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• W53103198 abstract "Academic misbehavior occurs among all students--gifted students as well as the general student population. believe that cheating, plagiarism, and other forms of academic dishonesty are supported by a pattern of rationalization similar to that which supports other common but questionable social behaviors. In the following discussion, will compare academic dishonesty with driving in excess of the speed limit and offer some comments about the pervasiveness of similar behaviors in other aspects of our lives. wish to make the point that all of us, faculty included, probably perform some actions that violate the highest standards of behavior. Although believe that academic dishonesty is unacceptable, want to make a plea that faculty look to the factors underlying its existence and that they deal with student infractions temperately. Most readers, if they are honest, will admit to driving above the speed limit from time to time. It is not a benign behavior. For one thing, it is illegal. Speeders incur the risk of tickets, fines, and suspension of driving licenses. Speeding puts the lives of the driver, the passengers, and other motorists at risk. In addition, excess gas consumption wastes natural resources. Yet many of us speed, and we feel little remorse for doing so. We incur minimal social sanction. Let us look at some of the rationalizations we make and compare them to explanations that are made by students and others to explain academic dishonesty. I DIDN'T MEAN TO DO IT. It is not always easy to maintain a constant speed in hilly terrain, and we may be distracted by scenery, passengers, and our own thoughts. We may even be ignorant of specific traffic regulations in a strange city or state. Likewise, students who are devoting little attention to an assignment may neglect to double check a reference or may omit reference for a paraphrase. Or a student may unintentionally overhear and make use of a correct answer whispered by someone else during an exam. In high school, students may have perfected the art of cut and paste, learning to cobble together a paper that incorporates numerous (often unidentified) internet sources. This practice may continue into college without students being aware, at least initially, that this method of composition is considered plagiarism. IT DOESN'T HURT ANYBODY; THERE ARE A LOT WORSE THINGS. This response reflects a rather narrow view of one's responsibility to others, but it is probably the explanation many of us make to ourselves when we speed. Similarly, it may be the private explanation students make to themselves when they decide to cheat, especially when an assignment is perceived as busy work or irrelevant. Does cheating hurt anybody? In my experience, it does. have only to recall several undergraduate classes in which cheating on exams was widespread and the grading curve adversely affected those who were doing acceptable but not outstanding work. believe that students do know that cheating can harm their classmates and themselves just we all know that driving too fast can cause horrific fatalities; however, it is more comfortable to deny the consequences of these actions. Unethical acts may be further rationalized by comparing them favorably to even more egregious behaviors. Students may claim that fudging values in a lab assignment is not as bad as breaking into a professor's computer files just as others of us may assert that driving just a few miles faster than the speed limit is not nearly as bad as driving under the influence of alcohol. The implication is that there is a spectrum of unethical behavior and that acts occurring on the upper end of the spectrum are relatively acceptable. I HAVE COMPELLING PERSONAL REASONS. We have an important job interview, an appointment with a medical specialist, a dying parent; we must arrive on time at all costs. …" @default.
• W53103198 created "2016-06-24" @default.
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• W53103198 date "2008-09-22" @default.
• W53103198 modified "2023-09-27" @default.
• W53103198 title "Speeding is Okay and Cheating is Cool" @default.
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