Interviews about why students cheat: Implications for student success at UCSC Talia Waltzer & Audun Dahl Psychology Department May 31, 2019 Academic Orientations Project (AOP) Baskin School of Engineering (BSOE) Center for Innovations in Teaching and Learning (CITL)
Academic integrity and student success Integrity is vital for successful education High rates of reported cheating in Engineering Studying why students cheat → scientific foundation for integrity and student success Harding, Mayhew, Finelli, & Carpenter, 2007; McCabe, 1997; McCabe, Butterfield, & Treviño, 2012; Waltzer, Li, & Dahl, 2017
Interviews about cheating N = 124 students recruited from lower-division engineering courses M age = 19.73; 21% women 30-minute interviews Describe a recent possible act of cheating in engineering
Why do students sometimes cheat? “I just wanted to help him. I was sympathetic.” 92% 80% described a potential did not realize they act in engineering were cheating “At this school, you can only fail like one foundations course. And then you’re out of the program.”
Implications for promoting integrity Most students cheat occasionally -- But not because they don’t care about integrity Uncertainty & Exceptional pressures Issues for equity only 4% said Beasley, 2016; Bertram Gallant, Binkin, & cheating is OK Donohue, 2014; Pennycook, 1996
As a community, how can we effect institutional changes that promote equity in decisions about cheating at UCSC? twaltzer@ucsc.edu sites.google.com/site/taliawaltzer
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