning opportunities, actual course content varies from semester to semester. Technology: The use of science in industry, engineering, etc., to invent useful things to solve problems. (Merriam Webster Dictionary) “Technology is messy and complex. It is difficult to define and to understand. In its variety, it is full of contradictions, laden with human folly, saved by occasional benign deeds, and rich with unintended consequences…. Defining technology in its complexity is as difficult as grasping the essence of politics.” Thomas Hughes (2004, pp. 1-2) “Dare to Imagine” https://www.youtube.com/watch?v=QYK_BCgxEK8 (video shown in 2013 at the 10th Anniversary of the Skoll World Forum) Course Description In this interdisciplinary course, students will learn about technologies (digital and non-digital) and innovations that are being developed, adapted and used in diverse contexts to bring about social change. Almost every day we read about a new gadget or some new technology that promises to change the world. Many of these products will certainly do that – but the impact will be greatest for those who can purchase it and already live comfortably. Meanwhile, at the bottom of the pyramid, many people are living with deadly diseases, highly polluted air and water, poor nutrition, widespread illiteracy, outdated tools, and unreliable electricity. Who is creating the gadgets or the new technology to change their world? How, where and why are these new products and solutions being developed? The technologies are made for whom? This course will introduce students to sources of such innovation and technologies and to social entrepreneurs and organizations successfully using and disseminating these ideas and products.
    [Show full text]
  • Academic Dishonesty Includes, but Is Not Limited To: Clarksburg High School
    Clarksburg High School – Code of Academic Integrity Clarksburg High School highly values academic integrity and does not permit any form of dishonesty or deception that unfairly, improperly or illegally enhances a grade on an individual assignment, assessment or a course grade. The following is a list of behaviors that constitute academic dishonesty. We are aware, however, that new forms of cheating, plagiarism and other forms of dishonesty may arise and, therefore, we expect every student to interpret the requirement of academic honesty and integrity broadly and in good faith. If you have any doubt as to whether a particular act constitutes academic dishonesty, ask a teacher before you do it. Academic dishonesty includes, but is not limited to: Cheating on Exams and Assignments Plagiarism in Papers and Assignments dsg 1. Copying from others or allowing others to copy 1. Giving or getting improper assistance by a from you on any assignment or assessment, parent or other person on an assignment meant including, but not limited to, homework, lab to be individual work. (When in doubt ask) reports, tests, and quizzes. 2. Including in any assignments turned in for 2. Having or using notes, formulas, or other credit any materials not based on your own information in a programmable calculator or research and writing. This includes: other electronic device without explicit teacher a) Using the services of a commercial review and permission. term paper company. 3. Having or using a communication device such b) Using the services of another student. as a cell phone, pager, PDA or electronic c) Copying part or all of another person’s translator to send or obtain unauthorized paper and submitting it as your own information.
    [Show full text]
  • College Students' Understanding of Academic Dishonesty Heidi Johnston Taylor University
    Taylor University Pillars at Taylor University Master of Arts in Higher Education Theses Graduate Theses 2009 College Students' Understanding of Academic Dishonesty Heidi Johnston Taylor University Follow this and additional works at: https://pillars.taylor.edu/mahe Part of the Higher Education Commons Recommended Citation Johnston, Heidi, "College Students' Understanding of Academic Dishonesty" (2009). Master of Arts in Higher Education Theses. 4. https://pillars.taylor.edu/mahe/4 This Thesis is brought to you for free and open access by the Graduate Theses at Pillars at Taylor University. It has been accepted for inclusion in Master of Arts in Higher Education Theses by an authorized administrator of Pillars at Taylor University. For more information, please contact [email protected]. i COLLEGE STUDENTS’ UNDERSTANDING OF ACADEMIC DISHONESTY _______________________ A thesis Presented to The School of Graduate Studies Department of Higher Education and Student Development Taylor University Upland, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Higher Education and Student Development _______________________ by Heidi Johnston May 2009 © Heidi Johnston 2009 ii Higher Education and Student Development Taylor University Upland, Indiana CERTIFICATE OF APPROVAL _________________________ MASTERS THESIS _________________________ This is to certify that the Thesis of Heidi Johnston entitled College Students’ Understanding of Academic Dishonesty has been approved by the Examining Committee for the thesis requirement for the Master of Arts degree in Higher Education and Student Development May 2009 __________________________ _____________________________ Tim Herrmann, Ph.D. Date Randall Dodge, Ph.D. Date Thesis Supervisor Member, Thesis Hearing Committee _____________________________ Skip Trudeau, Ed.D. Date Member, Thesis Hearing Committee ______________________________ Tim Herrmann, Ph.D.
    [Show full text]
  • News Literacy, Poindexter
    Graduate Syllabus Fall 2017 The University of Texas at Austin School of Journalism Course Title: J395 News Literacy for the Digital Age (08166) meets with J349T (08017) TTh 12:30-2:00 p.m.; BMC 4.204 Professor: Dr. Paula Poindexter @paulapoindexter [email protected] Phone & Text: (512) 695-6879 Office: BMC 3.310 Office Hours: TTh 2-3:30 p.m. or by Appointment Course Description and Learning Objectives: A course created by Dr. Paula Poindexter for journalism and non-journalism majors to enhance understanding and critical thinking about news, journalists, journalism practice and ethics, the public’s relationship with news, and the history and role of the press in a democracy. This course will also critique news media coverage, including its deficiencies, and examine the reasons for and solutions to the public’s low levels of media trust and news literacy as well as declining news engagement. As a result of taking News Literacy for the Digital Age, students will: Learn who is a journalist and who is not. Learn the meaning of news and the news values that influence what gets reported. Learn about news in the context of the purpose, principles, process, and history of journalism in a democratic society. Become more knowledgeable about news and the different news organizations that produce it. Develop critical thinking skills necessary to distinguish real news from fake news, alternative facts, falsehoods, biased news, opinion, gaslighting, and persuasive communication. Learn the elements of journalism and how to critically analyze news in its various formats. Become knowledgeable about journalistic ethics and ethical lapses.
    [Show full text]
  • 2016 Grad Syllabus
    Fall 2016 ENGL 4334.02 Social Media as Political Propaganda Course Description Advanced study of rhetorical and discourse analysis of social media as a site that both creates and proliferates political propaganda to a general, mass audience. Explores the current use of social media for political propaganda. Dr. Adrienne Blackwell-Starnes Maes 42 Office Hours: MW 12:00 - 3:00; TH: 1:00 - 3:00 Extension 8589 Email: [email protected] Required Texts and Materials Farrer-Myers, Victoria A. and Justin S. Vaughn, eds. Controlling the Message: New Media in American Political Campaigns. New York: NYU Press, 2015. Lee, Caroline W., Michael McQuarrie, and Edward T. Walker, eds. Democratizing Inequalities: Dilemmas of the New Public Participation. New York: NYU Press, 2015. A backup system for your files Regular access to a computer with Internet Access to social media accounts for both Facebook and Twitter Student Learning Outcomes 1. Students will demonstrate an understanding of the different types of political propaganda in mainstream social media. 2. Students will analyze the role of social media in creating and proliferating political propaganda 3. Students will compose articulate, coherent, and logical researched works relevant to expanding an understanding of political propaganda in social media. 4. Students will collaborate with peers to research, analyze, and discuss political propaganda in social media 5. Students will illustrate an understanding of social and cultural implications of the growing use of social media to share political propaganda 6. Students will illustrate an understanding of the complexities of personal choice in the sharing of political propaganda. Course Deadlines and Personal Responsibility The deadlines for all projects this semester, excepting the course blog, is the last day of classes.
    [Show full text]
  • ATIXA 2018 Whitepaper
    ATIXA The ATIXA Guide to 2018 Sanctioning Student Whitepaper Sexual Misconduct Violations Michael Henry, J.D. Brett A. Sokolow, J.D. Daniel C. Swinton, J.D., Ed.D. Anna Oppenheim, J.D. W. Scott Lewis, J.D. Saundra K. Schuster, J.D. With contributions by Richard Olshak, M.S. CONTENTS PREFACE 2 SANCTIONING GUIDE 3 INTRODUCTION 3 PRIMARY STUDENT SANCTIONS 4 SANCTIONING CONSIDERATIONS 6 Mitigating, Aggravating, and Compounding Factors 6 Severity and Egregiousness 7 Cumulative Violations 8 Prior History of Misconduct 9 Patterns of Behavior 10 Reporting Party’s Request for Enhanced/Lesser Sanctions 11 Responding Party’s Attitude 12 Staying the Sanction During the Appeal Window 13 Conditions for Return 14 OFFENSE-SPECIFIC SANCTIONING 14 Sex Discrimination 15 Hostile Environment Sexual Harassment 16 Intimate Partner Violence (IPV) 17 Sexual Exploitation 18 Non-Consensual Sexual Contact 19 Non-Consensual Sexual Intercourse/Penetration 20 Stalking 21 Retaliation 22 Close Calls 23 ABOUT THE AUTHORS 25 The ATIXA Guide to Sanctioning Student Sexual Misconduct Violations 2 PREFACE This guide offers ATIXA’s best thinking on sanctioning for the range of offenses covered by Title IX and VAWA §304. While sanctioning is ultimately the province of each school or college, guidelines and sanctioning ranges like those offered in this guide can help schools and colleges to benchmark their sanctions against the feld, better understand industry standards for sanc- tioning, and ensure that consistency and proportionality guide sanction decision-making. From an educational perspective, teaching is the central function of an institution. Sanctions are an essential part of that teaching process, and are driven by the learning outcomes educa- tors intend those sanctions to achieve.
    [Show full text]
  • CMST 132 – Techniques & Technology of Propaganda Fall 2019
    CMST 132 – Techniques & Technology of Propaganda Fall 2019 INSTRUCTOR: Michael Korolenko PHONE: 425-564-4109 OFFICE HOURS: By Appointment TEXTBOOKS: AMUSING OURSELVES TO DEATH, by Neil Postman IMPORTANT: THE DISCUSSION BOARDS AND ARTICLES TEND TO CHANGE EACH QUARTER - PLEASE DO NOT USE THE SYLLABUS TO POST TO DISCUSSION BOARDS - ONLY POST TO THOSE DISCUSSION BOARDS FOUND IN EACH WEEKLY MODULE. ▪ STUDENT CODE OF CONDUCT AND ACADEMIC INTEGRITY Cheating, stealing, and plagiarizing (using the ideas or words of another as one’s own without crediting the source) and inappropriate/disruptive classroom behavior are violations of the Student Code of Conduct at Bellevue College. Examples of unacceptable behavior include, but are not limited to, talking out of turn, arriving late or leaving early without a valid reason, allowing cell phones/pagers to ring, and inappropriate behavior toward the instructor or classmates. The instructor can refer any violation of the Student Code of Conduct to the Dean of Student Success for investigation. Specific student rights, responsibilities, and appeal procedures are listed in the Student Code of Conduct at http://bellevuecollege.edu/policies/2/2050_Student_Code.asp (Links to an external site.) ACCESSIBILITY The online elements of this course are designed to be welcoming to, accessible to, and usable by everyone, including students who are English-language learners, have a variety of learning styles, have disabilities, or are new to online learning. Be sure to let me know immediately if you encounter a required element or resource in the course that is not accessible to you. Also, let me know of changes I can make to the course so that it is more welcoming to, accessible to, or usable by students who take this course in the future.
    [Show full text]
  • Course Outline Template
    MBA B650 Managing People in Organizations Spring 2020 Course Outline Human Resources and Management Area DeGroote School of Business McMaster University COURSE OBJECTIVE Workers’ experiences and behaviors are endlessly fascinating subjects that have a number of important implications for people and the organizations in which they work. Unfortunately, misconceptions about how to manage people and run an organization abound. This course will provide a theoretical foundation that you can use to evaluate organizational phenomena and managerial practices. This course focuses on the role of “human” resources in the functioning, success, and failure of organizations. Having a great product idea, coupled with well-designed financing arrangements, and a masterful marketing plan, will be of limited value unless organizational members can actually do their jobs effectively. In fact, whether or not an organization even has a great product idea, a well-designed financing arrangement, or a masterful marketing plan in the first place is really a reflection of the successful performance of individuals who work for and with the organization, rather than the organization itself. The primary goal of this course will be to improve your understanding of how people behave in the context of an organizational structure. Having a greater knowledge of human behaviour will help you to better understand (and predict!) the attitudes and behaviours of your co-workers, subordinates, supervisors, and clients. The course advances through three levels of thinking about managing others: managing yourself, managing groups, and managing others. Through a combination of lectures, cases, readings and assignments, this course will help you to better understand your own past and future behaviours as a member and leader within an organization.
    [Show full text]
  • Approved by the Academic Senate, 2/16/88 Approved by the President, 5/20/88 Policy Revision Approved 08-09 Cfac 7
    1 Approved by the Academic Senate, 2/16/88 Approved by the President, 5/20/88 Policy revision approved 08-09 cFAC 7 CSUEB Policy on ACADEMIC DISHONESTY The University, like all communities, functions best when its members treat one another with honesty, fairness, respect and trust. Students should realize that deception for individual gain is an offense against the members of the entire community, and it is their responsibility to be informed of University regulations on Academic Dishonesty by reading the catalog. It is a duty of faculty members to take measures to preserve and transmit the values of the academic community in the learning environment which they create for their students and in their own academic pursuits. To this end, they are expected to instill in their students a respect for integrity and a desire to behave honestly. They are also expected to take measures to discourage student academic dishonesty, to adjust grades appropriately if academic dishonesty is encountered, and, when warranted, to recommend that additional administrative sanctions be considered. Grading policies are the exclusive prerogative of the faculty; administrative sanctions are under the authority of the Student Disciplinary Officer (SDO). This document provides policies and procedures to be followed when academic dishonesty is encountered.* 1. Examples of Academic Dishonesty (not exhaustive) 1.1. Cheating 1.1.1. Possessing unauthorized notes, crib sheets, additional sources of information, or other material during an examination. 1.1.2. Copying the work of another student during an examination; or permitting another student to copy one's work during the examination. 1.1.3.
    [Show full text]
  • HFA 190 Course Proposal
    HFA 190 Instructor Contact Dr. Sarah Laiola Instructor EHFA 216 Office Mondays and Wednesdays, Office 2:00-3:00pm and by Hours appointment [email protected] E-mail About This Course “Global Issues, Local Communities” Course Name Course ID HFA 190 Credit Hours 3 Semester/Year Fall 2020 Hybrid Modality Synchronous Zoom Meetings, MWF 1:00-2:00 Asynchronous Content on Moodle Course Description HFA 190 Global Issues, Local Communities. (3 credits) Using interdisciplinary and multi-disciplinary approaches, this course explores current issues that relate to community, cultural, historical, and social contexts. Students explore and engage in introductory skills from both the humanities and the arts. Course Objectives • Demonstrate the ability to evaluate and interpret varieties of humanistic inquiry and expression in new media contexts. • Understand key interpretive, cultural and conceptual frameworks that have guided the study of digital culture and new media as an emerging field of inquiry. • Develop facility with building texts and objects using digital code, web design, and HTML. Student Learning Outcomes Upon completion of this course, you should be able to 1. Curate online exhibit of your work across disciplinary emphases (ties to Core Goal 2C) 2. Produce creative written response to text about course topic (ties to Core Goal 2C) 3. Recognize diversity of artistic expression and place them in contexts (ties to Core Goal 2D) 4. Analyze artistic responses to course topic (ties to Core Goal 2D) 2 Course Requirements Required Texts There are no required texts for you to purchase for this course, and all required reading will be free and posted in Moodle.
    [Show full text]
  • COVID-19 AS a THREAT to ACADEMIC INTEGRITY 1 Cheating
    COVID-19 AS A THREAT TO ACADEMIC INTEGRITY 1 Cheating in the Wake of COVID-19: How Dangerous is Ad-hoc Online Testing for Academic Integrity? Stefan Jankea, Selma C. Rudertb, Änne Petersena, Tanja Marie Fritzc & Martin Daumillerc aUniversity of Mannheim, Germany b University of Koblenz and Landau, Germany cUniversity of Augsburg, Germany Correspondence concerning this article should be addressed to Stefan Janke (Phone: +49 (0)621 181 1936; Fax: +49 (0)621 181 2206; e-mail: [email protected]). Acknowledgements: The presented research was made possible through a research grant by the German Research Foundation to Stefan Janke (JA 3137/1-1) and Martin Daumiller (DA 2392/1-1). We thank Elisabeth Limberg, Danielle Schrepfer as well as Paula Schmelzer for their assistance with programming and data collection and Caroline Tremble for her valuable services in language editing. COVID-19 AS A THREAT TO ACADEMIC INTEGRITY 2 Abstract Worldwide, higher education institutions made quick and often unprepared shifts from on-site to online examination in 2020 due to the COVID-19 health crisis. This sparked an ongoing debate on whether this development made it easier for students to cheat. We investigated whether students did indeed cheat more often in online than in on-site exams and whether the use of online exams was also associated with higher rates of other behaviors deemed as academic dishonesty. To answer our research questions, we questioned 1,608 German students from a wide variety of higher education institutions about their behavior during the summer semester of 2020. The participating students reported that they cheated more frequently in online than in on-site exams.
    [Show full text]
  • To Access COVID-19 Information, Please Visit the Stay Healthy Lions Webpage
    To access COVID-19 information, please visit the Stay Healthy Lions Webpage. ORGL 111 – OCW - Critical Thinking COURSE SYLLABUS: Summer II 2021 INSTRUCTOR INFORMATION Instructor: Katy Williams Office Location: Online Office Hours: Email or Telephone or Virtual by Appointment Office Phone: 903-468-3042 University Email Address: [email protected] Preferred Form of Communication: Email Communication Response Time: Emails will be responded to within 24 hours COURSE INFORMATION Materials This course has been designed using Open Educational Resources (OER). All materials are embedded within the course and are accessible via the internet. After taking the pretest, students are encouraged to bookmark, download, or save materials provided via the internet for use during quizzes, assignments, and projects in this class. Supplemental Materials Links and files will be provided in the document sharing tab within the course. ORGANIZATION LEADERSHIP PROGRAM DESCRIPTION The Bachelor of Applied Arts and Sciences in Organizational Leadership (ORGL) degree is a competency- based program that prepares innovative leaders for employment in an increasingly technological and global society. This program provides opportunities for students to receive credit for what they know and can do already, allows them to accelerate completion of their degree, and — because it is fully online — students are able to plan their study schedule around the rest of their day to complete the coursework. COURSE DESCRIPTION Critical thinking is a necessary skill for anyone to be able to problem solve including making clear decisions and conclusions. This course dissects the components of arguments and helps students interpret them based on their own perspectives. The students are introduced to the processes of logical reasoning to interpret arguments and learn how to evaluate the quality of reasoning behind arguments, interpretations, and/or beliefs.
    [Show full text]