In
light of the recent Harvard cheating scandal, where approximately 125 students
“are suspected of cheating on a
take-home final during the spring semester…Harvard administrators are
considering new ways to educate
students about cheating and academic ethics” (http://www.insidehighered.com/quicktakes/2012/08/31/cheating-scandal-harvard). One thought is to create a university honor
code as a means to address the academic dishonesty on campus, however administrators
believe the root to this behavior is the prevailing belief among undergraduate
students to pass, not to learn. This
belief can be even more imminent in elite universities like Harvard (http://www.insidehighered.com/news/2012/09/06/honor-code-may-not-be-enough-solve-academic-integrity-issues-harvard). Research shows that students are navigating
their way through school by finding ways to succeed instead of learning
expressing, and the widespread rate in which students are collaborating
illustrates the culture in which our students are engaged in. To what extent do undergraduate students
value their education while in college?
Are students too focused on merely getting by their classes in order to
fully enjoy engagements beyond the classroom?
How invested are students in their academics for the purpose of
learning, instead of their education as a means to an end? And what can faculty and administrators do to
further instill the value of learning to our students? Barr and Tagg in their article From Teaching to Learning (1995),
articulate that the old model for education is of an instructional paradigm,
where a college is an institution that exists to provide instruction. They argue that there has been a shift from
the old instructional paradigm, to the learning paradigm, where a college is an
institution that exists to produce learning.
If there truly has been a shift in the ways professors instruct their
classes with the emphasis on student learning, would students cheat to the
extent that they do? How is it evident
that students value true learning despite grades and success? To what degree is their academic dishonesty a
result of desiring to get by a class taught by the teaching paradigm, or is the
academic culture of most undergraduate campuses the culprit? As college aged students are in their
emerging adulthood years, they can find the demands of college difficult and
hard to navigate. An honor code alone
may be inadequate to effectively shape the behavior of our students, but can
provide a vital foundation for our students to understand the worth of their
education.
Students are experiencing greater amounts of pressure throughout their academic career as competition for college admission continues to increase. Once they enter college, students continue to employ this narrow focus and definition of success that is quantified by their GPA. Due to this obsession with grades and attitude of "learning enough to get by," it seems that institutions would have to initiate a restructuring of grading guidelines and expectations to encourage students learn rather than memorize/regurgitate. As you mention, the mindset and limited attention span of emerging adults may influence this attitude and approach to college classes. An honor code does not appear to be the solution. Instead, we must examine the ideology of today's student and work towards a structure that encourages learning.
ReplyDeleteThis is a really interesting topic and I often ask myself the same type of questions when I hear students talking about their education. To some extent, I do believe that students today genuinely want to learn. However, I also think that so many students try to get by,get good grades, and get their degree. It is almost the college culture of today’s students, and I think this mindset starts much earlier than college. My intent is not to blame or place focus on elementary and high school teachers or procedures, but the curriculum in these stages of education is often focused on grades, tests, and memorization. The structure of education as a whole is very systematic and does not encourage active participation, critical thinking, and genuine learning. Especially in today’s climate of increased competition for college acceptance, scholarships, and jobs, it is easy for students to see their education as a means to an end. In this climate, grades become the sole focus regardless of what is actually learned or retained. When this amounts to academic dishonesty the problem is made worse. I think changing such a mindset in students is a hard task, but I think an honor code and a detailed description of college expectations is an important first step. I also think changing the view of education’s purpose at an early age is an integral aspect of truly switching to a learning paradigm.
ReplyDeleteThanks Angela for raising this issue. You pose great questions regarding the value students place on their education. I believe that many college students are motivated to succeed academically for the sake of true knowledge and learning. However, I also acknowledge that pressure may account for issues related to academic dishonesty. Higher education institutions, especially top ivy-league schools, are extremely competitive environments in which students experience pressure to succeed in all areas. Students may experience pressure from parents, peers, job prospects, or graduate school admissions. Admission to a top graduate school program often requires a competitive GPA. Furthermore, students may be in jeopardy of losing scholarship funds or parental support if they do not achieve a certain GPA. As a result, students may feel pressure to cheat in order to gain an edge in such a competitive environment.
ReplyDeletePressure is not an excuse for cheating, yet such behavior exemplifies the negative aspects of highly competitive postsecondary education systems. Even when students do not cheat, they may simply memorize and regurgitate information in order to achieve high grades and succeed in the academic environment. The establishment of an honor code would certainly outline and clarify the risks associated with academic dishonesty. However, an honor code cannot singlehandedly reduce cheating without taking into account the reasons that it occurs in the first place. I believe that higher education often overvalues grades and tests, while placing too little emphasis on reflection and critical analysis. Though students should be held responsible for academic dishonesty, it is important to examine the value placed on learning within the academic culture itself.
I think you all have made great points about this issue and I would reiterate much of what you have all said in regards to academic dishonesty, student learning outcomes, and how the pressure to succeed in college affects both of these things. But one thing I find very interesting about this story is the fact that the students are accused of cheating on a take-home exam. In reading the second Inside Higher Ed article that Angela linked, it is clear that Harvard already believes that cheating is a big concern at their institution. They are considering many options, including the honor code, in order to try to combat dishonest academic behavior. I have no experience as a teacher or faculty member, but if I was concerned about cheating, and I had an exam to give, I don't think I would give students the opportunity to complete a take-home exam. An in class examination gives the teacher or professor more ability to watch what is going on in the classroom, prevent verbal collaboration, and combat cheating at least somewhat. I think even Harvard has made it clear that it is partially the responsibility of the administrators and professors to actively work on this issue and provide an environment that promotes honesty in academics. It seems to me that eliminating the take-home final option could have been a very simple first step.
ReplyDeleteAn honor code will not realistically change the culture of Harvard for two reasons. The first is based off of my personal experience. I attended an undergraduate institution that used an honor code, which we had to write on the assignments and tests we turned in. I wish I could say that it prevented cheating, but I saw no real effect on students. Secondly, students are taught from first grade to value grades over learning. We receive report cards, grades on papers and quizzes, and standardized test scores. In order to get into a college or university, you need good grades. Does an admissions office interview students to see what they have learned over their lifetime, or do they look at transcripts? An honor code is not going to change something ingrained into our society.
ReplyDeleteAngela, this is a great topic and I believe Chelsea definitely described one of the core problems. There is a pressure to get exceptional grades in the most rigorous courses, actively participate in extracurricular activities, give back to the community AND be a kid. Furthermore, academic integrity is not discussed enough in our elementary and secondary institutions. Classmates, tutors, friends, siblings and even parents are often doing many assignments for students. I encountered a student who was attempting to register for his freshman courses but could not log-in because his mother had created the password. After further discussion with the student, he explained that his mother had actually done his college applications. He was going to college because his parents were making him. Hopefully, as he progresses through college he will begin to value and take responsibility for his own education. Until then, how do would an institution instill an honor code for this student to follow?
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ReplyDeleteAngela, along with others who have commented, all bring up interesting points. I agree with Amanda that eliminating the take-home final option would be an effective first step. However, it is imperative that university officials address the fundamental issue beneath the cheating: student's sheer dishonesty. It is unfortunate that students struggle to follow the honor code. I am not necessarily referring to Harvard's Honor Code, in particular. Rather, what we are taught from a very young age: cheating is wrong, dishonest and deceitful. It is interesting that students seem to completely disregard the "honor code" - whether written down in black and white, or not.
ReplyDeleteI understand there is a great deal of pressure and demands placed on students today. I have experienced (and still experience!) these pressures first hand. However, I still do not believe such pressures excuse the students' actions. As higher education professionals, and in our attempts to create a holistic learning experience, I believe it would be beneficial to educate students on ethics. It is important to be aware of the stages of moral development and help foster students growth and integrity. It would be beneficial to implement some sort of programming to mentor students and provide them with stress management skills. Perhaps recruiting peer advisors to serve as role-models and mentors, or implement a program in the form of a Freshman Seminar. Regardless of the form it takes, it is important to take a proactive educational approach rather than merely have rules written on a piece of paper. It seems there is a larger and deeper problem than just cheating, and it is critical to address the root of the issue.
I think everyone has provided very insightful perspectives on this topic. When it comes to academic dishonesty, I believe the root cause involves student engagement. More often than not, students are inclined to cheat when they lack interest in the subject. No one enjoys learning something that does not intrigue them or they feel has no connection to their passions and life goals. Since most higher education institutions require some form of general education, we all have to suffer through courses that do not provide valuable learning experiences for us. The temptation to take the easy route is definitely there when you are trying to maintain a high grade, yet remain disengaged with the class. I honestly believe that academic dishonesty would be a much less significant problem if colleges and universities simply gave students the freedom to create their own personalized curriculum plans consisting of classes they like, rather than forcing students to take several courses they already know are of no interest to them. Brown University, a highly prestigious Ivy League institution is already a well-known leader of this “academic freedom” model (http://www.brown.edu/academics). Ironically, it seems that giving students more freedom could potentially make them more honest.
ReplyDeleteI think this is a really great topic and there are many potential answers to these questions. To me, the academic culture present at many universities, especially prestigious ones like Harvard, play a crucial role in academic dishonestly. Many, if not most, students on these campuses feel pressure to perform well. They are constantly competing with their peers for the top position in a class. Furthermore, these students believe that that they must also compete for internships/jobs. In order to obtain these positions a high GPA is needed in order to show employers that you are competent in your field of study. It is also important to note that pressure can also come from a students family as parents expect their children to perform at a certain standard in school. Many students have understood since they were children that not only were they expected to attend a prestigious university, they are also expected to obtain certain grades. These pressures create an academic culture on campus that values your final grade in the class over what you have learned from it. Students who feel this pressure sometimes resort to academic dishonesty in order to get ahead in their classes and obtain a favorable grade.
ReplyDeleteThis is such an interesting topic, because we as professionals in higher education always comment on the core values of education being things like "the creation of critical thinking", "developing autonomy", and "creating good citizens for society". With all of the attention placed on GPA and test scores, I feel that we have gotten off-track on some of the things that should be more important. Instead of really learning how to learn and think for himself, students are taught that in the long-run, it is more important that your GPA is high in order to eventually compete in the job market. It's just sad. Sometimes, I wish we could implement a sort of higher-ed Montessori program and eliminate grading. People could get jobs based on letters of recommendation stating that they left school with a certain breadth of knowledge and ability. I realize that a number of other issues would arise from this type of system, but I do feel that we must de-emphasize the importance of scores if we are going to truly create holistic lifelong learners.
ReplyDeleteIf we value students based on their academic performance, it is difficult to tell them not to focus on their test scores. However, if students can attend to well-known universities or get a job simply based on the recommendation letter by professors or teachers, it is hard to say that how true of the letter. Or if he/she is so outstanding, how come can't he/she get good grades on the specific subject. So it is not easy to find the balance. And I agree that it is important to install the value of education in the early stage of education such as elementary school. As professionals, we should emphasize the importance of learning process rather than how important to get a good job.
ReplyDeleteWhat strikes me most about this situation is that the students--many of whom are already starting to "lawyer up"--seem almost surprised that anyone disapproved of what they were doing. Partly it seems to be that the adults involved, i.e., the professor, the academic administrators, etc., had historically ignored the rampant collaboration going on in this particular class every year, so much so that cheating seems to have been expected, if not required. To me, that speaks to broader problems in the academic culture at Harvard. If a professor isn't willing to model good behavior in the academic community by holding his or her students to a high standard, why should students feel as if they should strive for that standard themselves? Academia has to be a two-way street between the professor and the pupil, and failing 100+ students based on behavior that was likely tolerated in the past seems like a poor decision on Harvard's part. It sounds instead as if Harvard could benefit from a long, honest conversation between students, faculty, and deans about what is expected from all parties and what each hopes to get out of the classroom experience.
ReplyDeleteI love this topic Angela. Academic intergrity in universities seems to be on the rise. And now seeing it coming from the top schools/ IVY's is very disheartening. I think for many students who were very successful in high school and then come to find college a challenge are coming to a moral cross roads in their college careers. Should they risk their academic intergirty and cheat in order to keep their grades up and ensure the financial investment in their education pays off? I think universities need to stand firm in their mission and vision and remember what students are they for, academic success. Something as small as a workshop on academic intergrity and its purpose for students can be something the remind students how important it is in the long run for them to be honest and truthful with the abilities.
ReplyDeleteErica Wasserman
This is a very interesting topic and one I can appreciate from my experience working in SJACS. I've also seen how pervasive this issue is, especially in business school where the cut throat mentality seems to promote this kind of academic dishonesty and create a culture of integrity issues. This reminds me of an article in The Chronicle from 11/12/10 called "The Shadow Scholar" (http://chronicle.com/article/The-Shadow-Scholar/125329/). Take a few minutes to read this article if you haven't before as I'm sure it will blow your mind as it did mine. It's scary think think actually goes on. The ironic part is that people put so much effort into cheating, they might as well just do the work and learn. I have a feeling these issues aren't going away and will probably be more significant as technology consumes all aspects of our lives.
ReplyDeleteScott Simon
I think your comments Angela are very valid. Though most institutions have an honor code in place already, I'm not sure how revamping them will change anything without added incentives to the student body.
ReplyDeleteWhat I found particularly interesting was the idea of learning for enrichment's sake and the pursuit of knowledge as an undergraduate. Undoubtedly, our Master's programs have showcased a variety of developmental and learning theories that declare that most valuable learning takes place outside the classroom. Whether it be through research opportunities, internships, volunteer work or extracurricular activities much can be said about putting education to practice in the real world's environment.
Do I think that cheating is wrong? Yes. Does it demonstrate that students are obsessed with chasing high grades instead of acquiring knowledge? Yes. Should the instructional model be removed and the learning model most CSU's go by be implemented? Not necessarily. Assessment is inherent in every course students take whether it be for a letter grad or not. Feedback is important to provide to students as a measure of their proficiencies in any given topic. The challenge I would suggest is for faculty to get creative in their assessments and make sure it is not multiple choice and accurately measures mastery of course material.
JUANA ESCOBAR