Chinese Buddhist Studies Syllabus

2012

Academic dishonesty jeopardizes the academic integrity of the University and is not in keeping with Christian principles. It is considered to be a serious offense. Missouri Baptist University expects students to attach their names only to work or research which they have done themselves. Materials and sources must be properly documented. Students must prepare original work and research, present their own reports and papers, and take examinations without any assistance or aids not expressly permitted in the testing procedure. Academic dishonesty includes, but is not necessarily confined to: plagiarizing; cheating on examinations; submitting counterfeit reports, tests, or papers; stealing tests or other academic materials; knowingly falsifying academic records or documents such as transcripts; and submitting the same work to more than one class without consent of the instructors involved. Academic dishonesty of any nature will result in disciplinary action, which may include receiving a failing grade on the work in question, failure in the course, or dismissal from the University. Additional information is available in the Missouri Baptist University Student Handbook.

2012

THE MANY SIDES OF ACADEMIC DISHONESTY SANCTIONS By Eric Matthew Beasley In the fall of 2009, Michigan State University (MSU) implemented a new policy regarding reports of undergraduate academic dishonesty. Under the new system, instructors are required to submit an academic dishonesty report for any student that they penalize for violations of academic integrity, and these students are placed into a remediation class that I teach. I analyzed student responses from the course, compared course student responses and demographics with those of the larger MSU and national undergraduate populations, compared instructors’ descriptions of the events that led to the report being filed with those of students, and performed a longitudinal analysis of course student’s attitudes. Demographically, reported students appear to be very similar to those that make up the overall undergraduate population with one major exception: international students are over-represented among the reported by a facto...

2006

Most research in academic dishonesty focuses on why cheating is an epidemic in educational institutions, why students commit dishonest acts, and what can be done to curtail dishonesty in the classroom. Very little research focuses on what instructors have to endure when they charge students with academic dishonesty. This paper offers insights into actual cases of academic dishonesty, the process, the appeal, the result of each infraction, and why instructors might be reluctant to report incidents. Furthermore, this paper offers guidelines that can help prepare anyone who is serious about upholding academic integrity.

2009

At Kansas State University, an institutional strategy to promote academic integrity involves an honor code that is backed up by the K-State Honor and Integrity System, a student judiciary system, and the "Development and Integrity" course for students who have been found in contravention of the code. This article addresses the honor system, related university policies, and the recent development of the online version of the Development and Integrity course. This article includes an introduction, a survey of the literature, relevant pedagogical theories, a brief background, an overview of the course design and development, and lessons learned.

Journal of Academic Ethics, 2020

This study investigated faculty attitudes towards student violations of academic integrity in Canada using a qualitative review of 17 universities' academic integrity/dishonesty policies combined with a quantitative survey of faculty members' (N = 412) attitudes and behaviours around academic integrity and dishonesty. Results showed that 53.1% of survey respondents see academic dishonesty as a worsening problem at their institutions. Generally, they believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by faculty as contributing to academic dishonesty are administrative. Many faculty members feel unsupported by their administration and are reluctant to formally report academic dishonesty due to the excessive burdens of dealing with paperwork and providing proof. Faculty members also cite unprepared students and international students who struggle with language issues and the Canadian academic context as major contributors to academic dishonesty. This study concludes with recommendations for educators and recommendations for future research.

JOHME: Journal of Holistic Mathematics Education, 2018

The problem of academic dishonesty is a common problem in academia, but it is a serious problem that needs to be solved. Academic dishonesty, as the opposite of academic integrity, is the condition where students carryout their academic work (i.e., assignments and tests) dishonestly. From a Christian perspective, when students truly know Christ and have integrity in their lives, problems like academic dishonesty should not exist because students are supposed to live out their Christian values. In the brokenness of this world, these problems still happen even in Christian academic institutions. The purpose of this paper is to examine the factors causing academic dishonesty and other problems resulting from academic dishonesty, determine how to deal with acts of academic dishonesty, and suggest some ways to prevent academic dishonesty. To deal with academic dishonesty, the authors suggest some ways that are adapted from the PDCA (Plan-Do-Check-Action) theory, also known as The Deming Cycle. Ultimately, helping students act with academic integrity, instead of with academic dishonesty, requires the involvement of everyone in the school, including students and parents.

This monograph addresses some common questions about academic dishonesty in higher education and reviews issues affecting these institutions in light of existing research. The extent of academic dishonesty and the perception that it is increasing is examined. Three studies cited indicate that cheating is chronic and that 60 to 75 percent of students do cheat. A look at causes of cheating include ignorance of concepts such as collaboration, fair-use, and plagiarism, and also stress, and competition for jobs, scholarships, and admission to post-college programs. Research indicates that cheating depends significantly on situational characteristics of the classroom or institutions and that cheating is less likely to occur when there are threats of detection or sanctions. Faculty reaction research suggests that despite concerns, faculty rarely discuss rules on academic dishonesty in their classrooms. Findings also indicate that faculty often bypass university policy and handle cheating incidents on an individual basis. Research on how institutions respond to cheating incidents finds that key issues are: how academic dishonesty is defined, how cases are assessed, and how cheating is monitored. The paper concludes that institutions must take a proactive stance to reduce the incidence of cheating and to improve the climate for honesty. Contains 44 notes and 3 references. (JB)

¾ During the academic year, 1999-2000, a subcommittee of faculty and students at the University of Nevada, Reno, designed and distributed a survey to determine faculty and students' knowledge and perceptions of academic dishonesty. A sample representing 5% of the 12,000 student population that included students enrolled in introductory geology, introductory physics, introductory chemistry, and combined lower and upper division courses in economics and political sciences, was obtained. A sample representing 18% of the faculty (234 of 1325) was obtained. This paper presents observations and conclusions based on these surveys.

2000

2012

REVUE DU GROUPE FRANÇAIS DE GÉOMORPHOLOGIE publiée avec le concours du Centre National de la Recherche Scientifique Matthieu Ghilardi, Yann Tristan – Introduction to the special issue: ‘Charting Holocene landscape changes in the Mediterranean using the geoarchaeological approach’ Introduction du numéro spécial : « L’utilisation de l’approche géoarchéologique pour évaluer les changements paysagers en Méditerranée au cours de l’Holocène »............................................