Faculty Observables and Self-Reported Responsiveness to Academic Dishonesty

Autor/inn/en	Burrus, Robert T., Jr.; Jones, Adam T.; Sackley, William H.; Walker, Michael
Titel	Faculty Observables and Self-Reported Responsiveness to Academic Dishonesty
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 5 (2015) 1, S.89-104 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Cheating; Surveys; Teacher Attitudes; College Faculty; Ethics; Punishment; Teaching Experience; Academic Rank (Professional); School Policy; College Students; Models; Regression (Statistics) + Suchen Sie Ihr Suchwort? Prellen; Survey; Umfrage; Befragung; Lehrerverhalten; Fakultät; Ethik; Bestrafung; Schulpolitik; Collegestudent; Analogiemodell; Regression; Regressionsanalyse
Abstract	Prior to 2009, a mid-sized public institution in the southeast had a faculty-driven honor policy characterized by little education about the policy and no tracking of repeat offenders. An updated code, implemented in August of 2009, required that students sign an honor pledge, created a formal student honor board, and developed a process to track and hold accountable, repeat offenders. Self-reported data on faculty vigilance to detect and punish cheating is collected both prior to and after a change in the honor code at a mid-sized public institution in the southeast. We find that, at the time of the first survey, full professors and faculty with a longer duration of employment were more likely to claim vigilance in cheating detection and harshness in punishing cheaters than newer, untenured faculty. The relationship between these factors and detection and harshness diminished when the honor code was enhanced. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01