Bob Jensen's Threads on Plagiarism Detection and Exam Cheating

Bob Jensen at Trinity University

Cartoon from Teachable Moments --- http://insidehighered.com/views/teachable_moments/cartoon0406

Where to Begin in When Trying to Detect Plagiarism 

Comparison of Plagiarism Detection Tools --- http://www.educause.edu/ir/library/pdf/SER07017B.pdf
"Plagiarism Detection: Is Technology the Answer?" at the 2007 EDUCAUSE Southeast Regional Conference, Liz Johnson, Board of Regents of the University System of Georgia, provided a chart comparing seven plagiarism detection tools: Turnitin, MyDropBox, PAIRwise, EVE2, WCopyFind, CopyCatch, and GLATT.

The New Culture of Cheating:  What if everything you learned about fighting plagiarism was doomed to failure?

Psychology of Cheaters vs. Non-cheaters  

Combating Plagiarism: Is the Internet Causing More Students and Ministers to Copy 
Includes a module on dissertation plagiarism.

Where is the line of ethical responsibility of using online services to improve writing?

Market for Admissions Test Questions and Admissions Essay "Consulting"

Should a doctoral student be allowed to hire an editor to help write her dissertation? 
If the answer is yes, should this also apply to any student writing a course project, take home exam, or term paper? 

This service from Google Answers is disturbing.  

The Center for Academic Integrity (CAI) 

Racial Divide:  Are their differences in cheating by race? 

Cheating Issues Somewhat Unique to Distance Education

Huge Cheating Scandals at the University of Virginia, Ohio, Duke, Cambridge, and Other Universities 

Cheating Across Cultures

Plagio-riffing 

New Kinds of Cheating

My Project Files Got Corrupted (it used to be that the files just got lost)

Old Kinds of Cheating 

Did Sir Isaac Newton and Gottfried Leibnitz Plagiarize?

Social/Cultural Construction of Cheating

Ghost Students on Campus 

Smile Professor, You're on Candid Camera

Professors Who Let Students Cheat 

Professors Who Plagiarize/Cheat

Professors Who Fabricate Research Outcomes

Celebrities Who Plagiarize/Cheat

Media Sources Who Let Journalists Cheat and Go Unpunished for Cheating
Plagiarism Goes Unpunished in the Liberal Press

In Defense of Cheating

MBAs most likely (among graduate students) to cheat and make their own rules 

54% of Accounting Students Admit to Cheating

Academic Fraud for Athletes   --- http://www.trinity.edu/rjensen/HigherEdControversies.htm#Athletics

Scientists Behaving Badly  

Copyright Issues and Concerns 

Also see
The U.S. Digital Millennium Copyright Act Undermines Public Access and Sharing 
(Included Copyright Information and Dead Link Archives)

Copyright and Deep Linking  

100 Cases of Cheating at the University of Virginia 

Where to Begin in When Trying to Detect Plagiarism 

Adventures in Cheating:  A guide to Buying Term papers and Dissertations Online (What's a "virgin prostitute?" in this context?)

Plagiarism and 'Atonement'

Catching Cheaters with Their Own Computers

Guidelines for Copyrighted Material at Websites, Blackboard, and WebCT

Resume Lies

Center for Academic Integrity --- http://www.academicintegrity.org/

Threads on the P2P, PDE, Collaboration, and the Napster/Wrapster/Gnutella/Pointera/FreeNet/BearShare/KaZaA/ --- 
http://www.trinity.edu/rjensen/napster.htm 

Bob Jensen's threads on assessment at http://www.trinity.edu/rjensen/assess.htm

Bob Jensen's threads on controlling online cheating --- http://www.trinity.edu/rjensen/assess.htm#OnsiteVersusOnline

Bob Jensen's threads on onsite versus onsite assessment ---  http://www.trinity.edu/rjensen/assess.htm#OnsiteVersusOnline

January 6, 2006 message from Carolyn Kotlas [kotlas@email.unc.edu]

NEW JOURNAL COVERING PLAGIARISM IN THE UNIVERSITY COMMUNITY

The recently-launched, refereed INTERNATIONAL JOURNAL FOR EDUCATIONAL INTEGRITY [ISSN 1833-2595] intends to provide a forum to address educational integrity topics: "plagiarism, cheating, academic integrity, honour codes, teaching and learning, university governance, and student motivation." The journal, to be published two times a year, is sponsored by the University of South Australia. For more information and to read the current issue, go to http://www.ojs.unisa.edu.au/journals/index.php/IJEI .

Update Messages 

Candidates attempting to cheat in an exam by writing on a part of their body must be reported to the chief invigilator immediately. Please speak to an exam attendant who will contact the student administration office. Keep the students under close observation to ensure that they do not attempt to erase the evidence. The chief invigilator will arrange for a member of staff with a camera to come to the exam room to photograph the evidence to present to the examinations offences panel.
Signs on the walls of Student Administration Office at Queen Mary College in London, as reported by Abbott Katz, "Inside Higher Ed, May 31, 2007 --- http://www.insidehighered.com/views/2007/05/31/katz

A World Class Athlete With World Class Ethics That Will Impact Upon Future Generations
He speaks his mind --- and apologizes later.  He loves to party --- and doesn't care about winning.  Yet Bode Miller is poised to strike Olympic gold.  On the slopes with skiing's bad boy,.
Bill Saporito. As written on the cover of Time Magazine, January 23, 2006 --- http://www.time.com/time/magazine/article/0,9171,1149374,00.html

Jensen Comment
Bode Miller is the best of the best in a sport where winners are determined by hundredths of a second on a stop watch.  His picture is on the cover of the January 23, 2006 edition of Time Magazine.  Although he's relatively unknown in his home country (U.S.A.), he's been an established hero in Europe where crowds chanted "Bode, Bode, . . . ." while he was on his way to winning the 2005 World Cup.  He's poised to become the Gold Medal hero in the 2006 and obtained recent U.S. notoriety due to a recent interview on Sixty Minutes (CBS television) in which he admitted that having fun is more important than winning and that he sometimes partied too much when skiing including a few instances when he was a bit tipsy or hung over when crashing down the slope at over 80 miles per hour.

Chagrined media analysts questioned whether the partying and outspoken Bode Miller was really a role model for our young people.  I contend that he is largely do to some things buried in the article in Time Magazine. After discussing his partying and independent nature, the article goes on to explain how Bode more than any other skier in history made a science out of the sport.  Most of his life has been spent studying and experimenting with every item of clothing and equipment, every position for every circumstance on the slopes, and the torques and forces of every move under every possible slope condition. That sort of makes him my hero, but what really makes him my hero is the following quotation that speaks for itself:

Last year, after tinkering with his boots, he discovered that inserting a composite --- as opposed to aluminum or plastic --- lift under the sole gave him a better feel on the snow and better performance.  Then he did something really crazy, he shared the information with everyone, including competitors.  His equipment team flipped, but in the Miller school of philosophy this makes complete sense.  Otherwise, he says, "I'm maintaining an unfair advantage over my competitors knowingly, for the purpose of beating them alone.  Not for the purpose of enjoying it more or skiing better.  To me that's ethically unsound."

One has to be reminded of the famous poem painted on the wall of my old Algona High School gymnasium:

For when the Great Scorer comes
To write against your name.
He marks -- not that you won or lost --
But how you played the game.
Grantland Rice --- http://en.wikipedia.org/wiki/Grantland_Rice

Setting a bad example for its students:  Plagiarized from Alabama A&M University
A federal judge on Friday blocked the Southern Association of Colleges and Schools from revoking the accreditation of Edward Waters College while the institution pursues a due process lawsuit against the association.  In December, the regional accrediting group said that it had revoked the Florida college's accreditation, citing documents Edward Waters officials had submitted to the association that appeared to have been plagiarized from Alabama A&M University, another historically black institution.
Doug Lederman, "Staying Alive," Inside Higher Ed, March 14, 2005 --- http://www.insidehighered.com/insider/staying_alive 

"Tolerance of Cheating: An Analysis Across Countries" --- http://www.indiana.edu/~econed/pdffiles/spring02/magnus.pdf 

Bob Jensen's threads on P2P file sharing are at http://www.trinity.edu/rjensen/napster.htm 

Forwarded by Chris Nolan on August 28, 2003

With a new academic year starting, I wanted to remind everyone of the following comprehensive webliography on plagiarism. Each entry is annotated, and each entry represents a document that is available on the Web:

http://www.web-miner.com/plagiarism 

This Web site also has other guides to ethics issues on topical areas that you might wish to share with faculty in other departments on your campus:

Anthropology Ethics: http://www.web-miner.com/anthroethics.htm

Art Ethics: http://www.web-miner.com/artethics.htm

Bioethics: http://www.web-miner.com/bioethics.htm

Business Ethics: http://www.web-miner.com/busethics.htm

Ethics Case Studies: http://www.web-miner.com/ethicscases.htm

History Ethics: http://www.web-miner.com/historyethics.htm

Journalism Ethics: http://www.web-miner.com/journethics.htm

Research Ethics: http://www.web-miner.com/researchethics.htm

Sociology Ethics: http://www.web-miner.com/sociologyethics.htm

Bernie Sloan
Senior Library Information Systems Consultant, ILCSO
University of Illinois Office for Planning and Budgeting
616 E. Green Street, Suite 213
Champaign, IL 61820
Phone: (217) 333-4895
Fax: (217) 265-0454
E-mail: bernies@uillinois.edu 

The New Culture of Cheating

Where does responsibility for plagiarism stop?
Is a sole author responsible for the plagiarism of assistants?
Are all co-authors responsible for the plagiarism of one of the co-authors?
Is a student responsible for plagiarism caused by the student's hired assistant?
(one of Bob Jensen's former students offered this line of defense)

Ward Churchill, who is suing the University of Colorado at Boulder to get his job back, admitted on Tuesday that portions of a book he edited and wrote parts of were plagiarized, but he said he wasn't responsible for doing so, 9 News reported. "Plagiarism occurred," Churchill said in reference to the writings. But Churchill (who prefers to be called "Doctor" Churchill) said that others who were involved in the project did the plagiarizing and that he was unaware of it. Churchill has generally not admitted that any plagiarism occurred in his work, arguing that minor errors have been stretched by the university to fire him for his controversial political views. University of Colorado officials also asked Churchill on Tuesday why he had indicated that he wanted to be called "Dr. Churchill" when he has only a master's degree. Churchill responded that he has an honorary doctorate and asked the lawyer, "You wish to dishonor it?" The Denver Post noted that while there were some sharp exchanges in the testimony, much of it was detailed discussion of sources and the details of scholarly writing, and that the judge had to call a recess at one point when a juror appeared to be having difficulty staying awake.
"Churchill: 'Plagiarism Occurred' (But He Didn't Do It)
Jensen Comment
If Doctor Churchill pursues this babe-in-the woods line of defense it seems to me he should name the plagiarists who led him on.

One of the most liberal academic associations is the highly liberal Modern Language Association. However, even the MLA could not muster up a vote critical of the firing of Ward Churchill by the University of Colorado.
While material distributed by those seeking to condemn Churchill’s firing portrayed him favorably, and as a victim of the right wing, some of those who criticized the pro-Churchill effort at the meeting are long-time experts in Native American studies and decidedly not conservative.
Scott Jaschik, Inside Higher Ed, December 31, 2007 --- http://www.insidehighered.com/news/2007/12/31/mla

A huge factor in the granting of tenure to Ward Churchill was purportedly his affirmative action claim of being Native American.
Bob Jensen's threads on Doctor Churchill, the "Cherokee Wannabe" who most likely does not have drop of Native American blood, are at http://www.trinity.edu/rjensen/HypocrisyChurchill.htm

Bob Jensen's threads on plagiarism are at http://www.trinity.edu/rjensen/Plagiarism.htm

Differences Between Students Who Cheat Versus Students Who Don't Cheat

"Study Examines The Psychology Behind Students Who Don't Cheat," Science Daily, August 18, 2008 --- http://www.sciencedaily.com/releases/2008/08/080817223646.htm

While many studies have examined cheating among college students, new research looks at the issue from a different perspective – identifying students who are least likely to cheat.

The study of students at one Ohio university found that students who scored high on measures of courage, empathy and honesty were less likely than others to report their cheating in the past – or intending to cheat in the future.

Moreover, those students who reported less cheating were also less likely to believe that their fellow students regularly committed academic dishonesty.

People who don’t cheat “have a more positive view of others,” said Sara Staats, co-author of the research and professor of psychology at Ohio State University’s Newark campus.

“They don’t see as much difference between themselves and others.”

In contrast, those who scored lower on courage, empathy and honesty – and who are more likely to report that they have cheated -- see other students as cheating much more often than they do, rationalizing their own behavior, Staats said.

The issue is important because most recent studies suggest cheating is common on college campuses. Typically, more than half – and sometimes up to 80 percent – of college students report that they have cheated.

Staats conducted the research with Julie Hupp, assistant professor of psychology and Heidi Wallace, an undergraduate psychology student, both at Ohio State-Newark.

They presented their results Aug. 16 and 17 in Boston at two poster sessions at the annual meeting of the American Psychological Association.

Staats said this continuing research project aimed to find out more about the students who don’t cheat – a group that Staats and her colleagues called “academic heroes.”

“Students who don’t cheat seem to be in the minority, and have plenty of opportunities to see their peers cheat and receive the rewards with little risk of punishment,” Staats said. “We see avoiding cheating as a form of everyday heroism in an academic setting.”

The research presented at APA involved two separate but related studies done among undergraduates at Ohio State’s Newark campus. One study included 383 students and another 73 students.

The students completed measures that examined their bravery, honesty and empathy. The researchers separated those who scored in the top half of those measures and contrasted them with those in the bottom half.

Those who scored in the top half – whom the researchers called “academic heroes” – were less likely to have reported cheating in the past 30 days and the last year compared to the non-heroes. They also indicated they would be less likely to cheat in the next 30 days in one of their classes.

The academic heroes also reported they would feel more guilt if they cheated compared to non-heroes.

“The heroes didn’t rationalize cheating the way others did, they didn’t come up with excuses and say it was OK because lots of other students were doing it,” Staats said.

Staats said one reason to study cheating at colleges and universities is to try to figure out ways to reduce academic dishonesty. The results from this research suggest a good target audience for anti-cheating messages.

When the researchers asked students if they intended to cheat in the future, nearly half -- 47 percent -- said they did not intend to cheat but nearly one in four -- 24 percent -- agreed or strongly agreed that they would cheat.

The remaining 29 percent indicated that they were uncertain whether or not they would cheat.

“These 29 percent are like undecided voters – they would be an especially good focus for intervention,” Staats said. “Our results suggest that interventions may have a real opportunity to influence at least a quarter of the student population.”

Staats said more work needs to be done to identify the best ways to prevent cheating. But this research, with its focus on positive psychology, suggests one avenue, she said.

“We need to do more to recognize integrity among our students, and find ways to tap into the bravery, honest and empathy that was found in the academic heroes in our study,” she said.

Jensen Comment
I think cheating in school is much like accounting fraud in adulthood. The psychological factors interact heavily with situational factors such as the "tone at the top," particular pressures at the time, crowd psychology, and opportunity. In particular there's something to the statement that "since others were doing it, I also tried it."

Note in particular how many athletes, especially baseball players, succumbed to use of illegal performance enhancing drugs because they were aware that other top players were using such drugs.

There is also the circumstance of easy opportunity. I've previously mentioned that one daydream I repeatedly had, when I was riding my horse through about 100,000 acres of woods north of Tallahassee, centered on what I would do if I found suitcase full of cash hidden in those woods. This is analogous to having fraternity files of former examinations given by a professors who tend to repeat old questions and problems. Students who in most circumstances would not cheat might succumb under particularly easy opportunities that give them somewhat of an unfair advantage. Some might not even see looking at old examinations as cheating. Alas I never found a suitcase full of money.

An accounting professor at Trinity University was disturbed to learn that one student had purchased (on eBay) the examination test bank for the textbook she was using in a course. Some students shared using that test bank including some students who probably would not have cheated if the act had not become so darned easy and convenient.

One of the negative externalities of the Internet is that students now have more and more opportunities to cheat that did not exist when information at their fingertips did not double every 12 hours on the Internet.

"Why We Take Risks — It's the Dopamine," Alice Park, Time Magazine, December 30, 2008 --- http://www.time.com/time/health/article/0,8599,1869106,00.html
As quoted by Jim Mahar on January 2, 2008 --- http://financeprofessorblog.blogspot.com/

A new study by researchers at Vanderbilt University in Nashville and Albert Einstein College of Medicine in New York City suggests a biological explanation for why certain people tend to live life on the edge — it involves the neurotransmitter dopamine, the brain's feel-good chemical. 

Dopamine is responsible for making us feel satisfied after a filling meal, happy when our favorite football team wins ....It's also responsible for the high we feel when we do something daring,...skydiving out of a plane. In the risk taker's brain, researchers report in the Journal of Neuroscience, there appear to be fewer dopamine-inhibiting receptors — meaning that daredevils' brains are more saturated with the chemical, predisposing them to keep taking risks and chasing the next high.....

The findings support Zald's theory that people who take risks get an unusually big hit of dopamine each time they have a novel experience, because their brains are not able to inhibit the neurotransmitter adequately. That blast makes them feel good, so they keep returning for the rush from similarly risky or new behaviors, just like the addict seeking the next high...."It's a piece of the puzzle to understanding why we like novelty, and why we get addicted to substances ... Dopamine is an important piece of reward.

Continued in article

Jensen Comment
Be that as it may, some risk takers are merely trying to recover or at least average out losses which, if successful, is more of a relief than a thrill. The St. Petersburg Paradox may be more as a recovery strategy than a thrill --- http://en.wikipedia.org/wiki/St._Petersburg_paradox
Bernie Madoff probably got dopamine surges from his villas, Penthouses, and thrills of scamming investors, but at some point he might've been speculating recklessly in options derivatives in a panic to save his butt. The same might be said for any gambling addict who first gets "doped up" on the edge, and then bets more recklessly by betting the farm at miserable odds when "sobered up."

Apparently Bernie is now going to plead insanity. I think that's great defense as long as the court insists on long-term confinement as a pauper in Belleview rather than a posh psychiatric hospital --- http://en.wikipedia.org/wiki/Bellevue_Hospital

This may be a reason why some students, certainly not all, cheat for a better grade. Just the thrill of getting away with breaking the rules may lead to a dopamine surge just like a person who shoplifts an item that she/he neither needs nor wants. In my small hometown in Iowa, the wife of a high school coach, an other very dignified woman, was addicted to shop lifting items that she really didn't need or want. Our coach made an arrangement with downtown merchants to simply bill him for items that she thought she purloined without payment. The merchants kept a sharp and silent watch on her whenever she entered their stores.

Bob Jensen's fraud updates are at http://www.trinity.edu/rjensen/FraudUpdates.htm

Combating Plagiarism:  Is the Internet Causing More Students to Copy --- http://library.cqpress.com/images/cqres/pdfs/color/cqr20030919C.pdf 

This is a very comprehensive CQ Researcher edition dated September 19, 2003

THE ISSUES

775   Has the Internet increased the incidence of plagiarism among students?
          Should teachers use plagiarism-detection services?
          Are news organizations doing enough to guard against plagiarism and other types of journalistic fraud?

BACKGROUND

782   Imitation Encouraged
         Plagiarism had not always been regarded as unethical.

784   Rise of Copyright
         Attitudes about plagiarism began to change after the printing press was invented.

785   'Fertile Ground'
         Rising college admissions in the mid-1800s led to more writing assignments--and more chances to cheat.

786   Second Chances
         Some journalists who were caught plagiarizing recovered from their mistakes.

CURRENT SITUATION

787   Plagiarism and Politics
         Sen. Joseph Biden, D-Del., is among the politicians who got caught plagiarizing.

787   'Poisonous Atmosphere'
         Some journalists say news organizations overreacted following the Jayson Blair affair.

788   Action by Educators
         U.S. schools have taken a variety of steps to stop plagiarism.

OUTLOOK

790   Internet Blamed
         Educators and journalists alike say the Internet fosters plagiarism.

SIDEBARS AND GRAPHICS

776   College Students Consider Plagiarism Wrong
         Ninety percent view copying as unethical.

777   How much Plagiarism?
         Plagiarism is probably on the rise, although it appears to have remained stable over the past 40 years.

779   Confronting Plagiarism Poses Risks
         Students sometimes challenge teachers who accuse them.

783   Chronology
         Key events since 1790.

784   Rogue Reporter at The New York Times
         Jayson Blair didn't fool everybody.

789   At Issue
         Should educators use commercial services to combat plagiarism?

FOR FURTHER RESEARCH

792   For More Information
         Organizations to contact.

793   Bibliography
         Selected sources used.

794   The Next Step
         Additional articles from current periodicals.

This study is consistent with remarks made earlier by Linda Kidwell regarding student cheating.

"Do Students Cheat More in Online Classes? Maybe not," by Marc Parry, Chronicle of Higher Education, September 16, 2009 --- http://chronicle.com/blogPost/Do-Students-Cheat-More-in/8073/?sid=wc&utm_source=wc&utm_medium=en

A new study contradicts the perception that cheating is more widespread in online classes, finding that students in virtual courses were less likely to cheat than their face-to-face peers.

You can’t make any sweeping generalizations based on the results, since the study only looked at 225 students at Friends University, a private, mid-sized, Christian-based institution in Wichita, Kansas.

But the study, “Point, Click, and Cheat: Frequency and Type of Academic Dishonesty in the Virtual Classroom,” adds fresh data to the ongoing debate about academic integrity online. The issue is on the minds of many in the distance education world because the recently reauthorized Higher Education Opportunity Act requires accreditors to monitor steps that colleges take to verify that an enrolled student is the same person who does the course work.

For the new study, researchers surveyed undergraduate students about seven types of academic misconduct. These included cheating on tests, plagiarism, and aiding and abetting (letting a classmate copy a paper, for example). In both traditional and online classes, aiding and abetting was found to be the cheating method of choice. 

Asked about the results, Donna Stuber-McEwen, an author of the study, suggested that age may be one factor.

“Research has show that older students tend to cheat less frequently than younger students,” said Stuber-McEwen, a psychology professor, told The Chronicle. “And our sample tended to have a greater percentage of nontraditional students in the online classes.”

"Cambridge Survey Finds That 49% of Students Have Plagiarized," by Lawrence Biemiller, Chronicle of Higher Education, November 3, 2008 ---
Click Here

Half the students at the University of Cambridge have plagiarized, according to results of a survey by Varsity, a student newspaper at the university.

The newspaper said its survey had attracted 1,014 respondents, of whom 49 percent said they had committed at least one act defined by the university as plagiarism. The list of forbidden acts included: handing in someone else’s essay; copying and pasting from the Internet; copying or making up statistics, code, or research results; handing in work that had been submitted previously; using someone else’s ideas without acknowledgment; buying an essay; and having an essay edited by Oxbridge Essays, a company that provides online essay services. Five percent of those who admitted having plagiarized said they had been caught.

Some students were surprised to find that what they thought were innocuous academic acts had landed them in the plagiarist category. “Of course I use other people’s ideas without acknowledging them, but I didn’t think that this made me a plagiarist,” one student said.

But others admitted copying or buying work “when I am late with an essay or finding it difficult.” Law students, the newspaper said, broke the rules most often, with 62 percent admitting that they had plagiarized. Four percent of students surveyed said they had written for Oxbridge Essays.

Comments

Yes, and 100% of civil rights leaders named Martin Luther King, Jr., have also plagiarized. And 100% of writers named Doris Kearns Goodwin have plagiarized. And 100% of vice-presidential candidates named Joe Biden have plagiarized. These students are in good company. Maybe we should educate them rather than haul them before a firing squad, as too many professors want to do.

— gl Nov 1, 08:22 PM #

I agree with gl, it seems a bit harsh to haul anyone anywhere, much less before a firing squad, until we have delved into the depth of the training students receive about the rigors of attribution. (Hint: scandalously little)

The internet with all its advances did bomb us back to the intellectual property stone age with the conspicuous absence of paper trails for the materials one can find within a click or two of beginning research.

The other part of the problem, and I am ready to be placed before the firing squad for this comment, professors (especially at the undergraduate level) do not put enough thinking into the construction of their essay questions. And to make matters worse, they use the same old tired questions year in decade out. So let’s look at our role in perpetuating this obnoxious problem and criminal waste of time on both sides.

Newsflash, profs! Life is short. Why spend your precious discretionary time playing cops and robbers with your students?

— BC PROF Nov 1, 11:42 PM #

Using a service like Turnitin.com helps to reduce plagiarism quite a bit because even if the students don’t have a high likelihood of getting caught, they know that they are really taking a big risk if they try to fool the system. If students know there’s a good chance they’ll get caught, they will not engage in plagiarism. Some professors would rather spend their leisure time with their families or doing their own research rather than chasing down sources of plagiarism. Use the tools to help you catch cheaters so you can have more time for your own life.

— MEH Nov 2, 02:16 PM #

Of course if I discover that a student has committed plagiarism, I take the steps that are prescribed by the honor code at my university. But I did not become a teacher to spend my time enforcing such codes. If a student cheats and receives a grade that he doesn’t deserve, he is the poorer for it. We have this idea that cheaters are robbing someone else of something valuable, and therefore that we ought to act to stop them or to punish them. It is not so difficult to see that plagiarists are only cheating themselves. They pay the very high price of not learning what they might have learned under their own lights, and to my mind that is penalty enough.

— SK Nov 2, 02:49 PM #

MEH, the time you save with turnitin.com is lost when you catch a cheater, because you yourself become a cheater if you don’t report the honor violation (rather than handle it privately, which most campuses frown upon). So assuming you’re as honest as you expect your student to be, you’re sucked into the whole lengthy honors process, with forms and hearings and meetings and eventually the wish that you had not been so persnickety.

I think the plagiarism situation is easy to avoid if you assign paper topics based on very recent events about which nothing could have been already written. Or, as I do, require first drafts of nearly completed works, a couple weeks before the real due date, with which you can issue warnings framed in face-saving look-what-you-forgot-you-cite-or-enclose-in-quotation-marks language. They get the message you’re tough, especially if you threaten reporting an honors violation if the supposed error is not corrected, and you spend even more time with your own life.

— gl Nov 2, 03:04 PM #

gl

I think the plagiarism situation is easy to avoid if you assign paper topics based on very recent events about which nothing could have been already written.

right, I am sure that is feasible in history of philosophy classes. Second Idea was much more reasonable.

— jon Nov 2, 08:54 PM #

The key is what the students perceive as cheating. If using someone else’s ideas without acknowledging it is cheating, then we are all cheaters. The kids come in to college 17 years old and dumb. They sit in lectures, read books, talk to classmates and faculty, and hear all kinds of new ideas. How can they ever acknowledge where all those ideas came from? How can they even remember when the ideas were first planted and by whom?

Similarly, good writing involves sharing ideas with other students, revising and proofreading. That violates the honor code standard of “doing your own work.” We create a catch-22 when we demand high quality work but strictly prohibit some of the methods that are essential for good learning. And even if we don’t “strictly” prohibit appropriate collaboration, not all students know where the line is. Consequently, some students will identify themselves as cheaters, even though the type of help they get on their assignments is acceptable.

And in my field, it is pretty common for students to forget to write down some detail of their source information, and at the last minute have to fudge the works cited. Technically it is fabrication, and the students know it. It would be embarrassing to publish a error-filled works cited. But in the end it is too trivial to worry about.

All these kinds of cases drive up the number of self-identified cheaters. It isn’t worth faculty worrying out.

— Shar Nov 3, 12:33 AM #

As others have noted, the extensive use of plagiarism requires an educational solution. I commend to you an excellent article by Eleanour Snow who describes (and links to) a number of institution-wide web tutorials designed to teach students about plagiarism. You can view the article at http://innovateonline.info/index.php?view=article&id=306&action=article (requires free subscription).

James L. Morrison Editor-in-Chief, Innovate

 

Jensen Comment
There's serious doubt that Vladimir Putin even read his own thesis.

It's not clear that Vladimir Putin even read his own thesis
Large parts of an economics thesis written by President Vladimir Putin in the mid-1990s were lifted straight out of a U.S. management textbook published 20 years earlier, The Washington Times reported Saturday, citing researchers at the Brookings Institution. It was unclear, however, whether Putin had even read the thesis, which might have been intended to impress the Western investors who were flooding into St. Petersburg in the mid-1990s, the report said. Putin oversaw the city's foreign economic relations at the time.
"Putin Accused of Plagiarizing Thesis," Moscow Times, March 27, 2006 --- http://www.themoscowtimes.com/stories/2006/03/27/011.html
Jensen Comment
What's interesting about this news item is that it was published in Moscow. This would not have happened in the old Soviet Union.

Martin Luther King Jr. has been accused of widespread plagiarism, including parts of his doctoral thesis --- http://www.martinlutherking.org/thebeast.html

Joe Biden --- Beyond Plagiarism
If only Vice President Joe Biden had stuck to plagiarism. But he apparently hasn’t learned. In 1987, he copied and used a large chunk of a speech given by British labor leader Neil Kinnock, even though some of the facts (related to family history) didn’t match his own. Since then, he’s gone from plagiarism to smashmouth rhetorician. Last week, Biden was called out by former Bush advisor Karl Rove because Biden repeatedly said he’d chastised President Bush in person. And Biden came out of the ensuing discussion with a lot of mud on his face. On April 6, 2009, Biden said: “I remember President Bush saying to me one time in the Oval Office, 'Well, Joe, I'm a leader.' And I said: 'Mr. President, turn and around look behind you. No one is following.’” Three days later, on April 9, Rove said Biden’s conversation with Bush did not happen. Candida P. Wolff, Bush’s White House liaison, concurred: “I don't ever remember Biden being in the Oval. He was such a blowhard on all that stuff -- there wasn't a reason to bring him in." Facts notwithstanding, Biden has been telling stories that make it sound like he had unfettered access to Bush for some time. On HBO’s “Real Time with Bill Maher” in April 2006, Biden said: “The president will say things to me, and I'll literally turn to the president, say: 'Mr. President, how can you say that, knowing you don't know the facts?' And he'll look at me and…say: 'My instincts. …I have good instincts.' [To which I’ll say]: 'Mr. President, your instincts aren't good enough.'"
A.W.R. Hawkins, Human Events, April 14, 2009 --- http://www.humanevents.com/article.php?print=yes&id=31447

Other celebrity plagiarists --- http://www.cfif.org/htdocs/freedomline/current/in_our_opinion/plagiarism.htm

Since I have such a huge number of documents at my Website, I often wonder what kinds of grades I'm getting around the world --- http://www.trinity.edu/rjensen/threads.htm

Bob Jensen's threads on plagiarism --- http://www.trinity.edu/rjensen/Plagiarism.htm

November 3, 2008 reply from Guest, Paul [paul.guest@CRANFIELD.AC.UK]

Having taught accounting at Cambridge for several years, I believe that these high plagiarism figures are of no relevance to any accounting courses taught there.

I would guess that the high figures are likely due to the unique college tutorial system at Cambridge University (along with Oxford and a few others) where undergraduate students attend frequent (usually biweekly) small group tutorials in addition to lectures. Students are often required to write essays for these tutorials under very tight time constraints. The high plagiarism figures are likely driven by undergraduates trying to finish essays by these deadlines. The students don't benefit from such cheating. Although the essays are marked they do not count towards a final grade, and any under-prepared students are usually exposed as such in the tutorials. [For accounting tutorials, essays are very rarely set, and instead students are required to work through a previously unseen question.]

Paul Guest
Cranfield School of Management

Then in a second message Paul wrote the following:

I agree, cheating students won't learn much about the assigned material if they cheat. However, under the Cambridge and Oxford (tutorial & written assignment) system ( http://en.wikipedia.org/wiki/Tutorial_system , cheating students are much more likely to be caught at an early stage when the consequences are much less severe (since written assignments do not contribute to final grades). The cheating can therefore be dealt with informally and with a light touch by a tutor who is close to the student, so lessons can be learned with no lasting damage. Especially important when many cases of plagiarism appear to arise from ignorance.

Also, assignment writing for tutorials at Cambridge is optional. Undergraduate students can choose not to produce written assignments for tutorials (or simply not turn up to them). However, by not participating they are foregoing the most important learning experience at Cambridge. The tutorial and written assignment system is the fundamental pedagogic difference between Cambridge and other universities and a key reason why Cambridge has been so successful. It is worth £2000 per year for each undergraduate student (previously paid by the government but not any longer as of this year http://www.guardian.co.uk/education/2005/oct/14/highereducation.universityfunding ). Students are very aware of this and very rarely miss supervisions or fail to submit written assignments.

From my experience in teaching these supervisions (I also taught economics and finance for which essays were assigned) I dont believe that plagiarism is rampant. Instead I interpret the high figures along the lines suggested by Dave Albrecht, that although 49% of students have plagiarised at some point, each student has done it very rarely.

By the way, a huge thankyou from across the pond to you and the other contributors to this list, and for the great material on your website.

Paul Guest

"Dissertation cheats: the dark, corrupt slice of the Internet," by Zack Whittaker, zdnet, December 10, 2008 ---
http://blogs.zdnet.com/igeneration/?p=652&tag=rbxccnbzd1
I thank Scott Bonaker for pointing this link out to me.

The Internet is slowly becoming a rubbish tip for junk, useless information, knitting patterns and videos of blind Scottish men being hit in the nuts with a baseball. Because nothing on the web really ever disappears, we can see into the looking glass of the past. Over the last few decades, we’ve accumulated a lot of content, and the amount of “immoral” websites and services available; essay writing services for university students who want to cheat, have increased. Take this made up example:

Students can spend anything as little as a few hours up to a few weeks for an average, normal essay part of their undergraduate studies. Some will have more essays than others, but they’re an important part of a qualification. They show how the learner understands the knowledge they have acquired, how to reference and cite sources, as well as a discipline in writing formats. It’s an art, rather than a chore; maybe that’s why so many Bachelor of Arts degree qualifications have essays - art and arts.

But the other day, I received an email from CheatHouse.com, a website which “specialises in essays and papers for students”. They offer a variety of ways to plug into the database, but the primary way is to pay for access, allowing you to read through and access thousands of pre-written essays and dissertations. From their about page:

“To stimulate learning. Simply. We have gotten a lot of critisism in the past, and I suspect this will continue in the future, but we are trying to build a community, where students come together.”

Considering the name of the damn website is “CheatHouse”, are we supposed to fall for that? Now let’s face it; the chances of somebody buying a unique essay to study it and not to plagiarise it, is little-to-none. As a society, we are unfortunately not that moral.

It does, however, try to justify it on a specific page buried within the mass of links, and dodging the “encouraging cheating” question with another question; whilst creating a loophole to wiggle out of the plagiarism question. Just because the person who wrote the essay cites all the sources, references and acknowledges authors, doesn’t mean someone else can hand it in as theirs. It just doesn’t work like that. A dictionary definition won’t detract away from what appears to be a standard policy of a university.

“So you didn’t write this essay?” … “No, but all the sources are cited and it’s referenced.” … “Oh that’s OK then, well done, you’ve got a first.”

Idiots.

Why pick out this website? Because not only do they offer a slice of temptation cake to students, they also send out spam emails to Hotmail addresses. I just wish I hadn’t deleted the email in the first place. It’s not just them though; there are so many “services” out there which promote and actively support this.

Google, back in June, began to blacklist advertisements which promoted essay-writing services, which has certainly cut the number of these immoral ads from the main Google search, but for local search locales, it seems to have little effect.

Considering that a degree, or a masters or doctorate qualification enables a person to go on to very specific, specialised practices, I cannot see how the people who buy and use these essays should be let through to graduate. They surely wouldn’t, except they aren’t detected. The websites that provide these, especially this particular website which spam’s people as well, should be absolutely ashamed of themselves.

Putting it simply, it’s cheating a way into a qualification, which could be used to gain a job position or academic status. That, my friends, is fraud.

Continued in article

Jensen Comment
Plagiarism is generally thought of as being a literal or nearly-literal stealing of parts of the writings of others. It can, however, also entail the stealing of ideas without citation as to where those ideas were borrowed from in the literature or other media. It is especially relevant in this era of Weblogs, blogs, and YouTube where many ideas are stated that do not necessarily appear in traditional printed versions such as journals and books.

Jensen Comment
Plagiarism is generally thought of as being a literal or nearly-literal stealing of parts of the writings of others. It can, however, also entail the stealing of ideas without citation as to where those ideas were borrowed from in the literature or other media. It is especially relevant in this era of Weblogs, blogs, and YouTube where many ideas are stated that do not necessarily appear in traditional printed versions such as journals and books.

By way of illustration, suppose I was looking for an idea for an accounting dissertation. I stumble upon this particular module obscurely buried at http://www.trinity.edu/rjensen/theory01.htm

How to play tricks on fair value accounting by "managing" the closing price of key securities in the portfolio
Painting the Tape (also called Banging the Close)
This occurs when a portfolio manager holding a security buys a few additional shares right at the close of business at an inflated price. For example, if he held shares in XYZ Corp on the last day of the reporting period (and it's selling at, say $50), he might put in small orders at a higher price to inflate the the closing price (which is what's reported). Do this for a couple dozen stocks in the portfolio, and the reported performance goes up. Of course, it goes back down the next day, but it looks good on the annual report.
Jason Zweig, "Pay Attention to That Window Behind the Curtain," The Wall Street Journal, December 20, 2008 --- http://online.wsj.com/article/SB122973369481523187.html?

The above module has great potential for dissertation study. A doctoral student who does so, however, and fails to cite Jason Zweig for the idea is in fact cheating even if not a single phrase is lifted from Zweig's article.

The problem with this non-literal text phrasing is that plagiarism search engines often cannot detect the plagiarism of ideas.

Question
Have you considered asking your students to turn in two term papers simultaneously, one of which is mostly plagiarized and one that is pledged to be not plagiarized in any way with proper citations?

"Winning Hearts and Minds in War on Plagiarism," by Scott Jaschik, Inside Higher Ed, April 7, 2008 --- http://www.insidehighered.com/news/2008/04/07/plagiarism

That’s what Kate Hagopian, an instructor in the first-year writing program at North Carolina State University, does. For one assignment, she gives her students a short writing passage and then a prompt for a standard student short essay. She asks her students to turn in two versions. In one they are told that they must plagiarize. In the second, they are told not to. The prior night, the students were given an online tutorial on plagiarism and Hagopian said she has become skeptical that having the students “parrot back what we’ve told them” accomplishes anything. Her hope is that this unusual assignment might change that.

After the students turn in their two responses to the essay prompt, Hagopian shares some with the class. Not surprisingly, the students do know how to plagiarize — but were uncomfortable admitting as much. Hagopian said that the assignment is always greeted with “uncomfortable laughter” as the students must pretend that they never would have thought of plagiarizing on their own. Given the right to do so, they turn in essays with many direct quotes without attribution. Of course in their essays that are supposed to be done without plagiarism, she still finds problems — not so much with passages repeated verbatim, but with paraphrasing or using syntax in ways that were so similar to the original that they required attribution.

When she started giving the assignment, she sort of hoped, Hagopian said, to see students turn in “nuanced tricky demonstrations” of plagiarism, but she mostly gets garden variety copying. But what she is doing is having detailed conversations with her students about what is and isn’t plagiarism — and by turning everyone into a plagiarist (at least temporarily), she makes the conversation something that can take place openly.

“Students know I am listening,” she said. And by having the conversation in this way — as opposed to reading the riot act — she said she is demonstrating that all plagiarism is not the same, whether in technique, motivation or level of sophistication. There is a difference between “deliberate fraud” and “failed apprenticeship,” she said.

Hagopian’s approach was among many described at various sessions last week at the annual meeting of the Conference of College Composition and Communication, in New Orleans. Writing instructors — especially those tasked with teaching freshmen — are very much on the front lines of the war against plagiarism. As much as other faculty members, they resent plagiarism by their students — and in fact several of the talks featured frank discussion of how betrayed writing instructors feel when someone turns in plagiarized work.

That anger does motivate some to use the software that detects plagiarism as part of an effort to scare students and weed out plagiarists, and there was some discussion along those lines. But by and large, the instructors at the meeting said that they didn’t have any confidence that these services were attacking the roots of the problem or finding all of the plagiarism. Several people quipped that if the software really detected all plagiarism, plenty of campuses would be unable to hold classes, what with all of the sessions needed for academic integrity boards.

While there was a group therapy element to some of the discussions, there was also a strong focus on trying new solutions. Freshmen writing instructors after all don’t have the option available to other faculty members of just blaming the problem on the failures of those who teach first-year comp.

What to do? New books being displayed in the exhibit hall included several trying to shift the plagiarism debate beyond a matter of pure enforcement. Among them were Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age, just published by the University of Michigan (and profiled on Inside Higher Ed), and Pluralizing Plagiarism: Identities, Contexts, Pedagogies, released in February by Boynton/Cook.

Like Hagopian, many of those at the meeting said that they are focused on trying to better understand their students, what makes them plagiarize, and what might make them better understand academic integrity. There wasn’t much talk of magic bullets, but lots of ideas about ways to better see the issue from a student perspective — and to find ways to use that perspective to promote integrity.

Continued in article

A Clever Way to Punish and Prevent Plagiarism

"Traffic School for Essay Thieves," by Paul D. Thacker, Inside Higher Ed, November 29, 2006 --- http://www.insidehighered.com/news/2006/11/29/plagiarism

Having grown weary of punishing students for plagiarizing and advising other professors to fail them, too, Meg Files said that she had an epiphany during a random chat with a colleague at Pima Community College’s West Campus. The professor explained that he had recently gone to traffic school after receiving a ticket and that the course had actually improved his driving.

“So I thought, ‘Why can’t we have a parallel program for plagiarism?’ ” said Files, who chairs Pima’s English/journalism department.

Seizing on the idea, Files created a “traffic school for plagiarism,” aimed at altering the campus’s focus on catching and punishing students for turning in essays they didn’t write. Now students can seek academic rehabilitation instead of punishment by participating in a plagiarism program that contains five steps:

• Write a detailed, self-exam on “Why I plagiarized.”
• Read case studies of plagiarism. (Files said that many of the examples cover cases of professional journalists fired from their jobs.)
• Write a paragraph defining plagiarism.
• Meet with a tutor to discuss proper citation etiquette and complete a short worksheet on citations.
• Meet with a faculty committee to talk about how to avoid plagiarism and lessons learned.

Files, who will be overseeing the program, said that it is too early to tell whether it will be successful. Only a few students have elected to sign up, and none have yet finished.

“My reaction is, good for them,” said Donald L. McCabe, founding president of the Center for Academic Integrity. McCabe, a professor of management and global business at Rutgers University, called Pima’s approach a good policy that cuts down the middle between two extremes: excessively punishing students for literary piracy, or ignoring them. McCabe said that his own research finds that plagiarism is slightly more common today than in previous decades and that honor codes help curb the problem.

However, current policies at most educational institution revolve around detection and punishment. A number of universities now use online products such as Turnitin.com to scan essays for stolen text.

While catching students and then failing them for copying does help to reduce plagiarism, McCabe said that it probably doesn’t provide the best results and may just teach students to be more careful when they cheat. “Now we are just teaching students how to avoid detection,” he said.

Instructing students how to correctly reference other work and instilling a sense of academic integrity in them is difficult, McCabe said, but is the best way to dissuade students from plagiarizing.

“I like the focus — the remedial aspect instead of just playing gotcha,” said John P. Lesko, editor of the new scholarly journal, Plagiary. Lesko pointed out that some students may not even know that plagiarism is a bad thing, and that copying is considered normal in some countries.

He noted that Carolyn Matalene, now professor emeritus of English language and literature at the University of South Carolina, noticed in the 1980s that students in China regularly pilfered lines from published pieces. “She found that copying was actually encouraged so that you would learn like the masters,” he said.

Files said that cultural differences in defining plagiarism also drove her develop the new program. “In some cultures, plagiarism isn’t bad,” she said. But she also found that the current policies at her institution were not going far enough. In the past, Pima tried to curb plagiarism by assigning original topics, which makes it more difficult for students to purchase an essay, and by emphasizing the writing process—outlining, drafting, revising—over delivering a finished product. Finally, faculty have been encouraging students to be confident and proud of their own writing. She calls these steps “prevention” and the new program a “cure” once plagiarism is found.

“I think it’s a worthwhile effort, but the motivation to plagiarize is huge,” said Colin Purrington, associate professor of evolutionary biology at Swarthmore College. Purrington became so concerned about the growing problem with plagiarism that he put up a complete Web site to address the issue a couple of years ago.

One of the resources he cites as a deterrent against plagiarism is an essay that a Swarthmore student wrote as a disciplinary measure after getting caught. The essay reads: “Plagiarism is undisputedly, a most egregious academic offense. Unfortunately, I found that out the hard way. I cannot even begin to describe how unpleasant the experience was for me.”

On his Web page, Purrington notes that the essay is nicely written and urges instructors to hand it out to students to generate discussion. But he also notes with some chagrin: “That person got caught again some years later.”

Question
who were at least two famous world leaders who plagiarized doctoral theses?

Answer
Two that I know of off the top of my head are Martin Luther King and Vladimir Putin. Doubts are raised that Putin ever read his thesis that plagiarized from a U.S. textbook. Iran's President Ahmadinejad allegedly plagiarizes, although I don't know if he plagiarized in his doctoral thesis --- http://atlasshrugs2000.typepad.com/atlas_shrugs/2006/10/ahmadinejad_i_h.html

The source Putin plagiarized is a well known textbook. Perhaps by translating it into Russian he or his helpers thought it would not be detected.

Russian President Vladimir Putin plagiarized US textbook Russian President Vladimir Putin plagiarized sections of an American management textbook in writing an economics dissertation a decade ago, The Washington Times newspaper reported. Putin, who wrote a 218-page paper on planning in the natural resources sector, reportedly lifted numerous passages directly from a management text published by two University of Pittsburgh academics, the Times said late on Saturday, citing research by two scholars at the respected Brookings Institution think tank in Washington. Putin, who obtained a doctorate degree in economics in 1997 from the St. Petersburg Mining Institute wrote his thesis on "The Strategic Planning of Regional Resources Under the Formation of Market Relations." After reviewing the document, Brookings researchers Clifford Gaddy and Igor Danchenko concluded that large sections of Putin’s dissertation were copied almost word-for-word from the 1978 management text "Strategic Planning and Policy," by University of Pittsburgh professors William King and David Cleland.
http://theunjustmedia.com/Unjustmedia%20Archive/March%202006/march%2027%202006.htm

Harvard Novelist Says Copying Was Unintentional
Kaavya Viswanathan, the Harvard sophomore accused of plagiarizing parts of her recently published chick-lit novel, acknowledged yesterday that she had borrowed language from another writer's books, but called the copying "unintentional and unconscious." The book, "How Opal Mehta Got Kissed, Got Wild and Got a Life," was recently published by Little, Brown to wide publicity. On Sunday, The Harvard Crimson reported that Ms. Viswanathan, who received $500,000 as part of a deal for "Opal" and one other book, had seemingly plagiarized language from two novels by Megan McCafferty, an author of popular young-adult books.
Dinitia Smith, "Harvard Novelist Says Copying Was Unintentional," The New York Times, April 25, 2006 --- http://www.nytimes.com/2006/04/25/books/25book.html?_r=1&oref=slogin

Her Publisher is Not Convinced
A day after Kaavya Viswanathan admitted copying parts of her chick-lit novel, "How Opal Mehta Got Kissed, Got Wild and Got a Life," from another writer's works, the publisher of the two books she borrowed from called her apology "troubling and disingenuous." On Monday, Ms. Viswanathan, in an e-mail message, said that her copying from Megan McCafferty's "Sloppy Firsts" and "Second Helpings," both young adult novels published by Crown, a division of Random House, had been "unintentional and unconscious." But in a statement issued today, Steve Ross, Crown's publisher, said that, "based on the scope and character of the similarities, it is inconceivable that this was a display of youthful innocence or an unconscious or unintentional act." He said that there were more than 40 passages in Ms. Viswanathan's book "that contain identical language and/or common scene or dialogue structure from Megan McCafferty's first two books."
Dinitia Smith, Publisher Rejects Young Novelist's Apology," The New York Times, April 26, 2006 --- Click Here

April 27, 2006 reply from Linda Kidwell, University of Wyoming [lkidwell@UWYO.EDU]

Unlike the purchase/pooling debate or derivatives, this one is something I know a fair bit about!

First, Harvard does not have an honor code, though they debated one in the 1980s. Nor does Harvard belong to the Center for Academic Integrity, despite the fact that most of the other Ivy Leagues, all the seven sisters except Radcliffe, and over 390 universities (including a few in Canada and Australia) do. That being said, the Harvard BUSINESS School does have a code, voted in overwhelmingly by its own students several years ago.

There is a tremendous variety in scope of honor codes. Some address only academic issues while others have broader coverage. I remember my senior year at Smith two fellow seniors were expelled during their final semester for putting sugar in the gas tank of another student. This was adjudicated under the honor code there. However other campuses would handle such a thing through their students affairs or residence life departments (or of course the police could be called in).

For those unfamiliar with honor codes, Melendez, McCabe & Trevino, and my papers have used these criteria for an honor code:

1. unproctored exams
2. some kind of signed pledge that students will not cheat
3. a peer judiciary
4. reportage requirements, i.e., students should not tolerate violations of academic integrity and have an obligation to report them

Any one or a combination of these criteria must be in place for a true honor code. McCabe's research has shown that honor codes cut cheating about in half.

The clearing house, if you will, for honor codes in place in the U.S. is the Center for Academic Integrity, at www.academicintegrity.org 

Now back to Bob's question, pretending it took place at a university with an honor code. Did this plagiarism take place in the context of coursework? I believe the answer in this case is no. Therefore it would depend on whether the honor code was written to encompass activities outside of class. Some codes would capture this incident under the general category of behavior that brings disrepute to the university (all sorts of things, including well-known athletes that behave in a drunken manner in public, debate teams that trash a hotel room, you name it). Others would have no jurisdiction in this case because it did not take place in class, nor did she do it as part of an organized university group or function.

Honor codes are a wonderful thing if students are socialized into accepting them early. They can really make cheating a major social gaffe, such that many students who might cheat elsewhere wouldn't take the risk. Perhaps this woman would not have committed this plagiarism if she had been at a university with an honor code culture. I still remember how unnerved I was (and perhaps how naive) when I was first a teaching assistant at LSU. I couldn't believe all the precautions, including leaving bags at the front, removing hats, spacing people apart, requiring photo identification on their desks, pacing the rows, etc. I had never even been proctored during an exam before, so it was really a culture shock!

I could go on and on, as this is a favorite topic of mine, but I'll save more for another day. :-)

Linda Kidwell

March 3, 2006 message from Carolyn Kotlas [kotlas@email.unc.edu]

SCHOLARLY JOURNAL ON PLAGIARISM

In January the University of Michigan Scholarly Publishing Office launched a refereed online journal, PLAGIARY. The purpose of the journal is "to bring together the various strands of scholarship which already exist on the subject, and to create a forum for discussion across disciplinary boundaries." Papers in the first issues include:

-- "The Google Library Project: Both Sides of the Story"

-- "Copy This! A Historical Perspective On the Use of the Photocopier in Art"

-- "A Million Little Pieces of Shame"

Plagiary: Cross-Disciplinary Studies in Plagiarism, Fabrication, and Falsification [ISSN 1559-3096] is available free of charge as an Open Access journal on the Internet at http://www.plagiary.org/ . For more information contact: John P. Lesko, Editor, Department of English, Saginaw Valley State University, University Center, MI 48710 USA; tel: 989-964-2067; fax: 989-790-7638; email: jplesko@svsu.edu 

"Technology and Plagiarism in the University: Brief Report of a Trial in Detecting Cheating," Diane Johnson et al., AACE Journal 12(3), 281-299 --- http://www.aace.org/pubs/AACEJ/dispart.cfm?paperID=24 

This article reports the results of a trial of automated detection of term-paper plagiarism in a large, introductory undergraduate class. The trial was premised on the observation that college students exploit information technology extensively to cheat on papers and assignments, but for the most part university faculty have employed few technological techniques to detect cheating. Topics covered include the decision to adopt electronic means for screening student papers, strategic concerns regarding deterrence versus detection of cheating, the technology employed to detect plagiarism, student outcomes, and the results of a survey of student attitudes about the experience. The article advances the thesis that easily-adopted techniques not only close a sophistication gap associated with computerized cheating, but can place faculty in a stronger position than they have ever enjoyed historically with regard to the deterrence and detection of some classes of plagiarism.

But the topic of plagiarism itself keeps returning. One professor after another gets caught in the act. The journalists and popular writers are just as prolific with other people’s words. And as for the topic of student plagiarism, forget it — who has time to keep up?

It was not that surprising, last fall, to come across the call for papers for a new scholarly journal called Plagiary: Cross-Disciplinary Studies in Plagiarism, Fabrication, and Falsification. I made a mental note to check its Web site again — and see that it began publishing this month.

One study is already available at the site: an analysis of how the federal Office of Research Integrity handled 19 cases of plagiarism involving research supported by the U.S. Public Health Service. Another paper, scheduled for publication shortly, will review media coverage of the Google Library Project. Several other articles are now working their way through peer review, according to the journal’s founder, John P. Lesko, an assistant professor of English at Saginaw Valley State University, and will be published throughout the year in open-source form. There will also be an annual print edition of Plagiary. The entire project has the support of the Scholarly Publishing Office of the University of Michigan.

In a telephone interview, Lesko told me that research into plagiarism is central to his own scholarship. His dissertation, titled “The Dynamics of Derivative Writing,” was accepted by the University of Edinburgh in 2000 — extracts from which appear at his Web site Famous Plagiarists, which he says now gets between 5,000 and 6,000 visitors per month.

While the journal Plagiary has a link to Famous Plagiarists, and vice versa, Lesko insists that they are separate entities — the former scholarly and professional, the latter his personal project. And that distinction is a good thing, too. Famous Plagiarists tends to hit a note of stridency such that, when Lesko quotes Camille Paglia denouncing the poststructuralists as “cunning hypocrites whose tortured syntax and encrustations of jargon concealed the moral culpability of their and their parents’ generations in Nazi France,” she seems almost calm and even-tempered by contrast.

“It seems that both Foucault and Barthes’ contempt for the Author was expressed in some rather plagiaristic utterances,” he writes, “a parroting of the Nietschean ‘God is dead’ assertion.” That might strike some people as confusing allusion with theft. But Lesko is vehement about how the theorists have served as enablers for the plagiarists, as well as the receivers of hot cargo.

“After all,” he writes, “a plagiarist — so often with the help of collaborators and sympathizers — steals the very livelihood of a text’s real author, thus relegating that author to obscurity for as long as the plagiarist’s name usurps a text, rather than the author being recognized as the text’s originator. Plagiarism of an author condemns that author to death as a text’s rightfully acknowledged creator...” (The claim that Barthes and Foucault were involved in diminishing the reputation of Nietzsche has not, I believe, ever been made before.)

To a degree, his frustration is understandable. In some quarters, it is common to recite – as though it were an established truth, rather than an extrapolation from one of Foucault’s essays – the idea that plagiarism is a “historically constructed” category of fairly recent vintage: something that came into being around the 18th century, when a capitalistically organized publishing industry found it necessary to foster the concept of literary property.

A very interesting argument to be sure — though not one that holds up under much scrutiny.

The term “plagiarism” in its current sense is about two thousand years old. It was coined by the Roman poet Martial, who complained that a rival was biting his dope rhymes. (I translate freely.) Until he applied the word in that context, plagiarius had meant someone who kidnapped slaves. Clearly some notion of literary property was already implicit in Martial’s figure of speech, which dates to the first century A.D.

At around the same time, Jewish scholars were putting together the text of that gigantic colloquium known as the Talmud, which contains a passage exhorting readers to be scrupulous about attributing their sources. (And in keeping with that principle, let me acknowledge pilfering from the erudition of Stuart P. Green, a professor of law at Louisiana State University at Baton Rouge, whose fascinating paper “Plagiarism, Norms, and the Limits of Theft Law: Some Observations on the Use of Criminal Sanctions in Enforcing Intellectual Property Rights” appeared in the Hastings Law Review in 2002.)

In other words, notions of plagiarism and of authorial integrity are very much older than, say, the Romantic cult of the absolute originality of the creative genius. (You know — that idea Coleridge ripped off from Kant.)

At the same time, scholarship on plagiarism should probably consist of something more than making strong cases against perpetrators of intellectual thievery. That has its place, of course. But how do you understand it when artists and writers make plagiarism a deliberate and unambiguous policy? I’m thinking of Kathy Acker’s novels, for example. Or the essayist and movie maker Guy Debord’s proclamation in the 1960s: “Plagiarism is necessary. Progress demands it.” (Which he, in turn, had copied from the avant-garde writer Lautreamont, who had died almost a century earlier.)

Why, given the potential for humiliation, do plagiarists run the risk? Are people doing it more, now? Or is it, rather, now just a matter of more people getting caught?

Given Lesko’s evident passion on the topic of plagiarism as a moral transgression – embodied most strikingly, perhaps, in his color-coded War on Plagiarism Threat Level Analysis – I had to wonder if the doors of [ital]Plagiary[ital] would be open to scholars not sharing his perspective.

Was it worth the while of, say, a Foucauldian to offer him a paper?

“It may be that I’m a bit more conservative than some scholars,” he conceded. But he points out that manuscripts submitted to Plagiary undergo a double-blind review process. They are examined by three reviewers – most of them, but not all, from the journal’s editorial board.

There is no ideological or theoretical litmus test, and he’s actively seeking contributions from people you might not expect. “I’m willing to consider articles from plagiarists,” he said.

That’s certainly throwing the door wide open. You would probably want to vet their work pretty carefully, though.

Cheating then versus now
What this means in evaluative practice is not only that the opportunities to cheat (just to continue to use this word) are enormously expanded. The nature of cheating itself changes accordingly — to the despair of every teacher, beginning with those who teach freshman composition. The very fact that “plagiarism” must be carefully defined there defers to the absence of what the dean in (the movie) School Ties refers to as a vacuum. (Could cheating even be punished — in his terms — if one has to begin by defining it?) It also testifies to the near-impossibility of judging a paper on SUV’s or gay marriage or God-knows-what that has been cobbled together out of Internet sources whose fugitive presence, sentence by sentence, is almost undetectable. Furthermore, to the student these sources may well be almost unremarkable, with respect to his or her own words. What is this business of one’s “own words” anyway? What if the very notion has been formed by CNN? How not to visit its site (say) when time comes to write? Most students will be unfamiliar with a theoretical orientation that questions the whole idea of originality. But they will not be unaffected with some consequences, no less than they are unaffected by, say, the phenomenon of sampling and remixing as it takes place in popular culture, especially fashion or music.  “Plagiarism” has to contend with all sorts of notions of imitation, none of which possess any moral valence. Therefore, plagiarism becomes — first, if not foremost — a matter of interpretive judgment. Cheating, on the other hand, is not interpretive in the same way (and, in the world of (the movie) School Ties, not “interpretive” at all). No wonder, in a sense, that test gradually has had to yield to text. It is almost as if the vacuum could not hold. By the present time, the importance of determining grades (in part if not whole) by means of papers acquires the character of a sort of revenge of popular culture — ranging from cable television to rap music — upon academic culture.
Terry Caesar, "Cheating in a Time of Extenuating Circumstances," Inside Higher Ed, July 8, 2005 --- http://www.insidehighered.com/views/2005/07/08/caesar
 

Jensen Comment:  The 1992 movie School Ties focuses on cheating brought to light by an honor code that requires students to report seeing other students cheat.  It also focuses on education at a time when cheating was more severely punished, usually by expulsion from school.  In most colleges today, first-time offenders who get caught are generally placed on some type of probation.  At the same time most schools have modified their honor codes in this litigious society such that students are no longer required to report observed cheating of other students.  Many instructors view reporting of cheating as becoming too much of a hassle in terms of time and trouble when the student will not be severely punished in any case.  This leads to greater risk taking on the part of some students when it comes to cheating.  They are less likely to be detected and, if detected for the first time, the punishments are negligible relative to the rewards.  Such risk taking continues on when they are tempted to cheat as executives in business/government and the temptations to siphon off millions of dollars are great.

From T.H.E. Newsletter on November 17, 2004

With the crunch of midterms, finding time to write that history paper or analyze that Shakespeare poem may seem like an impossible feat.

But students will want to think twice before running to the Internet to download a paper in times of desperation, as UCLA renewed its license this year for the commonly used online anti-plagiarism service, Turnitin.com…

For the full story, visit: http://www.dailybruin.ucla.edu/news/articles.asp?id=30809 

Ministers should learn that it is much more acceptable if attribution of source material is given up front
Glenn Wagner was a successful mega-church pastor in Charlotte, N.C., until one of his elders heard a sermon on the radio that was identical to one he had heard from the pulpit. Mr. Wagner confessed that he had been preaching other people's sermons off and on for two years, including some he broadcast on Christian radio. He resigned from his ministry last fall. A similar case occurred after members of the National City Christian Church in Washington, D.C., found on the internet sermons that Alvin O'Neal, moderator of the Christian Church (Disciples of Christ) and a celebrated preacher in that denomination, had preached. Mr. O'Neal apologized for his actions and remains in his ministry. A number of lesser-known ministers across the country have also been caught stealing sermons. Sometimes it makes the newspapers, but other times congregations or denominations handle the matter quietly.
Gene Edward Veith, "Word for word RELIGION: More and more pastors lift entire sermons off the internet—but is the practice always wrong?" World Magazine, April 22, 2005 ---
http://www.worldmag.com/subscriber/displayarticle.cfm?id=10576

Question
Where are your students going for help with term paper assignments?

Answer
One place might be the "Term Paper Research Guide" at http://www.findarticles.com/p/page?sb=articles_guide_termpaper&tb=art 

"Hi-tech answer to student cheats," BBC News, June 30, 2004 --- http://news.bbc.co.uk/2/hi/uk_news/england/tyne/wear/3852347.stm 

New measures to help detect cheating students are being demonstrated at a conference in Newcastle. 

A survey of around 350 undergraduates found nearly 25% had copied text from another source at least once.

A new service that can scan 4.5 billion web pages is now online so that lecturers can check the originality of the work submitted by students.

The software is being demonstrated at a meeting of the Plagiarism Advisory Service at Northumbria University.

'Originality report'

Student Tom Lenham said of the statistics: "That's a pretty modest interpretation of the situation at the moment.

"From my own experience and that of fellow students, it's a lot higher than that because it is not drummed into our heads from the start.

"Only more recently have we been told how to use the internet for referencing."

The Plagiarism Advisory Service says cheating is not a new phenomenon but the internet has led to concerns within the academic community that the problem is set to increase dramatically.

The service manager Fiona Duggan said: "The software has four databases that it checks students' work against and produces an originality report which highlights where it has found matches.

"It demonstrates where the student has lifted text from, and it also takes you to the source where the match was found."

The software has been developed in the USA and the Plagiarism Advisory Service hopes it will go some way to stamping out the practice.

Ms Duggan said: "There are other things that can be done, like the way you set assignments so each student has something individual to put into the assignment so it is not so easy to copy."

Questions
Should a doctoral student be allowed to hire an editor to help write her dissertation? 
If the answer is yes, should this also apply to any student writing a course project, take home exam, or term paper?

Answer
Forwarded by Aaron Konstam
"Academic Frauds," The Chronicle of Higher Education, November 3, 2003 --- http://chronicle.com/jobs/2003/11/2003110301c.htm 

Question (from "Honest John"): I'm a troubled member of a dissertation committee at Private U, where I'm not a regular faculty member (although I have a doctorate). "Bertha" is a "mature" student in chronological terms only. The scope of her dissertation research is ambiguous, and the quality of her proposal is substandard. The committee chair just told me that Bertha is hiring an editor to "assist" her in writing her dissertation. I'm outraged. I've complained to the chair and the director of doctoral studies, but if Bertha is allowed to continue having an "editor" to do her dissertation, shouldn't I report the university to an accreditation agency? This is too big a violation of integrity for me to walk away.

Answer: Ms. Mentor shares your outrage -- but first, on behalf of Bertha, who has been betrayed by her advisers.

In past generations, the model of a modern academician was a whiz-kid nerd, who zoomed through classes and degrees, never left school, and scored his Ph.D. at 28 or so. (Nietzsche was a full professor at 24.) Bertha is more typical today. She's had another life first.

Most likely she's been a mom and perhaps a blue-collar worker -- so she knows about economics, time management, and child development. Maybe she's been a musician, a technician, or a mogul -- and now wants to mentor others, pass on what she's known. Ms. Mentor hears from many Berthas.

Returning adult students are brave. "Phil" found that young students called him "the old dude" and snorted when he spoke in class. "Barbara" spent a semester feuding with three frat boys after she told them to "stop clowning around. I'm paying good money for this course." And "Millie's" sister couldn't understand her thirst for knowledge: "Isn't your husband rich enough so you can just stay home and enjoy yourself?"

Some tasks, Ms. Mentor admits, are easier for the young -- pole-vaulting, for instance, and pregnancy. Writing a memoir is easier when one is old. And no one under 35, she has come to suspect, should give anyone advice about anything. But Bertha's problem is more about academic skills than age.

Her dissertation plan may be too ambitious, and her writing may be rusty -- but it's her committee's job to help her. All dissertation writers have to learn to narrow and clarify their topics and pace themselves. That is part of the intellectual discipline. Dissertation writers learn that theirs needn't be the definitive word, just the completed one, for a Ph.D. is the equivalent of a union card -- an entree to the profession.

But instead of teaching Bertha what she needs to know, her committee (except for Honest John) seems willing to let her hire a ghost writer.

Ms. Mentor wonders why. Do they see themselves as judges and credential-granters, but not teachers? Ms. Mentor will concede that not everyone is a writing genius: Academic jargon and clunky sentences do give her twitching fits. But while not everyone has a flair, every academic must write correct, clear, serviceable prose for memos, syllabuses, e-mail messages, reports, grant proposals, articles, and books.

Being an academic means learning to be an academic writer -- but Bertha's committee is unloading her onto a hired editor, at her own expense. Instead of birthing her own dissertation, she's getting a surrogate. Ms. Mentor feels the whole process is fraudulent and shameful.

What to do?

Ms.Mentor suggests that Honest John talk with Bertha about what a dissertation truly involves. (He may include Ms. Mentor's column on "Should You Aim to Be a Professor?") No one seems to have told Bertha that it is an individual's search for a small corner of truth and that it should teach her how to organize and write up her findings.

Moreover, Bertha may not know the facts of the job market in her field. If she aims to be a professor but is a mediocre writer, her chances of being hired and tenured -- especially if there's age discrimination -- may be practically nil. There are better investments.

But if Bertha insists on keeping her editor, and her committee and the director of doctoral studies all collude in allowing this academic fraud to take place, what should Honest John do?

He should resign from the committee, Ms. Mentor believes: Why spend his energies with dishonest people? He will have exhausted "internal remedies" -- ways to complain within the university -- and it is a melancholy truth that most bureaucracies prefer coverups to confrontations. If there are no channels to go through, Honest John may as well create his own -- by contacting the accrediting agencies, professional organizations in the field, and anyone else who might be interested.

Continued in the article.

Why not hire Google to write all or parts of her dissertation dissertation? (See below)

November 3, 2003 reply from David R. Fordham [fordhadr@JMU.EDU] 

Bob, there are two very different questions being addressed here.

The first deals with the revelation that “her dissertation research is ambiguous, and the quality of her proposal is substandard”.

The editing of a manuscript is a completely different issue.

The ambiguity of the research and the flaws with the proposal should be addressed far more forcefully than the editing issue!

Care should be used to ensure that the editor simply edits (corrects grammar, tense, case, person, etc.), and isn’t responsible for the creation of ideas. But if the editor is a professional editor who understands the scope of his/her job, I don’t see why editing should be an issue for anyone, unless the purpose of the dissertation exercise is to evaluate the person’s mastery of the minutiae of the English language (in which case the editor is indeed inappropriate).

Talk about picking your battles … I’d be a lot more upset about ambiguous research than whether someone corrected her sentence structure. I believe the whistle-blower needs to take a closer look at his/her priorities. A flag needs to be raised, but about the more important of the two issues.

David R. Fordham
PBGH Faculty Fellow
James Madison University

Where is the line of ethical responsibility of using online services to improve writing?

June 23, 2006 message from Elliot Kamlet [ekamlet@STNY.RR.COM]

Is it just me or is there a lack of, at least, shame.

http://www.thepaperexperts.com/aboutus.shtml 

Elliot Kamlet
Binghamton University

June 23, 2006 reply from Bob Jensen

Hi Elliot,

I suspect that paying to have your writing edited, revised, and translated is as old as writing itself. Networking technology has simply made it faster, easier, and in many instances cheaper.  What is a problem is that a student who writes very badly may never be discovered in college if writing is required only for assignments outside the classroom. This speaks in favor of essay examinations along the way.

There is certainly nothing illegal about an editing service, and it would be tough to say outside editing is unethical except for assignments that require or request that the author's work must be entirely in his/her own words.

Of course this particular service in Canada may entail both editing and translating (from Canadian into English) --- just kidding.

If such a service also adds new content, then the ethical issues are very clear since the author might take credit for the new content where credit is not due. The author also takes a chance that the new content might be plagiarized.

I had a student some years ago that submitted a term paper that was plagiarized entirely from three separate sources (that I found with a Google search). In dealing with the student and his parents, I discovered that he was not aware that his AIS paper was plagiarized. He was a young CEO of one of his father's AIS companies. He (my student) hired one of his employees to write the paper. The employee actually plagiarized the work to be submitted in the name of my student.

The question in this case is what is worse --- plagiarizing from published sources or hiring the writing of the term paper? In either case, the rule infraction would get the student an F from me and a report of the incident to the Academic Vice President of the University.

Interestingly, the student approached me about five years later and asked if the time limit on his F grade had expired. He wanted to submit a new paper. I told him that F grades do not expire even after graduation.

Bob Jensen

June 23, 2006 reply from Ruth Bender [r.bender@CRANFIELD.AC.UK]

And for $62.65 you can buy "Plagiarism and Academic Integrity"

"Plagiarism is a constant concern in the academic world particularly in areas that involve a lot of research or term paper writing, such as English Literature. The Internet seems to be making plagiarism easier as are companies that specialize in academic research writing for hire. However, several experts believe that most plagiarism takes place because students do not fully understand how to perform proper scholarly research and integrate it into their own material. In the end, plagiarism seems to stem more from a lack of knowledge rather than a plot to undermine education."

Pages: 7

Bibliography: Content-Di source(s) listed

Filename: 22017 plagiarism and Academic Integrity.doc

Price: US$62.65

Ruth Bender
Cranfield School of Management
UK

June 23, 2006 reply from Joseph Brady [bradyj@LERNER.UDEL.EDU]

Years ago I too thought that dishonesty was caused by a lack of knowledge. The cure: tell students the general rule (don't take credit for the work of others) and how that rule applies in your course (give specific examples of how students could trip up). I work hard at the cognitive factor, going so far as to give a *quiz* on our honesty rules, in the first week of classes.

Experience can be a cruel teacher. I now think that most students are dishonest because it's easy to be dishonest and easy to get away with dishonesty. The problem is not a cognitive one. It's an ethical one, having a grounding in what is culturally acceptable at an institution.

It's not a problem in just English 101. Plagiarism is a serious issue in any course that involves computer-generated files. It's easy in any MIS or AIS course to copy someone else's application program and make some simple modifications to avoid detection. Students learn this right away. Actually, they have know this since high school or even earlier.

My primary concern as an educator is: are students learning? Surely this is obvious: those who are copying, are not learning. If only the small minority of students were at fault, I would not worry so much. But I think the problem is worsening rapidly. It's now possible to reach a tipping point: most of the class copying most of the time, so that not much is learned by the end of the semester. I actually had a section that came pretty close to that status last semester.

Students will not police themselves, at least not here, so I do not have a solution for the problem. It would be nice to have a utility (like turnitin.com) that would answer the question: "Was the contents of this Excel/Access/VB/etc file copied or imported from some other file?" You can no longer get the answer to that question reliably using Windows time stamping. One of my summer To-Do's is to write that program in VB, but I'll have to learn a lot about Windows file structures to do that, and I'll probably not have time to get to it.

Joe Brady
University of Delaware

June 25, 2006 reply from Robert Holmes Glendale College [rcholmes@GLENDALE.CC.CA.US]

It is inconceivable to me that anyone who has reached the college level would not know that copying a paper from any source (Internet, friend or ?) is cheating. When I hear the "I didn't think it was wrong" defense I assume I am talking to a liar as well as a cheater.

June 25, 2006 reply from Henry Collier [henrycollier@aapt.net.au]

I am more than a little vexed with this:

It is inconceivable to me that anyone who has reached the college level would not know that copying a paper from any source (Internet, friend or ?) is cheating. When I hear the "I didn't think it was wrong" defense I assume I am talking to a liar as well as a cheater.

There’s more than one cultural bias illustrated in the quote. Not everyone, fortunately, is embedded in the narrow and biased views of the writer.

Henry

June 26, 2005 reply from Bob Jensen

Throughout the world in modern times I think borrowing works without proper citation is considered unethical. In some parts of the world such as Germany there was (and possibly still is) an exception made for students where the work of the student was viewed as the work of the professor. I'm not certain about this exception in modern times, but some professors in the past purportedly put their names on entire books written by students without even acknowledging the students. Presumably these professors also kept the book royalties with clear consciences. I think this practice was more common in the physical sciences.

A exception which does still exist in modern times arises when a noted professor, often a senior researcher from a highly prestigious university, lends his/her name to a textbook to improve its marketing potential. I know of one instance in an accounting textbook with four authors where one of the authors wrote over 90% of the material and the other authors mostly lent their names and affiliations. I know of other instances where a senior professor from a huge program did very little of the writing of the textbook but greatly increased the chances that his university would provide sales of over 1,000 copies of the book each year. Such marketing ploys might be viewed as deceptive, although can it be called plagiarism when the principal author of possibly 100% of the writing encourages someone else to share in the "authorship credit?"

Something similar happens for journal articles to improve their chances for publication in a leading journal. There is also the even more common happening where one author who writes poorly did the research and wrote a very rough first draft. Then a highly skilled writer who does little or no research anymore performs a great editing service and receives full credit as a partner in the research. In this case the paper's editor may be getting far more credit for the "research" than is deserving.

See how complicated the question of authorship ethics becomes.

Bob Jensen

June 26, 2006 reply from David Fordham, James Madison University [fordhadr@JMU.EDU]

>June 26, 2005 reply from Bob Jensen

>Throughout the world in modern times I think borrowing works without proper citation is considered unethical.

Bob, while this might hold true for academic work, it certainly does not seem to apply to the journalistic world, does it? (Think: WV Coal Mine Disaster; Think: Hurricane Katrina at the New Orleans Stadium; Think: any one of hundreds of other media screwups in the past few months where so-called "news" media reported a story as though the reporter were reporting first-hand facts when in reality the reporter was "copying" from an unreliable (and false) source, -- all without proper citation.

And in some instances, a few journalists are so unethical that they even go so far as to try to HIDE their sources and keep them secret! Talk about lack of proper attribution! Some even claim a constitutional right to do so! ;-)

And no, the citation of "a reliable source" is not proper citation; if you think it is, just try getting one of those past ANY reviewer for any decent journal! I can see it now: a bibliography containing sixteen entries of "A reliable source", "ibid".

On another note, I have it "from a reliable source" that in times past, (specifically the 16th century art world), it was not considered wrong to borrow works from other people without attribution. (My source here is the art curator at the Rubens House museum in Antwerp, Belgium.) Peter Paul Rubens, Anthony Van Dyke, and most of the other great "masters" of the art world back then ran studios to train young artists in the guild craft. The master would sketch a scene, the young artist would paint it, the master might touch up a little here and there, and ultimately would sign it, giving the student no recognition or attribution whatsoever. With the master's signature, the piece would sell handsomely, the master would pay the student a cut, and keep the rest. This was a widely known, and perfectly acceptable, practice of the day. There are dozens of Van Dykes, Rembrandts, Rubens, and other great works which show very little evidence of ever being touched by the person who signed the painting. Everyone of the day actually knew it, but it was an acceptable practice as long as the student was a student of the master. It was the master's name which sold the painting. Marketing, marketing.

Of course, to be realistic, I tend to agree with Robert Holmes. Most of the college students I encounter these days do know perfectly well that what they are doing is wrong in most cases, but plead ignorance and invoke the "cultural victim" mentality when caught. And when I do have the occasional student from another culture, I make an extra effort to clarify what is and is not acceptable. (I don't know what the culture is in Ghana, for example, but when caught, my Ghana student admitted knowing she had violated the honor code, in addition to violating the instructions clearly printed on the assignment.)

But as Carol pointed out, the chase, the hunt, the hiding, is all part of the game which some students see as being part of the "essence" of preparing for the real world: college.

signed,

---

(um, you were expecting a real signature here?)

---

The gadfly from JMU An unnamed source...

June 26, 2006 reply from Bernadine and Peter Raiskums [berna@GCI.NET]

In the doctoral program I am now pursuing on-line through Capella, the learners are provided with access to mydropbox.com and encouraged to submit their draft papers "to help with citation issues and improper source referencing. After submission, mydropbox.com will generate a plagiarism report within 24 hours ... for your personal use." I found the report to be very interesting in that it picked up something that had been published in a rather obscure journal which I had written myself last year!

Bernadine Raiskums, CPA, M.Ed. in Anchorage

The home page for mydropbox.com is at http://www.mydropbox.com/

Market for Admissions Test Questions and Essay "Consulting"

This type of cheating raises all sorts of legal issues yet to be resolved for students who might've thought what they did was perfectly legal

More than 1,000 prospective MBA students who paid $30 to use a now-defunct Web site to get a sneak peak at live questions from the Graduate Management Admissions Test (GMAT) before taking the exam may have their scores canceled in coming weeks. For many, their B-school dreams may be effectively over. On June 20, the U.S. District Court for the Eastern District of Virginia granted the test's publisher, the Graduate Management Admission Council (GMAC), a $2.3 million judgment against the operator of the site, Scoretop.com. GMAC has seized the site's domain name and shut down the site, and is analyzing a hard drive containing payment information. GMAC said any students found to have used the Scoretop site will have their test scores canceled, the schools that received them will be notified, and the student will not be permitted to take the test again. Since most top B-schools require the GMAT, the students will have little chance of enrolling. "This is illegal," said Judy Phair, GMAC's vice-president for communications. "We have a hard drive, and we're going to be analyzing it. If you used the site and paid your $30 to cheat, your scores will be canceled. They're in big trouble."
Louis Lavelle, "Shutting Down a GMAT Cheat Sheet:  A court order against a Web site that gave away test questions could land some B-school students in hot water," Business Week, June 23, 2008 ---
http://www.businessweek.com/bschools/content/jun2008/bs20080623_153722.htm

Jensen Comment
A university admissions office that refused to accept applications from the "cheating" prospective MBA students would probably be sued by one or more students. GMAC would probably be sued as well. But it's hard to sue a U.S. District Court.

There are several moral issues here. From above, this is clearly cheating. But in various parts of society exam questions and answers are made available for study purposes. For example, preparation manuals for drivers license tests usually contain all the questions that might be asked on the written test. It is entirely possible that some MBA applicants fell for a scam that they believed was entirely legitimate. Now their lives are being messed up.

I guess this is a test of the old saying that "Ignorance is no defense" in the eyes of the law. Clearly from any standpoint, they were taking advantage of other students who did not have the cheat sheets. But the cheat sheets were apparently available to anybody in the world for a rather modest fee, albeit an illegal fee. Every buyer did not know it was illegal.

Bob Jensen's threads on cheating are at http://www.trinity.edu/rjensen/Plagiarism.htm

"In Lawsuit, College Board Accuses Company of Circulating Copyright-Protected SAT Questions,"  by Elizabeth R. Farrell,  Chronicle of Higher Education, February 25, 2008 --- Click Here

A test-preparation company in Texas is being sued by the College Board for what it calls "one of the largest cases of a security breach in our company's history," according to Edna Johnson, a senior vice president of the nonprofit group, which owns the SAT.

In a lawsuit filed last week in U.S. District Court in Dallas, the College Board is seeking unspecified damages against the company, Karen Dillard's College Prep LP, which it says illegally obtained copies of SAT and PSAT tests before they were available to the public. The lawsuit also accuses the company of violating copyright-protection laws by circulating and selling materials that included test questions owned by the College Board.

The lawsuit arose after a former employee of the test-preparation company reported information to the College Board. Karen Dillard, the owner of the company, said the employee was disgruntled but would not elaborate on why.

Ms. Dillard did not deny that one of her employees obtained a copy of the SAT that was administered in November 2006 before the test was given. But Ms. Dillard said her company did not use any questions from that test in preparatory materials it provided to clients.

The lawsuit states that the employee got the test from his brother, the principal of a high school in Plano, Tex. The principal has been put on paid leave while the Plano school district investigates the matter, according to the Associated Press.

Copyright Confusion

In reference to the copyright allegations in the lawsuit, Ms. Dillard said in an interview on Friday that she had believed she was lawfully allowed to use materials she had purchased from the College Board before 2005.

Part of the confusion may stem from a shift in the College Board's policies regarding circulation of previous test materials. Until 2005, the company would sell copies of previously given SAT's to companies. After the SAT was revamped that year, the College Board no longer sold those materials. At that time, the company also began to offer its own online test-preparation course to students, which now costs $69.95.

"We believe part of the motivation of the College Board in bringing this lawsuit," Ms. Dillard said, "is to drive test-preparation companies like ours out of business so they can dominate the industry with their own test-preparation materials, which are for sale."

Ms. Dillard said she also thinks that the College Board is going to great efforts to publicize the lawsuit to make an example out of her company. To support that point, she said that Justin Pope, a higher-education reporter for the Associated Press, received a copy of the lawsuit and contacted her for comment before it was filed.

When contacted by The Chronicle, Mr. Pope said he could not confirm how or when he received the lawsuit, and could not comment further about the matter.

The lawsuit is the culmination of a four-month investigation by lawyers for the College Board. Two lawyers from the firm Wilmer Cutler Pickering Hale and Dorr LLP, along with a representative for the Educational Testing Service, which administers the SAT, visited Ms. Dillard's office several months ago.

Ms. Dillard said that, at that time, her company fully cooperated with all requests for information and interviews with employees, and that she also provided personal financial records to the lawyers.

Ms. Dillard also said that her company offered to settle the matter for $300,000, but that lawyers for the College Board made a counteroffer of $1.25-million, a sum her company could not afford.

Ms. Johnson, of the College Board, said she could not comment on any offers made in settlement negotiations.

Continued in article

Bob Jensen's threads on cheating are at http://www.trinity.edu/rjensen/Plagiarism.htm

I wonder if admissions officers are puzzled when two or more essay submissions look suspiciously alike?

"B-Schools Take on Essay Consultants," by Rob Capriccioso, Inside Higher Ed, February 6, 2006 --- http://www.insidehighered.com/news/2006/02/07/bschool

“Vault is collecting successful admissions essays for top MBA programs, including Wharton — and will pay $40 for each main essay (main personal statement greater than 500 words), and $15 for each minor essay (secondary essay answering a specific question less than 500 words) that we accept for our admissions essay section.”

That message, recently sent out from a top company that helps students get into business schools, is enough to irk even the most experienced admissions officers at some the nation’s leading business schools.

“Some of our admissions counselors have gotten outraged,” says Thomas R. Caleel, director of MBA admissions at the Wharton School at the University of Pennsylvania. “We want students to be giving their real stories, not some ‘polished’ or even ‘over-polished’ versions of themselves.”

“Essays have to be meaningful per person,” he adds. “It might be helpful to see some successful essays, but in my mind, it might also be limiting. Someone might read one [of the consultant-produced essays] and think that their essays have to read the same way, in order to get in.”

Those sentiments are being expressed by an increasing number of business school officials who say that students shouldn’t have to pay exorbitant amounts of money to make themselves appear different than who they really are. While some officials plan to go on the offensive against firms that they find particularly egregious, others want to work more closely with consultants. Still others say that there is little they can do to prevent the phenomenon.

Deans at seven of the top American business schools are expected to address such issues at an upcoming gathering, according to a Monday report in The Boston Globe. In an effort to “remove the possibility of outside interference,” Derrick Bolton, director of admissions at the Stanford Graduate School of Business, told the paper that deans are considering making students complete their essays under supervision, providing different essays to students in the same applicant pool, and conducting more interviews and follow-up with references.

While the proliferation of admissions consultants of various sorts has frustrated officials in undergraduate admissions as well, especially at elite institutions, the steps being considered by business schools could amount to a much more aggressive stance against the application-consulting industry.

“Part of getting the best candidates is for them to be themselves during the admissions process,” says Caleel. “We really want to get to know the real person who is applying.” Wharton’s business school dean, Patrick Harker, is expected to be part of the group that will meet to discuss consultant issues.

While Vault officials could not be reached for comment on Monday, Alex Brown, a senior admissions counselor at ClearAdmit, in Philadelphia, says that not all consulting firms function the same way. “Some businesses are bad,” he says, “but the bulk of us, that’s not the way we operate.”

Continued in article

This service from Google Answers is disturbing.  

Students can now pay to have their homework answered by experts.

Some claim using the Net to do homework shows that today's kids are resourceful. But a rise in content cribbed straight from online sources, like Google Answers, has teachers on alert.
"Thin Line Splits Cheating, Smarts," vy Dustin Goot, Wired News, September 10, 2002 --- http://www.wired.com/news/school/0,1383,54963,00.html 

Most teachers wouldn't be surprised to hear that students have bribed friends or siblings to do their homework in exchange for a few bucks.

What might surprise them is that Google Answers sometimes takes school kids up on the offer.

Staffed by a cadre of 500-plus freelance researchers, the service takes people's questions -- for example, a calculus problem or a term paper topic -- and provides answers and links to information. Google charges a listing fee of 50 cents and, if someone comes up with a satisfactory response, the user pays that researcher a previously entered bid (minimum: $2).

Although Google Answers has a policy encouraging students to use the service as a study aid rather than a substitution for original work, several cases show that students often ignore this advice.

One student in Quebec, dismayed by a response that offered only background research for a paper on religion, pleads, "Make it into an essay, not just links and quotes. I need this asap PLEASE!!! 2500 words is the minimum."

While researchers are scrupulous enough not to churn out a completed term paper -- despite the Quebec student's $55 bid -- other potential homework questions, such as math or science problems, can be harder to identify. In some cases researchers acknowledge that a question looks like homework -- but they still provide the answer.

The dilemma faced by Google Answers researchers highlights a broader issue that vexes many educators around the country. Namely, where do you draw the line between appropriate and inappropriate uses of the Internet and how do you stamp out clear abuses such as cutting and pasting entire paragraphs into an essay?

The question first entered many educators' consciousness following a Kansas cheating scandal earlier in the year that made national headlines. At Piper High School, near Kansas City, a biology teacher failed 28 of 118 students for plagiarism on an assignment that consisted of collecting and gathering information about local leaves.

However, many students (and their parents) contended that there was nothing improper about the leaf descriptions they submitted, which had been lifted straight from the Internet. Others claimed it was unclear where proper citation was required.

Tamara Ballou, who is helping implement an honor code at her Falls Church, Virginia, high school, said that it is not uncommon for teachers and students to disagree on what constitutes academic dishonesty.

"We took a long time to define cheating," she said, noting that many kids felt it was acceptable to copy homework from each other or off the Internet if the assignment was perceived as "busy work."

"A lot of kids don't even know what (plagiarism) is," agreed Kevin Huelsman. "They say, 'Yeah, I did the work; I brought it over (from the Internet).'"

Continued at  http://www.wired.com/news/school/0,1383,54963,00.html 

See also:
•	Where Cheaters Often Prosper
•	Got Cheaters? Ask New Questions
•	Schools, Tech: Still Struggling

The Center for Academic Integrity (CAI) 

Faculty are reluctant to take action against suspected cheaters. In a 1999 survey of over 1,000 faculty on 21 campuses, one-third of those who were aware of student cheating in their course in the last two years, did nothing to address it. Students suggest that cheating is higher in courses where it is well known that faculty members are likely to ignore cheating.
Quoted from the research of Donald L. McCabe of Rutgers University (founder and first president of CAI) --- See below

Academic honor codes effectively reduce cheating. Surveys conducted in 1990, 1995, and 1999, involving over 12,000 students on 48 different campuses, demonstrate the impact of honor codes and student involvement in the control of academic dishonesty. Serious test cheating on campuses with honor codes is typically 1/3 to 1/2 lower than the level on campuses that do not have honor codes. The level of serious cheating on written assignments is 1/4 to 1/3 lower.
Quoted from the research of Donald L. McCabe of Rutgers University (founder and first president of CAI) --- See below

The Center for Academic Integrity (CAI) --- http://www.academicintegrity.org/ 

The Center for Academic Integrity is affiliated with the Kenan Institute for Ethics at Clemson University. We gratefully acknowledge their financial and programmatic assistance, as well as funding from The William and Flora Hewlett Foundation and the John Templeton Foundation.

CAI is a consortium of over 225 institutions who share with peers and colleagues the Center’s collective experience, expertise, and creative energy.

Benefits of membership include:

• Gathering and sharing information about academic integrity;

• An annual conference and faculty institute; periodic mailings; a newsletter; an electronic listserv; a website with both public and member-only access; and presentations at the conference of other associations as well as on the campuses of member institutions;

• Encouraging and supporting research on factors that impact academic integrity;

• Identifying and describing fundamental vales of academic integrity and the sustaining practices that support those values on a variety of college and university campuses;

• Helping faculty members in different disciplines develop pedagogies that encourage adherence to these fundamental values;

• Showcasing successful approaches to academic integrity from school around the country – policies, enforcement procedures, sanctions, research, curricular materials, and education/prevention programs; and,

• Providing individual consultation on ways to promote an honest climate of learning.

Research --- http://www.academicintegrity.org/cai_research.asp 

Research projects conducted by Donald L. McCabe of Rutgers University (founder and first president of CAI), have had disturbing, provocative, and challenging results, among them the following:

• On most campuses, over 75% of students admit to some cheating. In a 1999 survey of 2,100 students on 21 campuses across the country, about one-third of the participating students admitted to serious test cheating and half admitted to one or more instances of serious cheating on written assignments.

• Academic honor codes effectively reduce cheating. Surveys conducted in 1990, 1995, and 1999, involving over 12,000 students on 48 different campuses, demonstrate the impact of honor codes and student involvement in the control of academic dishonesty. Serious test cheating on campuses with honor codes is typically 1/3 to 1/2 lower than the level on campuses that do not have honor codes. The level of serious cheating on written assignments is 1/4 to 1/3 lower.

• Internet plagiarism is a growing concern on all campuses as students struggle to understand what constitutes acceptable use of the Internet. In the absence of clear direction from faculty, most students have concluded that 'cut & paste' plagiarism - using a sentence or two (or more) from different sources on the Internet and weaving this information together into a paper without appropriate citation - is not a serious issue. While 10% of students admitted to engaging in such behavior in 1999, this rose to 41% in a 2001 survey with the majority of students (68%) suggesting this was not a serious issue.

• Faculty are reluctant to take action against suspected cheaters. In a 1999 survey of over 1,000 faculty on 21 campuses, one-third of those who were aware of student cheating in their course in the last two years, did nothing to address it. Students suggest that cheating is higher in courses where it is well known that faculty members are likely to ignore cheating.

• Longitudinal comparisons show significant increases in serious test/examination cheating and unpermitted student collaboration. For example, the number of students self-reporting instances of unpermitted collaboration at nine medium to large state universities increased from 11% in a 1963 survey to 49% in 1993. This trend seems to be continuing: between 1990 and 1995, instances of unpermitted collaboration at 31 small to medium schools increased from 30% to 38%.

• A study of almost 4,500 students at 25 schools, conducted in 2000/2001, suggests cheating is also a significant problem in high school - 74% of the respondents admitted to one or more instances of serious test cheating and 72% admitted to serious cheating on written assignments. Over half of the students admitted they have engaged in some level of plagiarism on written assignments using the Internet.

Read about the honor codes of many colleges and universities --- http://www.academicintegrity.org/samp_honor_codes.asp 

Racial Divide:  Are their differences in cheating by race?

"University community reacts to diversity statistics from Committee:  Various minority organizations, administrators discuss racial issues, discrepancies based on recently released statistics about cases reported, brought to trial," by Cameron Feller, Cavalier Daily, April 14, 2009 ---
http://www.cavalierdaily.com/news/2009/apr/14/university-community-reacts-to-diversity-statistic/

The 2008-09 Honor Committee released statistics last week about the demographics of cases reviewed during its term. Although the data dealt specifically with cases reported, accused and brought to trial, the information also lends itself to several discussions about some students’ concerns pertaining to the University’s honor system and diversity.

Reporting

One of the most obvious areas of interest within the statistics were the numbers that dealt specifically with reporting. According to the statistics, a total of 64 cases were brought before the past Committee. Of these cases, 27 reports were brought against white students, 21 against black students, 11 against Asian and/or Asian-American students, four against Latinos and four against students of unknown race.

“When I saw [the statistics], I was a little bit surprised at the disproportionate number of minority students reported compared to [white] students,” said Vice Chair for Investigations Mary Siegel, a third-year College student.

“Looking at these numbers, there are almost as many [black] students reported as [white] students, which is not at all proportional [to the actual number of students enrolled at the University],” Siegel said.

These concerns with respect to reporting extend beyond just Committee members, however.

“In terms of data collection, I can’t help but be startled by the discrepancy,” African-American Affairs Dean Maurice Apprey said.

Another alleged discrepancy is the ratio of cases brought against males to those brought against females. The statistics show that 48 males were reported of committing an honor offense, whereas only 18 females were reported.

Some members of the University attribute such statistical discrepancies to spotlighting, which is when certain minorities — such as blacks, athletes and Asians — are reported at a much higher rate than white students for reasons like standing out in the room more, as well as some reporters’ inherent biases.

“From a psychology point of view, sometimes you are going to look at what’s different in the room,” said Black Student Alliance President-elect Lauren Boswell, a third-year Architecture student.

Siegel said she hopes to help explore the reasons behind allegedly biased reporting by speaking to reporters more frequently than the current system allows.

“I think the first place we have to start is reporters and ask them why they suspected this person of an the Committee offense,” Siegel said. “If there seems to be a pattern, then the Committee can try and correct that pattern.”

Currently reporters of an alleged honor offense are involved in the first interview during the investigations process and then during a rebuttal, but are removed from the investigations process, Siegel said. Removing the reporter from the process ensures that his or her bias does not play a part in investigations, Siegel added, but does not ensure that there are not any biased motivations behind the initial report.

Accusations and Trials

After students are reported of having committed an alleged honor offense, the case is taken up by the Investigative Panel, which is comprised of three rotating Committee members, and examined to see if an honor offense occurred. If the panel believes an offense occurred, the student is formally accused and is brought to trial.

According to the statistics excluding last weekend’s trials, 35 students were formally accused of committing an honor offense by the I-Panel, 13 of whom were black. Twelve white students were accused and 10 Asian and/or Asian-American students also were brought to trial. A total of 29 trials, including last weekend’s trials, occurred during the past Committee’s term. Of the 11 white students brought to trial, six were found not guilty, whereas 14 of the 19 black students brought to trial were found not guilty. A total of 32 males, meanwhile, were brought to trial, nine of whom were found guilty. Comparatively, four of the 11 female students brought to trial were found guilty.

After looking at the statistics, several Committee members said they believe that any bias present in the beginning of the honor trial process is lost during the process.

“Once a case comes into the system ... these students are being found guilty at the same rate” regardless of race, 2007-08 Committee Chair Jess Huang said.

Fourth-year College student Carlos Oronce, co-chair of the Minority Rights Coalition, disagreed, however.

“I challenge the notion that students of different color are on par with white students” after trials, Oronce said, noting that though Committee members have told him a “balance” eventually exists, his own data analysis yields different conclusions. He explained that his conclusions are based on a study done six years ago; the Committee has yet to do a similar study since.

“You’ll see that there’s something like a 6 percent difference in guilt rate between [white] students and black students,” Oronce said. “Six percent comes off to me as a huge difference.”

Oronce added that he believes that a more formal study needs to be done to accurately see and analyze the alleged disparities. Siegel also said she believes the Committee “needs to look at ways to correct these imbalances” regardless of whether the imbalances come into play during the actual investigation and trial process.

Representation, Recruitment and Retention

Several members of the University community also have expressed concern about representation within the actual Committee itself in regards to diversity.

“I think if you look at the Committee and support officer pools, they are admittedly not very diverse,” said Committee Chair David Truetzel, a third-year Commerce student. La Alianza Chair Carolina Ferrerosa, a fourth-year College student, agreed, noting that one of her organization’s major concerns is increasing diversity within the Committee.

“We would like to see more of a push” to get more minority representatives on the Committee, and make sure that “the Committee is realistic when it looks in the mirror,” Ferrerosa said.

Members and non-members alike hope that by increasing minority representation within the Committee, other diversity issues can be addressed, like increasing outreach and personal relationships between minority contracted independent organizations and the Committee.

Vice Chair for Education Rob Atkinson, a third-year College student, said he already has had several meetings aimed at improving education efforts with some of these groups. He added that he feels it is important to create a personal relationship between these groups and the Committee before more formal relationships can be developed.

“We want to take into account the concerns or views of the different communities when we reach out to those communities,” Atkinson said. Reaching out to these groups, Truetzel added, will help ensure that all students feel like the system belongs to them, no matter their race or gender.

“When you lack diversity ... you don’t have diversity of thought, diversity of ideas,” Truetzel said.

Apprey, meanwhile, agreed that increasing minority representation on the Committee could lead to “healthy conversation, healthy debates” and could help promote “further cultural competence” and understanding.

To help increase representation, the Committee has taken steps to improve recruitment and students attracted to joining the Committee. BSA President-elect Boswell noted that the Committee has made an effort to help promote recruitment among the black student community, holding two honor education classes during both the fall and spring semesters this academic year that encouraged members of the black community to join the Committee.

Boswell said that first-year students in the black community often are approached by a lot of different programs focused on black students their first semester to create “a sense of family and place here” at the University. It is therefore sometimes difficult, however, to attract first-year students that are minorities within the Committee and other organizations during their first semesters, Boswell said. By holding an education class during the spring, Boswell said, the Committee “got outstanding turnout for minorities.”

The Committee and BSA also held a study hall that discussed both the Committee and UJC. Although Boswell said she thought it was a success, she hopes in the future that it will become more “casual” so that students will feel comfortable enough to have personal conversations.

Despite these efforts, there are still many things the Committee can do to encourage minorities to participate in the honor system, Boswell said. Even though the Committee attends The Source, the black community’s activities fair, Boswell said she does not know if it is “the most effective way” to help recruitment.

Oronce said consistent outreach efforts to these different communities, rather than just right before elections or the beginning of the year, could prove helpful for recruitment or maintaining relationships.

In addition to issues of recruitment and representation, Oronce said that many minority students end up quitting the Committee because they feel uncomfortable and marginalized. Boswell added that officer pool meetings can be isolating as students generally sit with their friends. Though she said this might be found in any organization, she also noted that it is imperative that the Committee makes sure every minority student feels comfortable and included if they wish to maintain diversity.

“This past year, there has been a move towards getting a group that is more representative,” Huang said.

Oronce also said he believes that “this year is definitely a lot better than last year” in terms of representation within both the Committee and the support officer pool, but that there is still room for improvement.

“Once we fix our problems internally, we will be in a better place to discuss” some of these other issues of diversity and the Committee, Siegel added.

FAC and DAB

The Committee’s educational outreach efforts are not limited to students. Within the Committee, the Faculty Advisory Committee and the Diversity Advisory Board were created to help address issues with faculty members and diversity organizations. The FAC chair meets with faculty members once a month to discuss faculty concerns and teach aspects of honor, while the DAB works with Honor to increase Honor relevancy and understanding with diverse groups.

Continued in article

Cheating Issues Somewhat Unique to Distance Education

Ideas for Teaching Online --- http://www.trinity.edu/rjensen/000aaa/thetools.htm#Ideas
Also see the helpers for teaching in general at http://www.trinity.edu/rjensen/000aaa/thetools.htm

In a previous edition of Tidbits, I provided a summary of resources for learning how and being inspired to teach online --- http://www.trinity.edu/rjensen/000aaa/thetools.htm#Ideas 

I forgot to (and have since added) helpers for assessment (e.g. testing) online ---
http://www.trinity.edu/rjensen/assess.htm#OnlineOffCampus
Also see the helpers for assessment in general at http://www.trinity.edu/rjensen/assess.htm

Also I forgot to add some special considerations for detection and prevention of online cheating ---
http://www.trinity.edu/rjensen/assess.htm#OnsiteVersusOnline
Also see helpers for detection and prevention of cheating in general at
http://www.trinity.edu/rjensen/plagiarism.htm

Question
Why do colleges have to identify each of their online students without the same requirement imposed on onsite students?
My daughter took chemistry in a class of 600 students. They never carded her for exams at the University of Texas?
How can you tell if an onsite or online student has not outsourced taking an entire course with a fake ID? (see Comment 1 below)
I know of an outsourcing case like this from years ago when I was an undergraduate student, because I got the initial offer to take the course for $500.
Fake IDs are easy to fabricate today on a computer. Just change the name and student number on your own ID or change the picture and put the fake ID in laminated plastic.

Online there's a simple way to authenticate honesty online. One way is to have a respected person sign an attestation form. In 19th Century England the Village Vicar signed off on submissions of correspondence course takers. There are also a lot of Sylvan Centers throughout the U.S. that will administer examinations.

Is That Online Student Who He Says He Is?" by Sara Lipka, Chronicle of Higher Education,
http://chronicle.com/wiredcampus/index.php?id=3455&utm_source=wc&utm_medium=en

To comply with the newly reauthorized Higher Education Act, colleges have to verify the identity of each of their online students. Several tools can help them do that, including the Securexam Remote Proctor, which scans fingerprints and captures a 360-degree view around students, and Kryterion’s Webassessor, which lets human proctors watch students on Web cameras and listen to their keystrokes.

Now colleges have a new option to show the government that they’ll catch cheating in distance education. Acxiom Corporation and Moodlerooms announced this month that they have integrated the former’s identity-verification system, called FactCheck-X, into the latter’s free, open-source course-management system, known as Moodle.

“The need to know that the student taking a test online is in fact the actual one enrolled in the class continues to be a concern for all distance-education programs,” Martin Knott, chief executive of Moodlerooms, said in a written statement.

FactCheck-X, which authenticates many online-banking transactions, requires test takers to answer detailed, personal “challenge” questions. The information comes from a variety of databases, and the company uses it to ask for old addresses, for example, or previous employers.

The new tool requires no hardware and operates within the Moodle environment. Colleges themselves control how frequently students are asked to verify their identities, Acxiom says, and because institutions don’t have to release information about students, the system fully complies with the Family Educational Rights and Privacy Act.

Comments

1. Where’s the concern about whether that student in the large course on campus is who he says he is? How many schools really card students before exams are given in those courses?

   — Steve Foerster    Nov 11, 05:52 PM   

2. My sentiments exactly, Steve! I am surprised at the shift in thinking that somehow online students are more likely to cheat than those who appear for exams onsite!

   — Born to teach    Nov 11, 06:03 PM   

3. I’ve been teaching online for five years, and I have found cheating to be much more prevalent in the online environment. Most institutions use proctors for high stakes testing, and student identification is presented. For purely online initiatives, however, it simply doesn’t make sense to ask these students to come to campus for assessments. No LMS currently addresses this legislation to my knowledge, so it is interesting to consider the options for compliance.

Linebacker's Wife Says She Wrote His Papers (and took two online courses for him)
The wife of a star University of South Florida linebacker says she wrote his academic papers and took two online classes for him. The accusations against Ben Moffitt, who had been promoted by the university to the news media as a family man, were made in e-mail messages to The Tampa Tribune, and followed Mr. Moffitt’s filing for divorce. Mr. Moffitt called the accusations “hearsay,” and a university spokesman said the matter was a “domestic issue.” If it is found that Mr. Moffitt committed academic fraud, the newspaper reported, the university could be subject to an NCAA investigation.
"Linebacker's Wife Says She Wrote His Papers," Chronicle of Higher Education News Blog, January 5, 2008 --- http://chronicle.com/news/article/3707/linebackers-wife-says-she-wrote-his-papers?at
Jensen Comment
If Florida investigates this and discovers it was true, I wonder if Moffitt's diploma will be revoked. Somehow I doubt it.

Ideas for online testing and other types of assessment are at http://www.trinity.edu/rjensen/assess.htm#OnlineOffCampus
Also see the helpers for assessment in general at http://www.trinity.edu/rjensen/assess.htm

Bob Jensen's threads on cheating are at http://www.trinity.edu/rjensen/Plagiarism.htm

Question
What's the value of watching somebody send you an email message?

Answer
There may be some security and subtle communication advantages, but there's a huge cost-benefit consideration. Is it worth valuable bandwidth costs to transmit all that video of talking heads and hands? I certainly hope that most of us do not jump into this technology "head" (get it?) first.

One huge possible benefits might be in distance education. If a student in sending back test answers via email, it could add a lot to the integrity of the testing process to watch the student over this new video and audio channel from Google.

"Google juices up Gmail with video channel," MIT's Technology Review, November 11, 2008 ---
http://www.technologyreview.com/wire/21665/?nlid=1507&a=f

Google Inc. is introducing new tools that will convert its free e-mail service into a video and audio channel for people who want to see and hear each other while they communicate.

Activating the features, introduced Tuesday, will require a free piece of software as well as a Webcam, which are becoming more commonplace as computer manufacturers embed video equipment into laptops.

Once the additional software is installed, Gmail users will be given the option to see and hear each other without leaving the e-mail application.

The video feature will work only if all the participants have Gmail accounts. It's supposed to be compatible with computers running the Windows operating system or Apple Inc.'s Mac computers.

Google, the Internet's search leader, has been adding more bells and whistles to Gmail as part of its effort to gain ground on the longtime leaders in free e-mail, Yahoo Inc. and Microsoft Corp.

Video chatting has long been available through the instant messaging services offered by Yahoo and Microsoft, but the feature isn't available in their free e-mail applications.

Although Mountain View, Calif.-based Google has been making strides since it began welcoming all comers to Gmail early last year, it remains a distant third with nearly 113 million worldwide users through September -- a 34 percent increase from the previous year, according to comScore Inc.

Microsoft's e-mail services boasted 283 million worldwide users, up 13 percent from the previous year, while Yahoo was a close second at 274 million, an 8 percent gain, comScore said.

Ideas for online testing and other types of assessment are at http://www.trinity.edu/rjensen/assess.htm#OnlineOffCampus
Also see the helpers for assessment in general at http://www.trinity.edu/rjensen/assess.htm

Special considerations for detection and prevention of online cheating ---
http://www.trinity.edu/rjensen/assess.htm#OnsiteVersusOnline
Also see helpers for detection and prevention of cheating in general at
http://www.trinity.edu/rjensen/plagiarism.htm  

July 30, 2004 message from Carolyn Kotlas [kotlas@email.unc.edu] 

NEW BOOK OF ONLINE EDUCATION CASE STUDIES

ELEMENTS OF QUALITY ONLINE EDUCATION: INTO THE MAINSTREAM, edited by John Bourne and Janet C. Moore, is the fifth and latest volume in the annual Sloan-C series of case studies on quality education online. Essays cover topics in the following areas: student satisfaction and student success, learning effectiveness, blended environments, and assessment. To order a copy of the book go to http://www.sloan-c.org/publications/books/volume5.asp. You can download a free 28-page summary of the book from http://www.sloan-c.org/publications/books/vol5summary.pdf.

The Sloan Consortium (Sloan-C) is a consortium of institutions and organizations committed "to help learning organizations continually improve quality, scale, and breadth of their online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines." Sloan-C is funded by the Alfred P. Sloan Foundation. For more information, see http://www.sloan-c.org/.

---

COMBATING CHEATING IN ONLINE STUDENT ASSESSMENT

In "Cheating in Online Student Assessment: Beyond Plagiarism" (ONLINE JOURNAL OF DISTANCE LEARNING ADMINISTRATION, vol. VII, no. II, Summer

2004) Neil C. Rowe identifies "three of the most serious problems involving cheating in online assessment that have not been sufficiently considered previously" and suggests countermeasures to combat them. The problems Rowe discusses are:

-- Getting assessment answers in advance

It is hard to ensure that all students will take an online test simultaneously, enabling students to supply questions and answers to those who take the test later.

-- Unfair retaking of assessments

While course management system servers can be configured to prevent taking a test multiple times, there can be ways to work around prevention measures.

-- Unauthorized help during the assessment

It may not be possible to confirm the identity of the person actually taking the online test.

You can read the entire article, including Rowe's suggestions to counteract the problems, at http://www.westga.edu/%7Edistance/ojdla/summer72/rowe72.html.

The Online Journal of Distance Learning Administration is a free, peer-reviewed quarterly published by the Distance and Distributed Education Center, The State University of West Georgia, 1600 Maple Street, Carrollton, GA 30118 USA; Web: http://www.westga.edu/~distance/jmain11.html.

---

SOCIAL INTERACTION IN ONLINE LEARNING

Among the reasons Rowe cites (in the aforementioned paper) for cheating on online tests is that "students often have less commitment to the integrity of distance-learning programs than traditional programs." This lack of commitment may be the result of the isolation inherent in distance education. In "Online Learning: Social Interaction and the Creation of a Sense of Community" (EDUCATIONAL TECHNOLOGY & SOCIETY, vol. 7, no. 3, July 2004, pp. 73-81), Joanne M. McInnerney and Tim S. Roberts, Central Queensland University, argue that an online learner's feeling a sense of isolation can affect the outcome of his or her learning experience. The authors recommend three protocols to aid social interaction and alleviate isolation among online learners:

1. The use of synchronous communication

"Chat-rooms and other such forums are an excellent way for students to socialize, to assist each other with study, or to learn as part of collaborative teams."

2. The introduction of a forming stage

"Discussion on almost any topics (the latest movies, sporting results,

etc.) can be utilized by the educator as a prelude to the building of trust and community that is essential to any successful online experience."

3. The adherence to effective communication guidelines "Foremost among these guidelines is the need for unambiguous instructions and communications from the educator to the students involved in the course. To this end instructions regarding both course requirements and communication protocols should be placed on the course web site."

The complete article is online at http://ifets.ieee.org/periodical/7_3/8.html.

Educational Technology & Society [ISSN 1436-4522] is a peer-reviewed quarterly online journal published by the International Forum of Educational Technology & Society and the IEEE Computer Society Learning Technology Task Force (LTTF). It is available in HTML and PDF formats at no cost at http://ifets.ieee.org/periodical/.

The International Forum of Educational Technology & Society (IFETS) is a subgroup of the IEEE Learning Technology Task Force (LTTF). IFETS encourages discussions on the issues affecting the educational system developer (including AI) and education communities. For more information, link to http://ifets.ieee.org/.

......................................................................

ONLINE COURSES: COSTS AND CAPS

Two articles in the July/August 2005 issue of SYLLABUS address the often-asked questions on delivering online instruction: "How much will it cost?" and "How many students can we have in a class?"

In "Online Course Development: What Does It Cost?" (SYLLABUS, vol. 17, no. 12, July/August 2004, pp. 27-30) Judith V. Boettcher looks at where the costs of online course development have shifted in the past ten years. While the costs of course development are still significant, estimating them is not an exact science. Boettcher, however, does provide some rules of thumb that program planners can use to get more accurate estimates. The article is available online at http://www.syllabus.com/article.asp?id=9676.

 

In "Online Course Caps: A Survey" (SYLLABUS, vol. 17, no. 12, July/August 2004, pp. 43-4) Boris Vilic reports on a survey of 101 institutions to determine their average course cap for online courses. The survey also tried to determine what influences differences in setting caps: Does the delivery method used make a difference? Are there differences if the course is taught by full-time faculty or by adjuncts? Or if given by experienced versus inexperienced providers? Or by the level (undergraduate or graduate) of the course? The article is available online at http://www.syllabus.com/article.asp?id=9679.

Syllabus [ISSN 1089-5914] is published monthly by 101communications, LLC, 9121 Oakdale Avenue, Suite 101, Chatsworth, CA 91311 USA; tel: 650-941-1765; fax: 650-941-1785; email: info@syllabus.com; Web: http://www.syllabus.com/. Annual subscriptions are free to individuals who work in colleges, universities, and high schools in the U.S.; go to http://subscribe.101com.com/syllabus/ for more information.

Bob Jensen's threads on distance education in general are at http://www.trinity.edu/rjensen/000aaa/0000start.htm 

Bob Jensen's threads on the dark side of distance education are at http://www.trinity.edu/rjensen/000aaa/theworry.htm 

Huge Cheating Scandals at the University of Virginia, Ohio, Duke, Cambridge, and Other Universities

Cheating Scandal in the Fuqua School of Business at Duke University
In the biggest cheating scandal ever at Duke University’s business school, 34 students are facing penalties for collaborating on exam answers, The News & Observer of Raleigh reported. Nine students face expulsion, while others face a range of penalties, including one-year suspensions from the MBA program.
Inside Higher Ed, April 30, 2007 --- http://www.insidehighered.com/news/2007/04/30/qt
The ABC News account on May 1, 2007 is at http://abcnews.go.com/US/wireStory?id=3105733

"Duke MBAs Fail Ethics:  Test Thirty-four Fuqua School of Business students are accused of violating the school's honor code by cheating on an exam,"  by Alison Damast, Business Week, April 30, 2007 --- Click Here  

Cheating on the Rise

Business-school leaders have reason to be concerned. Fifty-six percent of graduate business students admitted to cheating one or more times in the past academic year, compared to 47% of nonbusiness students, according to a study published in September in the journal of the Academy of Management Learning & Education (see BusinessWeek.com, 10/24/06, "A Crooked Path Through B-School"). Donald McCabe, the lead author of the study and a professor of management and global business at Rutgers Business School, says the large number of students implicated in the Duke case is above average. "It's certainly not the biggest, but it's one of the bigger ones," he says of academic scandals involving all kinds of students.

One of the larger cases in the past five years was a cheating scandal in a physics class at the University of Virginia in 2002. The school eventually dismissed 45 students and revoked three graduates' degrees. In 2005, Harvard Business School rejected 119 applicants accused of hacking the school's admissions Web site (see BusinessWeek.com, 3/9/05, "An Ethics Lesson for MBA Wannabes").

The Duke occurrence came to light in mid-March, when the professor for the class noticed some unusual consistencies among students' answers on the final exam and as well as on assignments given during the course.

Stiff Penalties

The students were brought before the school's Judicial Board and are facing a range of wide range of punitive measures, including expulsion. The board is made up of three faculty members, three students, and one nonvoting faculty chair who only votes in case of a tie.

Thirty-eight students were initially investigated, only four of whom were found not guilty of violating the honor code. (Of the 38 students, 37 were accused of cheating and one of lying.) Of the remaining 34 students, 9 will be expelled, 15 will be suspended for one year and receive an F in the class, and the remaining 9 will receive an F in the course. The penalties for the students will not go into effect until June 1, after which students will have 15 days to file an appeal. The school did not release the names of the students involved or name the professor.

Gavan Fitzsimons, a professor who is chair of the Fuqua Honor Committee, said in a written summary of the board hearings that the board spent several weeks "deliberating at length" the circumstances of the case. "It is my utmost hope that all of the individuals found guilty of violating our Honor Code will learn how precious a gift honor and integrity is," he wrote. "I know from my interactions with many of them that they will forever be changed by this experience."

Academic Pressures

The faculty and student body at Duke were informed of the committee's decision on the afternoon of Apr. 27, and the news spread throughout the campus and on Internet chat groups. Charles Scrase, Fuqua's student body president, was surprised by the charges: "The classmates I work with on a day-to-day basis are ethical, outstanding individuals," he says. "We're shocked that [cheating] could've occurred to this degree."

Sonit Handa, a first-year Fuqua student, suggests the students involved in this case might have been tempted to cheat because they wanted to ensure they did well in the class: "Duke is a hectic MBA business school, and employers want good grades, so there's a lot of pressure to do well."

The pressure, of course, is not confined to Duke. Many schools have policies that encourage an open dialogue on business ethics. Students at the Thunderbird School of Global Management sign a Professional Oath of Honor similar to doctors' Hippocratic Oath, while Penn State created an honor committee of students and faculty last year to help foster academic integrity on campus.

Codes Not Foolproof

One of the more recent examples is the new graduate honor court at the University of North Carolina's Kenan-Flagler Business School. In January, the business school established a student-run honor court, a body devoted to investigating student violations of the honor code. Between 30 and 40 students, from the school's five MBA programs, are involved with the court, according to Dawn Morrow, a second-year MBA student who serves as the student attorney general for the court.

Before this, student honor code violations were dealt with through the graduate honor court system, which handled cases from other graduate programs. Morrow says that students have been eager to get involved with the honor court because they want to ensure that the school's values are upheld inside and outside the classroom. Rutgers' McCabe estimates that 50 to 100 colleges and universities have honor codes.

Schools with extensive honor codes, such as Duke, tend to have less cheating in general, McCabe says. Still, he says, it's not a foolproof measure. Business-school students are more competitive than other students, and some use cheating as a way to ensure they get ahead: "It's kind of like a businessperson who has the opportunity to embezzle money in the dark of night," says McCabe. "Sure it's more tempting, but we still expect them to be honest."

Continued in article

Jensen Comment
There are two broad types of student honor codes. The toughest one is where each student signs an oath to report the cheating of any other student. This is a rough code that, in my opinion, must be backed by a college commitment to back the whistle blowing student if litigation ensues in the very litigious society of the United States (where 80% of the world's lawyers reside.)

The second kind is a softer version where students are not honor bound to report cheating by run their own honor courts to dole out punishment recommendations for cheating reported by others, usually their instructors. This may actually result in harsher punishments than instructors would normally dole out. For example, professors often think an F grade is sufficient punishment. Honor courts may recommend more severe punishments such as in the Duke scandal noted above.

One problem with honor courts is that they are more of a hassle for instructors having to take the time to report details of the infraction to the court and then appear before the court as witnesses. An even more controversial problem is that the inherent right of an instructor to assign a course grade punishment for cheating is taken out of the hands of the instructor and passed on to the honor court. Instructors generally do not like to lose their authority and responsibility for assigning grades.

Update on May 22, 2008
Duke University Invites Back Business Students Who Cheated

"Fuqua Puts Scandal Behind It:  A year after being rocked by a cheating scandal, Duke's business school plans to welcome back students who were suspended," by Alison Damast, Business Week, May 22, 2008 --- http://www.businessweek.com/bschools/content/may2008/bs20080522_585217.htm

"Both Sides of Kenan-Flagler:  MBAs run around like frantic idiots but are courted by huge companies as rock stars. It is no surprise that this combination of frenzy and entitlement leads to cheating," by Danvers Fleury, Business Week, June 24, 2007
--- http://www.businessweek.com/bschools/content/jun2007/bs20070624_280134.htm?link_position=link2 

I used to think poorly of Duke MBAs. As a UNC recruit, one of my fondest memories was Welcome Weekend, where all admitted students are invited to meet each other and figure out whether Kenan-Flagler is right for them. While attending, I wanted to see how advanced I was at the fine art of diagnosing who would be ill enough to choose Fuqua over Kenan-Flagler.

My first suspected victim used to be an engineer, had a GMAT of 770, and got into seven different schools. When asked about his interest in North Carolina, he said, "Oh the weather. It’s so nice," and then proceeded to sweat, nervously tic, and stare intently at me, playing the crack addict to my crack. Clearly he suffered from Fuquash: the inability to relate to humans.

Others were afflicted with Fuquardation, or arrogance and entitlement falling just short of Whartonitis. This could be diagnosed by simply asking them, "What do you do for a living?" Infected parties came just short of an elaborate PowerPoint presentation-style pitch followed by a monopolization of group conversation revolving around their pet horse and its food likes and dislikes.

Now, it turns out that these people did not go to Kenan-Flagler, but they also haven’t been among the numerous upstanding and well-balanced people I’ve met from Fuqua. Concern has been voiced over Duke MBA ethics; I heartily disagree. According to a recent survey, 56% of MBAs cheat, yet somehow Fuqua is the only MBA program that can catch them and then admit to it! To me, that seems more like an accomplishment and less like a scandal, and I hope you don’t fault them for it in your search.

At business school you learn to look at both sides of complicated situations, and accordingly in this post I’d like to share my positive and negative thoughts on the MBA as a whole, and the Kenan-Flagler experience in particular.

The MBA: Invaluable

My ability to manage time and stress has skyrocketed, and overall I think through problems in a broader and more insightful fashion. A lot of my gut instincts on management and decision-making have been reinforced, while compelling evidence has been provided through 360-degree feedback and interactive course work that other habits need to go.

As for the career benefits, I’ve seen English teachers turn into financiers in 12 weeks. The MBA is worth every penny to career-switchers and adds incredible value to folks who don’t have strong business backgrounds. Just as important, the size of my professional network quadrupled overnight and continues to grow daily.

The MBA: Dinosaur

MBA programs give you credibility, new skills, and a great network, but there are plenty of ways they could go about it better.

Most classes in most programs revolve around lecture and case studies; this is not going to continue to fly for the MTV generation. I fully understand how teachers feel that asking questions and discussing a shared case is interactive, but they clearly haven’t grown up in the highly immersive multimedia world that most echo boomers come from. Integrating real-time simulation into the classroom as well as experimenting with group participation could favorably affect learning.

Furthermore, the core economic principles that most programs teach come from a microeconomic and macroeconomic world where people are rational, systems are closed, and equilibrium is always reached. Considering how irrational people are and how open and dynamic our economy is, I can’t help but think we’re getting led astray, and books like The Origin of Wealth by Eric Beinhocker go a long way to confirming this fear.

Finally, I think programs create overload for overload’s sake while at the same time coddling students. MBAs run around like frantic idiots but are courted by huge companies as rock stars. It is no surprise that this combination of frenzy and entitlement leads to cheating. I think a less insular environment that is more integrated with the real world and local community would help students stay focused and balanced, making them less likely to make poor decisions.

Continued in article

"Are B-Schools Hiding the Cheaters?" by Alison Damast, Business Week, June 20, 2007
http://www.businessweek.com/bschools/content/jun2007/bs20070620_937949.htm

Want to know where business students are cheating? Many schools have honor codes, but it's not easy to find out when they're broken.

With the controversy surrounding the cheating scandal at Duke University's Fuqua School of Business, a prospective business school student might be inclined to take a closer look at just how often cheating occurs at some top B-schools. But if you're of that mind, be prepared to encounter some roadblocks along the way.

This was what happened when BusinessWeek conducted an e-mail survey of our top 25 ranked graduate business schools in an effort to quantify how widespread cheating is among B-school students. It turned out to be a tougher task than we expected. We learned that business schools are reluctant to release data about cheating and, in some cases, refuse even to discuss it.

Back in May—shortly after Duke announced it was disciplining 34 students for ethical violations involving a test and classwork—we asked each of the top 25 how many students had been sanctioned for cheating or other ethical violations over the past 10 years. We requested a breakdown by school year, type of violation committed, and punishment handed down, if any. We also asked the school if they had an honor code and, if so, what their process was for dealing with students who violated it.

Handful of Cases Only

Out of the 25 business schools, only three—the University of Virginia, Duke, and the University of Chicago—were able to provide us with specific data about ethical violations among their B-school students. Fifteen schools provided us with information about their policy for dealing with ethics violations, but did not provide specific figures on cheating. And seven schools declined to provide any information (see BusinessWeek.com, 6/21/07, "Schools' Responses on Cheating Stats").

From the limited amount of information provided by the schools, there was no indication that cheating cases resulting in school disciplinary action were numerous at top B-schools. Chicago, for instance, said that it only had 25 disciplinary hearings over the past 13 years. All 25 resulted in sanctions, although only 11 were related to academic issues or misconduct. That's an average of less than one academic sanction per year during that period.

Schools such as New York University and Indiana University's Kelly School of Business said they just have a "handful" of cases each year, but declined to get more specific on the figures. And Virginia has had just a small number of cases in the past seven years that resulted in expulsions, according to online records kept by the school's honor committee.

Playing With Cheaters

Still, the unwillingness of a large number of top schools to provide data on cheating is bad news for a business school student who wants to get an accurate picture of how his classmates might conduct themselves while in school, said David Callahan, author of The Cheating Culture: Why More Americans Are Doing Wrong to Get Ahead.

"It seems to me like it is a piece of information you would want to know about the business school you are going to," Callahan said. "If you are an honest student, it puts you at a disadvantage to be in an environment with cheating because you're going to be working harder and losing out to people who are not playing by the rules."

Administrators at business schools offered a wide variety of reasons they were unable to disclose data on cheating; some said they simply didn't keep track of it, while others said they could not disclose it because of federal privacy laws. A handful said simply that cheating rarely, if ever, happens at their school.

Continued in article

D-Schools Are Also Cheating
The Southern Illinois University dental school, which is affiliated with the Edwardsville campus, is withholding grades of all first-year students, because of questions raised about the academic merit and integrity of the students. A university spokesman declined to provide details, citing the need to preserve confidentiality and the presumption of innocence, but said that all 52 first-year students would be interviewed as part of the inquiry. Ann Boyle, dean of the dental school, issued a statement: “This matter raises questions about the integrity and ethical behavior of Year I students and is, therefore, under investigation. We will follow our processes as outlined in our Student Progress Document to resolve the situation as quickly as we can.” KMOV-TV quoted students at the dental school, anonymously, as saying that the investigation concerned students who had tried to memorize and share information from old exams that instructors let them see, so the students did not consider the practice to be cheating. The Southern Illinois incident follows two other scandals this year involving professional school cheating: one at Duke University’s business school and one at Indiana University’s dental school.
Inside Higher Ed, June 27, 2007 --- http://www.insidehighered.com/news/2007/06/27/qt

Dental School Alleged Cheating at Loma Linda University, New York University, and UCLA
The American Dental Association is investigating allegations of possible cheating by students at four dental schools on an exam that leads to licensure for dentists, the Los Angeles Times reported. The probe involves students at Loma Linda University, New York University, the University of California at Los Angeles and the University of Southern California.
Inside Higher Ed, November 14, 2007 --- http://www.insidehighered.com/news/2007/11/14/qt

Bob Jensen's threads on cheating are at http://www.trinity.edu/rjensen/Plagiarism.htm

Plagiarism News
An investigative committee is pushing for the dismissal of Don Heinrich Tolzmann, who teaches history and works as a librarian at the University of Cincinnati, The Enquirer reported. A panel there found duplications between Tolzmann’s book The German-American Experience and a text written in 1962. Tolzmann strongly denies wrongdoing, which was first alleged in an H-Net review. At Ohio University, which has been dealing with charges of plagiarized master’s theses, the institution announced that graduates accused of plagiarism would face hearings to determine the status of their degrees, the Associated Press reported.
Inside Higher Ed, August 25, 2006 --- http://www.insidehighered.com/news/2006/08/24/qt

Question
Will these engineering graduates take down their diplomas and return them to Ohio University?

Ohio University has sent letters to more than 50 people who earned master’s degrees with material believed to be plagiarized, asking them to return their degrees, rewrite their theses, or demand a hearing, The Athens News reported. In May the university found “rampant and flagrant plagiarism” among some graduate students in its mechanical engineering department.
Inside Higher Ed, July 19, 2006 --- http://www.insidehighered.com/news/2006/07/19/qt

A Professor's Lawsuit Against Ohio University
Jay Gunasekera, a professor who supervised the work of some of the 37 Ohio University master’s graduates found to have plagiarized parts of their theses, is suing the university for defamation, saying that his role has been distorted, the Associated Press reported. University officials — who have released detailed reports on the alleged plagiarism — told the AP that they would contest the suit.
Inside Higher Ed, August 14, 2006 --- http://www.insidehighered.com/news/2006/08/14/qt

Question
What happens when professors who let students cheat get caught themselves?

"‘Distinguished’ No Longer," by Elia Powers, Inside Higher Ed, February 22, 2008 --- http://www.insidehighered.com/news/2008/02/22/ohio

Fallout continues from a plagiarism saga at Ohio University that has clouded the reputation of the university’s engineering college. Earlier this month, Roderick J. McDavis, Ohio’s president, for the first time in the institution’s history rescinded the title of “distinguished professor,” a high academic honor that had been given to engineering professor Jay S. Gunasekera years earlier for his research, teaching and service.

Gunasekera is at the center of the controversy, the subject of charges that he both plagiarized a graduate student’s work in a published book, and failed to adequately monitor graduate students who went on to copy others’ material in theses they submitted under his watch.

What began in 2005 as a former engineering graduate student’s effort to show dishonesty among his colleagues has ballooned into a university-wide investigation. A review by two university officials found “rampant and flagrant plagiarism” by graduate students in the mechanical engineering department, as well as a “failure to monitor” those students.

Gunasekera didn’t respond to messages for comment Thursday. He is suing the university for defamation and has said the report misstates his role.

Several other committees have looked into the work of students, many of whom Gunasekera advised. Already, Ohio has revoked the master’s degree of a former mechanical engineering student whose thesis it determined contained unoriginal work.

Gunasekera was chair of the department at the time the allegations surfaced. He was removed from that position, and also had a named professorship taken away. This year, he’s on assignment and not teaching or advising students.

In November, a panel of fellow “distinguished professors” who looked at Gunasekera’s work and that of some of his students, voted to recommend that the university remove “distinguished” from his title.

“It’s supposed to be an honor for people whose records have brought acclaim to the university and to themselves,” said Steven Grimes, a distinguished professor of physics and astronomy, who chaired the committee and voted to rescind the title. “He clearly had done that, but obviously now it doesn’t look like he’s helping the reputation of the university.”

McDavis, himself the subject of much faculty criticism for his leadership of the university, followed the group’s recommendation.

David Drabold, a distinguished professor of physics, who voted in favor of removing the title, said he was surprised that the decision took as long as it did. “I think the case was fairly clear,” Drabold said, adding that he was swayed by the examples of unoriginal work from theses that were approved by Gunasekera.

Those who have heard Gunasekera’s defense to the plagiarism charges say the professor argues that as an international professor (he taught in Australia and Sri Lanka) he didn’t understand the prevailing American citation standards.

Drabold said he can understand how that could have been the case initially — Gunasekera joined the Ohio faculty in 1983. He even said the professor made an attempt in the preface of the book in question to credit the graduate student whose material he used.

But, as Drabold and others on the distinguished faculty committee note, his defense wouldn’t explain why he allowed his graduate students to routinely copy others for years after he started at Ohio.

Said Gar Rothwell, a distinguished professor of environmental and plant biology: “There are standards of scholarship that we all have to follow. They aren’t secret.”

Greg Kremer, chair of the mechanical engineering department and an associate professor, said while he didn’t feel comfortable commenting on what Gunasekera’s future at Ohio should be, he offered that “the level of proof and the level of seriousness it takes to remove a distinguished professor title is very, very significantly different than anything that would result in the de-tenuring process.”

Kremer said the department is waiting for the university-wide investigation of student theses to finish before it decides whether to take action.

Several of the distinguished professors interviewed referred to Gunasekera as affable and successful in parts of his professional life — saying he brought in significant external funding for engineering and technology projects.

“This is a decent man who has been through a lot of unpleasantness,” Drabold said. “This was an active, productive person. He was trying to be a good citizen and was simply doing too much.”

Grimes agrees that Gunasekera likely didn’t have bad intentions, and that “it’s not at all obvious to me that what he did rises to the level of firing.” Yet he said that he’d still “seriously consider” voting for de-tenure.

An earlier November 26, 2001 segment called "Cheating Scandal at U. of Virginia," --- http://www.cbsnews.com/stories/2001/11/26/national/main319035.shtml 

Eight University of Virginia students have left school for plagiarism, and a student committee is preparing to investigate 72 more alleged honor code violations in what has become the school's biggest cheating scandal in memory.

Since May, 148 students have been accused of copying term papers in Professor Lou Bloomfield's introductory physics course. Bloomfield referred the students to the university honor committee after a homemade computer program detected numerous duplicated phrases in his students' work during the past five semesters.

"That was a real shock," said Thomas Hall, chairman of the honor committee, whose staff has been under enormous pressure to finish its investigation before graduation this May. "The largest number of accusations I'd seen from any one professor was maybe five."

Sixty Minutes aired an update with Mike Wallace on November 10, 2002 --- http://www.cbsnews.com/sections/60minutes/main3415.shtml  
At the time I am writing this early in the morning on November 11, CBS has not yet posted the update version at its Website.

Here are some of the highlights I noted while watching Mike Wallace's update last night

Question:
How many students have been expelled from the University of Virginia over the approximate period of one year and how many are still awaiting a decision on whether or not they will be expelled due to Honor Code violations at the University of Virginia?

Answer:
The number is now up to 40 students expelled with 120 others still awaiting a decision as to their fate.  I might note that this is after the scandal made national headlines almost a year ago when eight students were expelled.

Question:
What is the most absurd claim made by a UVA student interviewed on campus by Mike Wallace?

Answer:
That faculty investigations of honor code violations are violations of trust that students have in faculty when students sign the honor code.  Students are led to believe that faculty will not snoop into cheating even if there is evidence of such cheating.

Question:
What is the most innovative way students are cheating in examinations using water bottles?

Answer:
How to Cheat With Crib Notes (Video) --- http://www.youtube.com/watch?v=NpQZDJ2fGnI

Other Videos on How to Cheat

How to Cheat During Exams --- http://www.youtube.com/watch?v=dH2KZTyp3_A&feature=related
(But students in the front row are out of luck.)

Skirting:  How to Cheat on Exams --- http://www.youtube.com/watch?v=slL9WkjZt-g
(There's hope for the front row too. But if you have a male instructor, your chances of getting caught are greater.)

How to cheat in an exam with just a pen and paper --- http://www.youtube.com/watch?v=9fr0e8DqQ-E&feature=related

How to Cheat at School --- http://www.youtube.com/watch?v=PcmHVSZr32o

 

Question:
What is an earlier CBS 48 Hours show in which the School Board of a high school overturned the grades of a biology teacher who failed students for cheating by downloading their main project papers from the Internet?

Answer:
Plagiarism Controversy Engulfs Kansas School --- http://www.edweek.org/ew/newstory.cfm?slug=29piper.h21 

It all started with a 10th grade biology project about leaves. But the dust-up over the handling of a student-plagiarism incident in the normally tranquil Kansas City, Kan., suburb of Piper doesn't appear likely to subside any time soon.

So far, the teacher at the center of the controversy, Christine Pelton, has resigned. Another teacher resigned last month in support, and several others are contemplating whether they want to stay with the 1,300-student district. The latest casualty is Michael Adams, the principal at the 450- student Piper High School, who announced last month that he would resign at the end of the school year. He cited "personal and professional" reasons, but added in an interview: "You can read between the lines."

In addition, the district attorney has filed civil charges against the district's seven-member school board, accusing the members of violating the Kansas open-meetings law last December when they reduced the penalties for the 28 students accused of plagiarism. And three board members now face a recall drive.

"All of us have gotten tons of hate mail, from all over the country," said Leigh Vader, the Piper school board's vice president. "People are telling us we're idiots and stupid. ... Moving on—I think that's the goal of everyone."

But that may be difficult. The dispute, which has drawn national attention, will return to the national spotlight in May, when the CBS newsmagazine "48 Hours" is expected to air an investigative report on the Piper plagiarism case.

"For a lot of people," said David Lungren, the president of the Piper Teachers Association, "the feeling is we can debate the decision to death or figure out what we need to do to move on. If we can all agree that this did not work out well for us, what could we figure out to prevent this from occurring again?"

Question:
What is the major conclusion drawn by commentators of on all of these CBS shows about cheating?

Answer:
That a rapidly-growing proportion students no longer consider cheating a bad thing to do as long as you don't get caught.  And their parents do not consider cheating a bad thing and will even go to school officials and even court to defend against punishments for cheating.

"Cambridge Survey Finds That 49% of Students Have Plagiarized," by Lawrence Biemiller, Chronicle of Higher Education, November 3, 2008 ---
Click Here

Half the students at the University of Cambridge have plagiarized, according to results of a survey by Varsity, a student newspaper at the university.

The newspaper said its survey had attracted 1,014 respondents, of whom 49 percent said they had committed at least one act defined by the university as plagiarism. The list of forbidden acts included: handing in someone else’s essay; copying and pasting from the Internet; copying or making up statistics, code, or research results; handing in work that had been submitted previously; using someone else’s ideas without acknowledgment; buying an essay; and having an essay edited by Oxbridge Essays, a company that provides online essay services. Five percent of those who admitted having plagiarized said they had been caught.

Some students were surprised to find that what they thought were innocuous academic acts had landed them in the plagiarist category. “Of course I use other people’s ideas without acknowledging them, but I didn’t think that this made me a plagiarist,” one student said.

But others admitted copying or buying work “when I am late with an essay or finding it difficult.” Law students, the newspaper said, broke the rules most often, with 62 percent admitting that they had plagiarized. Four percent of students surveyed said they had written for Oxbridge Essays.

Comments

Yes, and 100% of civil rights leaders named Martin Luther King, Jr., have also plagiarized. And 100% of writers named Doris Kearns Goodwin have plagiarized. And 100% of vice-presidential candidates named Joe Biden have plagiarized. These students are in good company. Maybe we should educate them rather than haul them before a firing squad, as too many professors want to do.

— gl Nov 1, 08:22 PM #

I agree with gl, it seems a bit harsh to haul anyone anywhere, much less before a firing squad, until we have delved into the depth of the training students receive about the rigors of attribution. (Hint: scandalously little)

The internet with all its advances did bomb us back to the intellectual property stone age with the conspicuous absence of paper trails for the materials one can find within a click or two of beginning research.

The other part of the problem, and I am ready to be placed before the firing squad for this comment, professors (especially at the undergraduate level) do not put enough thinking into the construction of their essay questions. And to make matters worse, they use the same old tired questions year in decade out. So let’s look at our role in perpetuating this obnoxious problem and criminal waste of time on both sides.

Newsflash, profs! Life is short. Why spend your precious discretionary time playing cops and robbers with your students?

— BC PROF Nov 1, 11:42 PM #

Using a service like Turnitin.com helps to reduce plagiarism quite a bit because even if the students don’t have a high likelihood of getting caught, they know that they are really taking a big risk if they try to fool the system. If students know there’s a good chance they’ll get caught, they will not engage in plagiarism. Some professors would rather spend their leisure time with their families or doing their own research rather than chasing down sources of plagiarism. Use the tools to help you catch cheaters so you can have more time for your own life.

— MEH Nov 2, 02:16 PM #

Of course if I discover that a student has committed plagiarism, I take the steps that are prescribed by the honor code at my university. But I did not become a teacher to spend my time enforcing such codes. If a student cheats and receives a grade that he doesn’t deserve, he is the poorer for it. We have this idea that cheaters are robbing someone else of something valuable, and therefore that we ought to act to stop them or to punish them. It is not so difficult to see that plagiarists are only cheating themselves. They pay the very high price of not learning what they might have learned under their own lights, and to my mind that is penalty enough.

— SK Nov 2, 02:49 PM #

MEH, the time you save with turnitin.com is lost when you catch a cheater, because you yourself become a cheater if you don’t report the honor violation (rather than handle it privately, which most campuses frown upon). So assuming you’re as honest as you expect your student to be, you’re sucked into the whole lengthy honors process, with forms and hearings and meetings and eventually the wish that you had not been so persnickety.

I think the plagiarism situation is easy to avoid if you assign paper topics based on very recent events about which nothing could have been already written. Or, as I do, require first drafts of nearly completed works, a couple weeks before the real due date, with which you can issue warnings framed in face-saving look-what-you-forgot-you-cite-or-enclose-in-quotation-marks language. They get the message you’re tough, especially if you threaten reporting an honors violation if the supposed error is not corrected, and you spend even more time with your own life.

— gl Nov 2, 03:04 PM #

gl

I think the plagiarism situation is easy to avoid if you assign paper topics based on very recent events about which nothing could have been already written.

right, I am sure that is feasible in history of philosophy classes. Second Idea was much more reasonable.

— jon Nov 2, 08:54 PM #

The key is what the students perceive as cheating. If using someone else’s ideas without acknowledging it is cheating, then we are all cheaters. The kids come in to college 17 years old and dumb. They sit in lectures, read books, talk to classmates and faculty, and hear all kinds of new ideas. How can they ever acknowledge where all those ideas came from? How can they even remember when the ideas were first planted and by whom?

Similarly, good writing involves sharing ideas with other students, revising and proofreading. That violates the honor code standard of “doing your own work.” We create a catch-22 when we demand high quality work but strictly prohibit some of the methods that are essential for good learning. And even if we don’t “strictly” prohibit appropriate collaboration, not all students know where the line is. Consequently, some students will identify themselves as cheaters, even though the type of help they get on their assignments is acceptable.

And in my field, it is pretty common for students to forget to write down some detail of their source information, and at the last minute have to fudge the works cited. Technically it is fabrication, and the students know it. It would be embarrassing to publish a error-filled works cited. But in the end it is too trivial to worry about.

All these kinds of cases drive up the number of self-identified cheaters. It isn’t worth faculty worrying out.

— Shar Nov 3, 12:33 AM #

As others have noted, the extensive use of plagiarism requires an educational solution. I commend to you an excellent article by Eleanour Snow who describes (and links to) a number of institution-wide web tutorials designed to teach students about plagiarism. You can view the article at http://innovateonline.info/index.php?view=article&id=306&action=article (requires free subscription).

James L. Morrison Editor-in-Chief, Innovate

 

Jensen Comment
There's serious doubt that Vladimir Putin even read his own thesis.

It's not clear that Vladimir Putin even read his own thesis
Large parts of an economics thesis written by President Vladimir Putin in the mid-1990s were lifted straight out of a U.S. management textbook published 20 years earlier, The Washington Times reported Saturday, citing researchers at the Brookings Institution. It was unclear, however, whether Putin had even read the thesis, which might have been intended to impress the Western investors who were flooding into St. Petersburg in the mid-1990s, the report said. Putin oversaw the city's foreign economic relations at the time.
"Putin Accused of Plagiarizing Thesis," Moscow Times, March 27, 2006 --- http://www.themoscowtimes.com/stories/2006/03/27/011.html
Jensen Comment
What's interesting about this news item is that it was published in Moscow. This would not have happened in the old Soviet Union.

Martin Luther King Jr. has been accused of widespread plagiarism, including parts of his doctoral thesis --- http://www.martinlutherking.org/thebeast.html

Other celebrity plagiarists --- http://www.cfif.org/htdocs/freedomline/current/in_our_opinion/plagiarism.htm

Since I have such a huge number of documents at my Website, I often wonder what kinds of grades I'm getting around the world --- http://www.trinity.edu/rjensen/threads.htm

Bob Jensen's threads on plagiarism --- http://www.trinity.edu/rjensen/Plagiarism.htm

November 3, 2008 reply from Guest, Paul [paul.guest@CRANFIELD.AC.UK]

Having taught accounting at Cambridge for several years, I believe that these high plagiarism figures are of no relevance to any accounting courses taught there.

I would guess that the high figures are likely due to the unique college tutorial system at Cambridge University (along with Oxford and a few others) where undergraduate students attend frequent (usually biweekly) small group tutorials in addition to lectures. Students are often required to write essays for these tutorials under very tight time constraints. The high plagiarism figures are likely driven by undergraduates trying to finish essays by these deadlines. The students don't benefit from such cheating. Although the essays are marked they do not count towards a final grade, and any under-prepared students are usually exposed as such in the tutorials. [For accounting tutorials, essays are very rarely set, and instead students are required to work through a previously unseen question.]

Paul Guest
Cranfield School of Management

Then in a second message Paul wrote the following:

I agree, cheating students won't learn much about the assigned material if they cheat. However, under the Cambridge and Oxford (tutorial & written assignment) system ( http://en.wikipedia.org/wiki/Tutorial_system , cheating students are much more likely to be caught at an early stage when the consequences are much less severe (since written assignments do not contribute to final grades). The cheating can therefore be dealt with informally and with a light touch by a tutor who is close to the student, so lessons can be learned with no lasting damage. Especially important when many cases of plagiarism appear to arise from ignorance.

Also, assignment writing for tutorials at Cambridge is optional. Undergraduate students can choose not to produce written assignments for tutorials (or simply not turn up to them). However, by not participating they are foregoing the most important learning experience at Cambridge. The tutorial and written assignment system is the fundamental pedagogic difference between Cambridge and other universities and a key reason why Cambridge has been so successful. It is worth £2000 per year for each undergraduate student (previously paid by the government but not any longer as of this year http://www.guardian.co.uk/education/2005/oct/14/highereducation.universityfunding ). Students are very aware of this and very rarely miss supervisions or fail to submit written assignments.

From my experience in teaching these supervisions (I also taught economics and finance for which essays were assigned) I dont believe that plagiarism is rampant. Instead I interpret the high figures along the lines suggested by Dave Albrecht, that although 49% of students have plagiarised at some point, each student has done it very rarely.

By the way, a huge thankyou from across the pond to you and the other contributors to this list, and for the great material on your website.

Paul Guest

Question:
What are the most popular sites for term papers?

Answer 1:  SchoolSucks.com --- http://www.schoolsucks.com/ 
Note that this site purportedly has a minimum of 250,000 hits per day according to the November 10, 2002 Sixty Minutes show.

Need a Paper

Welcome back to School Sucks!! Ya ready?
Time to get out those dusty notebooks, the whoopie cushions, the notes you got from the kid who took the same classes last year and get your asses back to school!

We're ready.

We got a new site for you. A chat room so you can talk homework with students from all over the world. Message boards, games and polls. If you sign up, you can send instant messages.

We're giving a $250 high school scholarship this semester. But you have to prove that you're not an A student to participate!

Let us know what you think and keep spreading the word:

School Sucks!

Answer 2 --- Termpapers R Us --- http://www.termpapersrus.com/ 

Do you need help and need it fast? Then you have found THE BEST SITE on the entire Internet.  Our guarantee to you... is that you will find what you need on this site and you will find it fast.... if it isn’t in our database of more than 25,000 sample term papers, essays, and research studies, then we will write one for you just as fast as you need it.

Try a keyword search through our database of more than 25,000 sample term papers, essays, and research studies... if you can't find something on your topic... then we will write one for you just as fast as you need it. Take advantage of the expertise and wealth of talent that the staff of researchers and writers have to offer at TermpapersRus.com.... They work around the clock 24 hours per day... 7 days per week... 365 days per year and do nothing but assist students with their term projects and research reports.... NO matter what the topic ..nor the time of day.. TermpapersRus is always available to assist you with all your writing needs.    

"Term Papers ‘R’ Us"! ..we assist students with Term papers... and we are THE BEST! 

Check the Termpapersrus.com database -- RIGHT NOW!! -- and you’ll see what we mean.... there are more than 25,000 example term papers listed there ...and they are all available for immediate delivery by email, fax or Federal Express!  ...each of the thousands of papers in the Term Papers ‘R’ Us database cost only $[] per page and the bibliographies are FREE??!! ...this straight-forward-no-hassle rate allows 
Term Papers ‘R’ Us to help you become "Term Papers ‘R’ Me!" Need it FAST!! then simply place a "RUSH ORDER" and receive it even faster ...
in ONLY a few hours!!! 
Click here to ORDER NOW!!

TermPapersRUs.com  is so confident in the quality of our work... that we offer you the unique opportunity to actually preview excerpts from a paper (for FREE) in order to see if it offers the appropriate direction for your research and studies.

 Didn't find anything in our database??

NO PROBLEM!!!! You can have one of the research writers complete a customized example paper for you.... and this way we can show you the very best techniques for writing your own paper and you'll learn how to approach any topic.  All customized research is ONLY $19.95 per page with a FREE bibliography and a guaranteed completion date!!  So search our database NOW.. or you can Click HERE or the purple balloon for Custom research... either way you'll have TermpapersRus.com quality staff to show you the way for all of your writing needs!!!  

Answer 3 (Some others mentioned on the May 12 Sixty Minutes show)

CheatHouse.com --- http://www.cheathouse.com/ (Free papers)

PaperWizards.com --- http://www.paperwizards.com/ 

Question:
The bottom-line question posed to the two young spokesmen for the School Sucks service on the Web was Mike Wallace's question:  Who besides students downloads papers from School Sucks?

Answer:
Professors wanting to pad their resumes and annual performance reports.  

Bob Jensen's conclusion:  Listening to the above revelation that some professors are using the same cheat sites as students will not not exactly help convince students that this is a wrong thing to do in education and in society.  But then again, students and their professors get even more cynical about cheating morality as they watch leaders in corporate governance, auditing firms, churches, charities, and government being accused daily of massive frauds and influence peddling.

Hi Dan,

Now let's wait a minute on the "Wait a minute"  If your entire future rides on getting an A in a course, you might be tempted to crib for competitive advantage.  Or you may be a geek who just takes clever cheating up as a challenge.

As Rchard Sansing pointed out, if you print on the back of the label of a water bottle and paste it back on the bottle, your can read it easily in magnified print from the other side of the bottle.  It is not necessary to reverse the printing.  However, if you want to use a mirror up a pant leg or skirt, you may need to reverse the printing.

It is pretty easy to get small print.  Simply try Font Size 8 in MS Word.

As far reading backwards is concerned, dyslexics have an advantage if the print is not reversed.

I am told that MW Word “has a somewhat hidden backward printing feature.”
--- http://www.euronet.nl/users/mvdk/wordprocessors.html
I’ve not been able to find it, but I’m certain that if anybody could find it, it would be my students.

Here's another way
How to Cheat With Crib Notes (Video) --- http://www.youtube.com/watch?v=NpQZDJ2fGnI

Other Videos on How to Cheat

How to Cheat During Exams --- http://www.youtube.com/watch?v=dH2KZTyp3_A&feature=related
(But students in the front row are out of luck.)

Skirting:  How to Cheat on Exams --- http://www.youtube.com/watch?v=slL9WkjZt-g
(There's hope for the front row too. But if you have a male instructor, your chances of getting caught are greater.)

How to cheat in an exam with just a pen and paper --- http://www.youtube.com/watch?v=9fr0e8DqQ-E&feature=related

Actually a somewhat better approach would be to type whatever you want, paste in whatever graphs and tables you want, capture the screen, then reduce the size to whatever it takes to fit inside the water bottle, and then create a mirror image in your graphics or MS Word software.  However, you may want to wear a special kind of spectacles for magnification.  You can read the following in the Help file of MW Word:

Create a mirror image of an object

1. Click the AutoShape, picture, WordArt, or clip art you want to duplicate. 
2. Click Copy and then click Paste 
3. On the Drawing toolbar, click Draw, point to Rotate or Flip, and then click Flip Horizontal or Flip Vertical. 
4. Drag and position the duplicate object so that it mirrors the original object. 

Note   You may need to override the Snap-To-Grid option to position the object precisely. To do this, press ALT as you drag the object.

Bob Jensen

-----Original Message-----
From: Dan Stone [mailto:dstone@UKY.EDU]
Sent: Thursday, November 14, 2002, 5:04 A.M.
Subject: Wait a minute....

Now help me out here friends....

I've been bothered since I first heard about this...

If I write on a water bottle in tiny print and then read through the water, the print will be bigger but it will be BACKWARDS.  A middle of the night experiment confirms this.  Would it really be that helpful to have a tiny print, written-backwards cheat sheet?????? I doubt it.

My point is that the media may be "over the top" in reporting some of the evidence on the cheating problem in today's University.  Yes I believe there is a cheating scandal, but to paraphrase from Charlotte's Web, "people believe anything that they read."  Let's not make this mistake.

Best,

Dan Stone
Univ. of Kentucky

How to Cheat With Crib Notes (Video) --- http://www.youtube.com/watch?v=NpQZDJ2fGnI

Look Before and After You Make an Accounting Term Paper Assignment

I did not expect there to be too many accounting term papers at the term paper mills.  This turns out to be naive.  For example, there are over 200 papers on some very interesting accountancy topics at http://www.termpapersrus.com/ 
Include the following in your search:

SchoolSucks.com --- http://www.schoolsucks.com/ 

Termpapers R Us --- http://www.termpapersrus.com/ 

CheatHouse.com --- http://www.cheathouse.com/ (Free papers)

PaperWizards.com --- http://www.paperwizards.com/ 

Moral of Story --- Check out what the term papers have available on the topic you assign to your class.

Possible Assignment:  Have students critique a term paper mill product.

The Web puts answers to most questions -- not to mention ready-made term papers -- at students' fingertips. One educator says it's time to assign work that truly makes kids think. 

"Got Cheaters? Ask New Questions," by Dustin Goot, Wired News, September 10, 2002 --- http://www.wired.com/news/school/0,1383,54996,00.html 

Jamie McKenzie has spent his whole career trying to get schools "to ask better questions." But now that he preaches better questions as an antidote for rampant Internet plagiarism, a lot more teachers are listening.

In the professional development seminars he gives, McKenzie said, 60 to 80 percent of teachers cite cases of plagiarism in their classrooms. A more formal study, conducted by a professor at Rutgers University, found that more than half of high school kids "have engaged in some level of plagiarism on written assignments using the Internet."

According to McKenzie, however, students aren't solely to blame for this trend. Many assignments teachers give, he said, are conducive to cheating. "It is reckless and irresponsible to continue requiring topical 'go find out about' research projects in this new electronic context," McKenzie wrote in a 1998 article in "From Now On," an online educational journal he edits.

Instead, teachers must distinguish between trivial research and meaningful research, which asks kids to "analyze, interpret, infer or synthesize" material they have read.

Patti Tjomsland said that in Washington's Mark Morris High School, where she serves as a media specialist, the standard book report of the old days does not even exist anymore. Instead, teachers favor compare-and-contrast essays or personal opinion pieces asking students what they would do in a certain situation. Content for these kinds of essays, Tjomsland explained, is not readily available online.

McKenzie hopes that more schools will follow Mark Morris High's example. "A lot of concern (about plagiarism) is translated into more careful scrutiny," he said. "I would like to see the concern translated into better assignments."

March 29, 2002 message from Glen L. Gray [vcact00f@CSUN.EDU] 

Information Week had an interesting article that says that teens are developing bad "work" habits that may cause them problems at work--e.g., plagiarism.

http://www.informationweek.com/story/IWK20020307S0005 

Glen L. Gray, PhD, CPA 
Department of Accounting and Information Systems 
California State University, Northridge 18111 Nordhoff Street 
Northridge, CA 91330-8372 818.677.3948 
glen.gray@csun.edu  
http://www.csun.edu/~vcact00f 

A Message on January 17, 2002 from Ceil Pillsbury [ceil@UWM.EDU] 

Last month I posted a message regarding six accounting majors who had cheated in my class. Thank you for the responses with ideas about teaching ethics. It turned out that six other accounting majors had cheated in a different class and my original concern grew so much that I decided to take at look at the literature on academic misconduct (Thank you to Bob Jensen his usual helpful links).

Essentially, the research says that the problem is far more widespread than professors want to acknowledge (and business students are among the worse cheaters). BUT the literature also indicates that academic misconduct can be significantly reduced by raising student awareness of the issues through class discussion, signed honor codes, and having students know that real enforcement with significant penalties is occurring. Given Enron, and the significant fallout which is going to occur, I think it is very easy to tie the need for academic integrity into the need for professional integrity.

Along these lines I am attaching three documents I have prepared which I will be using in my class from now on. I have had several students review these documents with positive feedback. I would also appreciate any feedback you have.

My plan is to lecture about ethics and then to have students read the letter on the need for academic and professional integrity. After that there is an ethics worksheet for the students to complete and an honor code for them to sign.

I sense that I do not speak for myself alone when I say that my classes have become so packed with trying to cram in the ever burgeoning standards that I haven't paid nearly enough attention to ethics in the last few years. If anyone shares that concern and finds the attached materials may be of help please feel free to make any use of them desired.

I also now have an easy to use cheating software program from the University of Virginia that was used to catch 122 Physics students plagiarizing. It is available free of charge at

http://www.plagiarism.phys.virginia.edu 

Regards,

Ceil

Ceil's documents are also available at http://www.cs.trinity.edu/~rjensen/cheating/ 

The 100 Cheating Scandals at the University of Virginia --- http://www.trinity.edu/rjensen/Plagiarism.htm#Virginia

But they know enough about U.S. culture to sue
Hopefully Duke made all of its MBA students sign that they understood the honor code

"Cheating Across Cultures," by Elizabeth Redden, Inside Higher Ed, May 24, 2007 --- http://insidehighered.com/news/2007/05/24/cheating

When Duke University found 34 first-year business school students guilty of collaborating on a take-home test late last month, officials announced a variety of penalties: Pending appeals, nine of the Fuqua School of Business M.B.A. students would be expelled, 15 would receive a one-year suspension and a failing grade in the required course, nine would simply fail the class and one would fail the assignment alone.

Not surprisingly, some of the students are contesting their sentences. This week, a Durham lawyer who’s filed appeals on behalf of 16 of the students cried foul to the Associated Press, arguing that all nine of the expelled students were from Asian countries, and that the students in question failed to fully understand the honor code and the judicial proceedings.

Excuses, excuses? Maybe; maybe not. Regardless, the complaints serve to spotlight some of the particular challenges inherent in addressing issues of academic integrity involving international students, many of whom come to American colleges with different conceptions of cheating. As the number of international students has increased in recent years — and the number of academic misconduct incidents involving international students has risen accordingly — educators have increasingly embraced the need to address academic integrity concerns proactively, recognizing in their actions the various cultural influences that can help cause one to cheat.

“These issues come up in unusual ways. It doesn’t mean there isn’t cheating in China [for instance]. There is,” says Sidney L. Greenblatt, senior assistant director of advising and counseling at Syracuse University and an expert on China (he’s currently writing an essay for a collection on cultural aspects of academic integrity, and has co-authored a publication on “U.S. Classroom Culture” highlighting these issues). “People present false credentials to the American embassy and corruption in the system is about what it is here.”

Continued in article

"Yale Professor at Peking U. Assails Widespread Plagiarism in China," Chronicle of Higher Education, December 21, 2007 --- http://chronicle.com/news/article/3678/yale-professor-at-peking-u-assails-widespread-plagiarism-in-china 

A Yale University professor has written a stern letter expressing concern about widespread plagiarism by students he taught at Peking University this fall.

“The fact that I have encountered this much plagiarism … tells me something about the behavior of other professors and administrators here,” Stephen Stearns, a professor of ecology and evolutionary biology, wrote to his students. “They must tolerate a lot of it, and when they detect it, they cover it up without serious punishment, probably because they do not want to lose face. If they did punish it, it would not be this frequent.”

Plagiarism and other forms of academic corruption have been common in Chinese higher education for years, even as the authorities try to raise academic standards.

Mr. Stearns went on to attack the lack of protection for intellectual-property rights in China, even citing the pirating of his own textbook by Peking University itself, a premier Chinese institution that is often called Beida. “Disturbingly, plagiarism fits into a larger pattern of behavior in China,” he wrote. “China ignores international intellectual-property rights. Beida sees nothing wrong in copying my textbook, for example, in complete violation of international copyright agreements, causing me to lose income, stealing from me quite directly.”

Chinese translations of the strongly worded letter, titled “To My Students in Beijing, Fall 2007,” quickly spread around the Chinese-language Internet. It was also published on New Threads, a Chinese Web site that reports cases of plagiarism in China. (The English original follows the Chinese translation.)

Continued in article

Spotted: a new trend called plagio-riffing
Students are growing lazier about the whole process of copying, not even bothering to change fonts in a cut-and-paste excerpt or otherwise disguise their tracks. When asked why he inserted an entire page printed in Black Forest Gothic in a paper written in Courier, a student in freshman composition expressed surprise: “If you start changing things, that’s cheating, right?” The path of least resistance continues, often refreshingly low-tech. A Psychology 200 instructor reported a student handing in a Xerox of an article with the author’s name whited out and her own inserted. “I did the best I could,” confessed the student. “I didn’t have my laptop with me, and I was in a hurry.” . . . Spotted: a new trend called plagio-riffing, where students get together and mix and match five or more papers into one by sampling and lifting choice paragraphs to the beat of George Harrison’s “My Sweet Lord” (plagiarized from “He’s So Fine”).
David Galef, "Report from the Academic Committee on Plagiarism," Inside Higher Ed, June 10, 2005 --- http://www.insidehighered.com/views/2005/06/10/galef

Blackboard and the company that owns Turnitin, the popular plagiarism-detection service, have settled their patent dispute, agreeing not to sue one another, Washington Business Journal reported. Blackboard announced in July that it was adding a plagiarism-detection feature to its course management system.
Inside Higher Ed, August 24, 2007 --- http://www.insidehighered.com/news/2007/08/24/qt

Comparison of Plagiarism Detection Tools --- http://www.educause.edu/ir/library/pdf/SER07017B.pdf
"Plagiarism Detection: Is Technology the Answer?" at the 2007 EDUCAUSE Southeast Regional Conference, Liz Johnson, Board of Regents of the University System of Georgia, provided a chart comparing seven plagiarism detection tools: Turnitin, MyDropBox, PAIRwise, EVE2, WCopyFind, CopyCatch, and GLATT.

August 24, 2007 message from Ed Scribner [escribne@nmsu.edu]

Bob,

The New Mexico State University Library is hosting a new website on plagiarism issues. The site, available at http://lib.nmsu.edu/plagiarism , contains both faculty and student resources.

Ed

New Kinds of Cheating

Question
What's the latest innovation in cheating?

Hint
Students are using YouTube in a very clever way.

"Students Show How to Cheat via YouTube," Chronicle of Higher Education, July 11, 2008 ---
http://chronicle.com/wiredcampus/index.php?id=3160&utm_source=wc&utm_medium=en 

Academic cheating and dishonesty have long been a problem. But with YouTube students have discovered a new avenue for actually promoting such fraud. Liz Losh, a rhetorician at the University of California at Irvine, notes that there’s now a genre of videos that combine cheating advice with a “do-it-yourself aesthetic.” She flagged one of them Wednesday on her blog. It shows a student using a scanner and photo-editing software to make a cheat sheet on a Coke bottle.

Cheating in the Age of Texting

"Should Definitions of Cheating Change in the Age of Texting?" Chronicle of Higher Education, June 25, 2009 ---
http://chronicle.com/wiredcampus/index.php?id=3850&utm_source=wc&utm_medium=en

Over at The Chronicle’s Brainstorm blogs, Mark Bauerlein raised some interesting questions this week about students’ views of cheating.

Mr. Bauerlein, a professor of English at Emory University, points to a new survey showing that about half of students have used their cellphones or other technology to cheat, and that many students do not consider their behavior to be cheating.

He suggests that they may have a point. “Don’t we see here a prime example not of the decay of personal integrity but instead the healthy spread of ‘participatory culture’?” Mr. Bauerlein wrote. “In the digital age, intelligence is a collective thing, the individual now not a repository of knowledge but a dynamic component of it. We have entered a new realm, and if the definition of knowledge has changed, then so must the definition of cheating. Right?”

Bob Jensen votes not to change the definition of cheating in the age of texting!

Question
Have you looked for your examinations and tests at the latest test sharing sites?

"Students Share Exams Online: Web sites that allow the sharing of course notes and old exams are increasing. But some professors aren't happy," by Dan Macsai, Business Week, November 23, 2008 ---
http://www.businessweek.com/bschools/content/nov2008/bs20081123_091062.htm?link_position=link4

Photos. Music. Irrelevant video clips. For years, college students have shared them all on the Internet. Now, they're using the same medium to swap notes, tests, and quizzes—a trend that has caught the wary eye of profs whose materials are being uploaded and school officials who worry about cheating.

In recent years, several Web sites have emerged that encourage students to submit their schoolwork for mass consumption. They collect old exams (PostYourTest.com, Exams101.com), class notes (NoteCentric.com), study guides (HowIGotAnA.com) and all of the above (CourseHero.com). Some of the largest sites claim thousands of users around the world and say they're making money.

High-Tech "Test Files" Students from an earlier generation will recognize the note-sharing sites as a high-tech twist on an old college practice. Fraternities and sororities have long maintained "test files," where younger members study from older members' course work. Non-Greeks, of course, have criticized the practice, saying it gives the frat and sorority members an unfair advantage.

Indeed, Demir Oral, a Web designer living in San Diego, says he launched the Post Your Test site to level the playing field. "This kind of service should be available to anyone, at any time," he says.

Oral supports his site using Google ads, which generate "a decent amount" of revenue, he says. But he's forecasting growth: Since July, the site's member count has more than doubled, to 1,000, and it currently hosts between 600 and 700 exams. A few weeks ago, Oral received his first international submission, from Sultan Qaboos University in Oman. "People are starting to realize the uniqueness of our database," he says. "It's a very exciting time."

Backlash from Teachers and Students Not everyone is buying into the hype, though. Because professors don't know when their exams are being posted, they could unwittingly re-use a question students have seen online, says Jim Posakony, a biology professor and former chairman of the academic senate at the University of California at San Diego, where teachers have organized to keep their exams off Post Your Test.

Having easy access to quizzes and notes could also reward laziness, says Nichole Mikko-Causby, a senior at the University of Georgia. "The whole trend seems to be more about getting the grade than improving critical thinking skills," she says, noting that she's visited Course Hero but never used it. "It kind of cheapens my degree."

Kasuni Kotelawala, a sophomore at University of California, San Diego, is far more satisfied. Because her biology professor hadn't spent much time discussing the most recent class midterm exam—let alone distributing a practice test—Kotelawala wasn't sure how to study. But after reviewing one of her professor's past exams on Post Your Test, she says she knew what to expect. "It definitely helped," she says.

Copyright Issues But was it legal? Like novels and artwork, exams are intellectual property, meaning they're owned by the universities or the professors who wrote them, and they're protected under copyright laws. Publishing them without permission is treading on "legal thin ice," says Bob Clarida, a copyright lawyer at Cowan, Liebowitz & Latman, in New York.

Faculty members at UCSD raised this concern last August, after representatives from Post Your Test visited campus. To promote the site, the reps had offered Starbucks gift cards in exchange for student exams, a gimmick that left some professors "very unhappy," says Posakony.

With Posakony's help, roughly 150 professors organized. They told Oral to take their old exams off Post Your Test and to reject future submissions bearing their names. He wasn't thrilled, but he obliged. "We always follow the Digital Millennium Copyright Act," Oral says, referencing the law that protects online service providers, like Post Your Test and YouTube, as long as they honor requests to take down unlawful uploads.

Continued in article

How would you deal with the following add on Craig's List where University X is a well known university.

The person who placed this add shows signs of becoming a great banker.

"I Will Pay Someone $$$ To Take My Finance Final Exam (at University X)"

The "Unknown Professor" (I know the name and location of this professor) who maintains the Financial Rounds Blog provides an April 30, 2009  mean solution to this unethical add --- http://financialrounds.blogspot.com/

Hacking into a professor's computer to change grades of 300 students
Two students at California State University at Northridge have been charged by state authorities with illegally hacking into a professor’s computer account to change their grades and the grades of nearly 300 students, the Los Angeles Times reported. The students told authorities that they thought the professor was unfair.
Inside Higher Ed, July 26, 2006 --- http://www.insidehighered.com/news/2006/07/26/qt

July 28, 2006 Update
Two students each face up to a year in jail for a prank that involved hacking into a professor's computer, giving grades to other students and sending pizza, magazine subscriptions and CDs to the professor's home. Chen, 20, and Jennifer Ngan, 19, face misdemeanor charges of illegally accessing computers. The pair, both students of California State University, Northridge, are scheduled to be arraigned Aug. 21.
"Students Face 1 Year in Jail for Hacking," PhysOrg, July 28, 2006 --- http://physorg.com/news73239464.html

Honesty may be the best policy, but it's important to remember that apparently, by elimination, dishonesty is the second-best policy.
George Carlin as quoted by Mark Shapiro at http://irascibleprofessor.com/comments-11-25-06.htm

This type of cheating raises all sorts of legal issues yet to be resolved for students who might've thought what they did was perfectly legal

More than 1,000 prospective MBA students who paid $30 to use a now-defunct Web site to get a sneak peak at live questions from the Graduate Management Admissions Test (GMAT) before taking the exam may have their scores canceled in coming weeks. For many, their B-school dreams may be effectively over. On June 20, the U.S. District Court for the Eastern District of Virginia granted the test's publisher, the Graduate Management Admission Council (GMAC), a $2.3 million judgment against the operator of the site, Scoretop.com. GMAC has seized the site's domain name and shut down the site, and is analyzing a hard drive containing payment information. GMAC said any students found to have used the Scoretop site will have their test scores canceled, the schools that received them will be notified, and the student will not be permitted to take the test again. Since most top B-schools require the GMAT, the students will have little chance of enrolling. "This is illegal," said Judy Phair, GMAC's vice-president for communications. "We have a hard drive, and we're going to be analyzing it. If you used the site and paid your $30 to cheat, your scores will be canceled. They're in big trouble."
Louis Lavelle, "Shutting Down a GMAT Cheat Sheet:  A court order against a Web site that gave away test questions could land some B-school students in hot water," Business Week, June 23, 2008 ---
http://www.businessweek.com/bschools/content/jun2008/bs20080623_153722.htm

Jensen Comment
A university admissions office that refused to accept applications from the "cheating" prospective MBA students would probably be sued by one or more students. GMAC would probably be sued as well. But it's hard to sue a U.S. District Court.

There are several moral issues here. From above, this is clearly cheating. But in various parts of society exam questions and answers are made available for study purposes. For example, preparation manuals for drivers license tests usually contain all the questions that might be asked on the written test. It is entirely possible that some MBA applicants fell for a scam that they believed was entirely legitimate. Now their lives are being messed up.

I guess this is a test of the old saying that "Ignorance is no defense" in the eyes of the law. Clearly from any standpoint, they were taking advantage of other students who did not have the cheat sheets. But the cheat sheets were apparently available to anybody in the world for a rather modest fee, albeit an illegal fee. Every buyer did not know it was illegal.

Question
What should you ban when students are taking examinations? Baseball caps? iPods?

Banning baseball caps during tests was obvious - students were writing the answers under the brim. Then, schools started banning cell phones, realizing students could text message the answers. Nick d'Ambrosia, 17, holds up his iPod inside a classroom at Mountain View High School in Meridian, Idaho Friday, April 13, 2007. In Idaho, Mountain View High School recently enacted a ban on iPods, Zunes and other digital media players. Some students were downloading formulas and other cheats onto the players, although none were ever caught.
Rebecca Boone, PhysOrg, April 27, 2007 --- http://physorg.com/news96865353.html

Smartpen:  The Beautiful and the Ugly
The following invention offers students new opportunities, some for the good and some for the bad

"Computing on Paper:  Livescribe's smartpen turns a sheet of paper into a computer," by Erica Naone, MIT's Technology Review, December 13, 2007 --- http://www.technologyreview.com/Infotech/19892/?nlid=749&a=f

A new smartpen could change the way people practice mobile computing by bringing processing power to traditional pen and paper. Made by Livescribe, of Oakland, CA, the smartpen is designed to digitize the words and drawings that a user puts down on paper and bring them to life.

So long as the user writes on paper printed with a special pattern, the smartpen transforms what is written into interactive text. For example, the pen has a recording function, called paper replay, that can record sound and connect it to what the user writes while the sounds are being recorded. Later, the user can tap the pen over what she wrote and replay the associated sounds. "We're starting to make the whole world of printable surfaces accessible and functional," says Livescribe CEO Jim Marggraff.

The smartpen, he says, will enable "paper-based multimedia," such as interactive business cards. Marggraff's business card, for example, allows contacts to e-mail him by writing him a note on its surface with a smartpen. Users can also access the pen's power by writing commands on any surface printed with the pattern. For example, if a smartpen user wants to know the definition of a word, she can write, "define," followed by the word. The pen, using data stored in its memory, will recognize the word the user writes and display its definition on a small screen on the side of the pen. The same type of procedure can be used to translate words or solve math problems.

"I wanted to make the pen itself interactive and give you feedback, so that as you're writing on paper, the pen could interpret what you're doing and then tell you something about it," says Marggraff. "That opens up a whole new way of interacting with paper, because effectively, the pen and the paper become a computer."

The pen's features depend on its ability to track its position on the paper at all times. This is largely made possible, Marggraff explains, by the paper. The paper that the pen uses is printed with microdots according to a process developed by the Swedish company Anoto. The pattern provides gridded location information on a very small scale. The pen knows its position by taking a picture of what's beneath the pen tip and processing it based on the algorithms used to produce the patterns of microdots. Paper replay, for example, then works because the pen associates particular points of an audio track with particular locations on a particular page. "If you printed the whole pattern out, it would cover Europe and Asia in square miles," Marggraff says. "So when your pen goes down in Southern Italy in a tiny corner, it knows exactly where you are." This means that a user can permanently link audio information to particular locations in a notebook, with no worry about losing the link when she turns the page. Because of the size of the pattern and the possibilities for extending it even further, Marggraff says, he's not worried that it will run out.

Pads of the paper with the special pattern will be sold by Livescribe. Users will also be able to print the pattern on regular, blank sheets of paper using certain high-quality printers.

Marggraff says that the dot-positioning technology, which he read about in a magazine, was partly what inspired his endeavors in paper-based computing. Before the Livescribe smartpen, he worked on the Fly Pentop Computer, a product for children developed from earlier applications of the technology.

In addition to the microdot pattern, the Livescribe smartpen makes use of other technologies, including a 3-D audio recording system. This technology, Marggraff says, is designed to make the pen's paper-replay function more useful in less than ideal recording conditions. If a student using the smartpen gets stuck in the back of a lecture hall, for example, most recordings would risk being too low-quality to be useful. The pen, however, uses two microphones to record the sound the way the user would have heard it originally: the two microphones help the listener sort different sounds, much as information from two ears helps people identify the source of a sound.

Rodney Brooks, director of the computer-science and artificial-intelligence laboratory at MIT, who has been an advisor to the product, says that connecting writing and computation in the smartpen is "a real step forward." While Brooks notes that it's unfortunate that a user must have special paper in addition to a special pen, he is still very enthusiastic about the technology. "If a magic wand could be waved and you didn't require [special paper], that would be wonderful, but these are pretty big steps even without that," he says.

Other companies have previously made products using the dot-positioning technology. Logitech, for example, licensed the microdot pattern from Anoto to build a digital pen called io. Mark Anderson, director of business development at Logitech, says that the io employs the dot technology to allow users to take notes and view them as typewritten text on a PC, and other similar applications. However, at this time, Anderson says that the io does not have multimedia functions.

Beyond the capabilities that the Livescribe smartpen already has, the company is releasing tools that developers can use to build their own applications for the pen. Marggraff hopes that the pen will become a new computing platform for consumers, replacing some existing mobile products.

Brooks says that he can imagine the pen taking on that role. "People do change their platforms," he says.

The smartpen is planned for release in January, when more product details will be available.

Jensen Comment
Smartpen's audio recorder is good for students to record parts of lectures for replay later when trying to better understand.
Smartpen's audio recorder is bad when student makes portions of lectures available online without permission.

Smartpen is good in when the student is writing and wants a word defined in order to improve the documents.
Smartpen is bad when the student writes "define" in an exam when the definition is an integral part of the examining question.

Since the smartpen does not work on any writing surface, the main worry for examinations is when students use smartpen paper for scratch pads while taking examinations.

Army knew of cheating on tests for eight years
For eight years, the Army has known that its largest online testing program - which verifies that soldiers have learned certain military skills and helps them amass promotion points - has been the subject of widespread cheating. In 1999, testing officials first noticed that soldiers were turning in many tests over a short period, something that would have been almost impossible without having obtained the answers ahead of time. A survey by the testing office showed that 5 percent of the exams were probably the subject of cheating. At the time, soldiers were filing roughly 200,000 exams per year. But it wasn't until June of this year, when an Army computer contractor complained about a website providing free copies of completed exams, that the Army acknowledged that it had a problem.
"Army knew of cheating on tests for eight years: Hundreds of thousands of exam copies used, Globe probe finds," Boston Globe, December 16, 2007 --- http://www.boston.com/news/nation/articles/2007/12/16/army_knew_of_cheating_on_tests_for_eight_years/

Bob Jensen's fraud updates are at http://www.trinity.edu/rjensen/FraudUpdates.htm

"The Infinite Mind" program on Cheating

Email message on November 15, 2006 from Reams, Richard [rreams@trinity.edu]

I heard the program Monday night on KSTX, and some of you may find it interesting, especially the first 30 minutes or so that focuses on academic cheating. Here’s the link: http://www.lcmedia.com/mind452.htm 

RR
---------------------------------------------------

Richard Reams, Ph.D.
Assistant Director
Counseling Services
Trinity University
One Trinity Place
San Antonio, Texas 78212-7200
215 Coates University Center
www.trinity.edu/counseling 

**************************

In this hour, we explore Cheating. Four out of five high school students say they've cheated. More than half of medical school students say the same thing. Even The New York Times has cribbed from somebody else's paper. Is everybody doing it? Guests include Dr. Howard Gardner, professor in Cognition and Education at the Harvard Graduate School of Education and co-director of a large-scale research study called the GoodWork Project; renowned primate researcher Dr. Frans de Waal, professor of psychology at Emory University; Dr. Helen Fisher, research professor in the department of anthropology at Rutgers University and author of Anatomy of Love: A Natural History of Mating, Marriage, and Why We Stray; and country music group BR5-49, who perform the Hank Williams classic, "Your Cheatin' Heart."

Host Dr. Fred Goodwin begins with an essay in which he explores some of the reasons why attitudes toward cheating seem to be more permissive than ever. He mentions "moral relativism" in elite education; a media culture that end up making celebrities of high-profile cheaters like Jayson Blair and Stephen Glass; and the construction of elaborate laws and rules to codify and enforce moral behavior, which sends the implicit message, "if it's legal, it's ethical."

Cheating among students is rampant. Four out of five high school students admit to having cheated at some point. Why is it so common? And why don't more students speak out? To begin today, we hear from Mary Weed Ervin. She is now a freshman at Duke University, but when she was a senior in high school in Virginia, she caught her classmates cheating and did something about it, despite the consequences.

After catching students in her AP Biology class cheating, she told the teacher. Her classmates treated her as if she were the bad guy. She felt even her friends would not stand up for her, since they continued to hang out with the kids who cheated and others who outright shunned her. She was insulted by some kids and, after one party, she was even worried she might be attacked. As a result, she stopped doing normal senior activities, and she felt very alone. At the end of the year, though, she was awarded "Senior of the Year" by her peers, so she knows a lot of her classmates must have supported what she did, even though they never said so.

Then the Infinite Mind's Devorah Klahr reports on cheating in schools. Remember when cheating meant looking over your friend's shoulder? Well, not anymore. Today, many students use technology to cheat. In addition to buying term papers off the Internet, they use cell phones, text messaging, and digital computers, sometimes in elaborate schemes to outwit teachers. "I’m just using my technology to my advantage pretty much," says one high school cheater. "They gave me all the tools to do it and I’m just using it to help myself. Because my parents expect me to have good grades."

To catch these cheaters, teachers are realizing they, too, have to become more tech savvy. Lou Bloomfield, a professor at The University of Virginia, created "copyfind," a computer program to catch cheaters. And many schools use an even larger search engine called turnitin.com, which scans term papers against a large database, ensuring that writing is original and not plagiarized. At the University of Pennsylvania, Michele Goldfarb directs the office of student conduct. She investigates suspicious looking papers. She remembers a term paper that was especially obvious. "The faculty member thought the paper was unusually sophisticated for the student," Goldfarb says, "… use of words like, 'the pock marked landscape' and 'the steep sided hollows.' Undergraduates do not talk that way, do not write that way.”

Educators seem to agree that teaching integrity is the only way to stop cheating. Nobody's going to win this technology arms race. Elizabeth Kiss is a professor of political science at Duke University and a board member of the Center for Academic Integrity. At the beginning of the semester, she tells her students to look up at the ceiling and think about the trustworthiness of the architect who designed the structure and the builders who built it. "So I get them to think about the ways we depend every day on the honesty of other people. And when people aren't trustworthy, others get hurt."

Next, Dr. Goodwin interviews the distinguished developmental psychologist and neuropsychologist Dr. Howard Gardner. He's a professor in Cognition and Education at the Harvard Graduate School of Education and co-director of a large-scale research study called the GoodWork Project. Perhaps best known for his theory of multiple intelligences, he's the author of eighteen books and hundreds of articles. Most recently, he co-authored the book Good Work: When Excellence and Ethics Meet. A new book, Making Good: How Young People Cope with Moral Dilemmas at Work will be out in February, 2004.

For The GoodWork Project, Dr. Gardner has been interviewing people working in different fields -- science, journalism, and theater -- about good work, which he defines as excellent and ethical. Everyone he spoke to knows the difference between what is ethical and what is not, but the disturbing thing is how many people said they cannot afford to do the right or honest thing if they want to get ahead in their careers. He says there is a tension between the people they want to be and the people they think they need to be to succeed.

He says that scientists -- geneticists, in particular -- had the easiest time doing good work, since everyone wanted the same thing from them, and there was plenty of money and support for their work. Many said they felt their only limitation was their own abilities. Journalists, on the other hand, were in a very different situation. They felt pulled in many directions -- to work faster, to cut corners, to be more sensational ("if it bleeds, it leads") -- and, as a result, it was difficult to do good work. As an example, Dr. Gardner discusses the Jayson Blair case at The New York Times. Blair was caught fabricating elements in stories, submitting receipts for trips he never took, and, ultimately, plagiarizing. But, even before these things were discovered, he had numerous corrections in his stories. Dr. Gardner says the problem was that he was not chastised, but promoted. He did not have any kind of deep mentoring -- in which someone conveys the larger purpose of the work, explains why it is important not to cut corners, and provides regular support.

In contemporary society, particularly with the Internet, there are many ways to get around doing your own work. He says being ethical requires a good, old-fashioned conscience -- even though we might be able to get away with cheating, we need to be able to stop ourselves because we knows it's wrong and because we would not want to live in a world where everyone cheated. In such a world, we would not be able to trust anyone or anything.

To contact Dr. Gardner, please write to: Dr. Howard Gardner, Harvard Graduate School of Education, 201 Larsen Hall, 14 Appian Way, Cambridge, MA 02138. Or visit www.pz.harvard.edu/Research/GoodWork.htm

To order Good Work: When Excellence and Ethics Meet, click here.

Believe it or not, cheating - and feeling cheated - is not unique to humans. Even monkeys want to be treated fairly. Dr. Goodwin interviews primate researcher Dr. Frans de Waal, a professor of psychology at Emory University and the author of many books, including The Ape and the Sushi Master and, his latest, My Family Album: Thirty Years of Primate Photography.

Dr. de Waal discusses two different kinds of cheating found in primates. The first, deception, is generally seen only in the great apes, who are our closest relatives and capable of the highest levels of cognition. He says that in one chimp colony, in which lower ranking males were not allowed to court females, he saw one openly inviting a female to mate (which he does by showing her an erection). At that moment, the alpha male rounded the corner, and the lower-ranking male covered his penis with his hands -- hiding the evidence of his wrongdoing. Dr. de Waal has also seen a chimp try to disguise his nervousness in front of a rival. Chimps show nervosity by baring their teeth, and this chimp used his fingers to press his lips together over his teeth. This kind of behavior requires that the animal be aware of how others perceive him or her. Chimps end up distrusting other chimps who often deceive -- they develop methods for detecting cheaters. All this requires high-level thinking.

Dr. de Waal then discusses the other kind of cheating -- being shortchanged. He describes a recent study he and a student, Sarah Brosnan, conducted with capuchin monkeys. They set up a bartering system with the monkeys, in which they would give the monkeys pebbles, and then the monkeys would exchange the pebbles for cucumber pieces. Alone, a monkey would do this over and over again, until the cucumber was gone. They then put two monkeys next to each other, and, in exchange for the pebbles, they gave one of them a cucumber slice and the other a grape, which is much better. The monkey getting the cucumber seemed to have a very strong emotional reaction. He threw the pebbles out of the cage, wouldn't accept the cucumber, and basically refused to participate in the experiment. Dr. de Waal says this illustrates that monkeys have a sense of fairness. In cooperative societies (whether monkeys or humans), individuals need to make sure that they are not doing more work than others for the same reward, or the same work for less reward. He says economists have studied this in humans, since the reactions can seem irrational -- for example, a person who was perfectly happy making $40,000 a year may get very upset and quit her job if she realizes a co-worker doing the same job is making $80,000. He believes his work with the monkeys may give us clues to the evolution of the emotions behind this sort of reaction.

To contact Dr. de Waal, please write to: Dr. Frans de Waal, C. H. Candler Professor of Primate Behavior, Department of Psychology, 325 Psychology Building, Emory University, 532 N. Kilgo Circle, Atlanta, GA 30322. Or visit http://www.emory.edu/LIVING_LINKS/

To order My Family Album: Thirty Years of Primate Photography, click here.

Next, we turn our attention to a different kind of cheating -- adultery. In a special performance just for The Infinite Mind, the country music group BR5-49 performs what may be the ultimate anthem for spurned lovers -- Hank Williams' "Your Cheatin' Heart."

To find out more about BR5-49 or order a CD, please visit http://www.br549.com/.

It's hard to get an accurate picture of how common adultery is -- surveys estimate it occurs in anywhere from 15 to 80% of all marriages. Why do so many people do it? And has technology redefined cheating? Dr. Goodwin speaks with Dr. Helen Fisher, a research professor in the department of anthropology at Rutgers University. She's the author of Anatomy of Love: A Natural History of Mating, Marriage, and Why We Stray. Her new book Why We Love: The Nature and Chemistry of Romantic Love will be out in early 2004. Dr. Fisher has joined us previously for shows on Romance and Sexual Attraction.

Dr. Fisher says that she has studied societies all over the world, and, in all of them, people cheat. Because it seems to be so universal, she believes there must have been some kind of evolutionary payoff. Looking back to our ancestors, she guesses that since, in Darwinian terms, children are the way we spread our lineage to future generations, a man who cheated might have doubled the number of his genes getting passed on while a woman who cheated might have either received more resources for her babies or increased the genetic variety of her offspring. While none of this was conscious, of course, it would result in the genes for this kind of behavior being passed on. Dr. Fisher says that monogamy is not a common reproductive strategy in animals -- it only occurs in species where both parents are needed to rear the young. But even among birds, in which most species form pair bonds, there is "cheating." DNA testing shows 10% of birds' offspring are not biologically related to the supposed father.

Dr. Fisher then discusses what she believes are three different circuits in the brain -- one for the sexual drive, one for romantic love, and one for attachment. She think these developed to serve different functions. The sex drive evolved so that we would go after anything at all; romantic love evolved to focus our mating energy on one person, and therefore be more efficient; and attachment evolved so that we could tolerate the individual we are with, at least long enough to raise one child. These systems often interact (i.e. at the start of a relationship, we generally feel both sexual attraction and romantic love), but they don't always interact, and that's where adultery comes in. We can feel attachment for one person while we feel romantic love for another. This does not mean, however, that we are destined to cheat. Dr. Fisher says the part of the brain that makes us human is the prefrontal cortex -- where we make decisions.

In response to a caller, Jon, who is involved in a very serious email relationship with a married woman, Dr. Goodwin and Dr. Fisher talk about how technology is allowing people today to be more secretive about their affairs (hence all the services advertising they'll catch your cheating spouse). Another caller, Sheila, says that she thinks that any email relationship (like Jon's) or serious office friendship that takes time and energy away from a spouse is cheating. She asks what the costs are to a marriage, even with this kind of cheating, which is not sexual. Dr. Fisher says the costs are enormous -- instead of building a relationship, you're undermining it. Ultimately, all three people will get hurt. And although a spouse who is cheated on may get over the betrayal, he or she will never forget it. She concludes by saying she thinks forming an attachment to another person is the most ornate and worthwhile single thing that the human animal can do.

To contact Dr. Fisher, please write to: Dr. Helen Fisher, Department of Anthropology, Ruth Adams Building, 131 George Street, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901-1414. Or visit http://anthro.rutgers.edu

To order Anatomy of Love: A Natural History of Mating, Marriage, and Why We Stray, click here.

Finally, commentator John Hockenberry wonders, just what defines cheating these days? He says, "In the landscape of American culture, you can find cheating all over the map. Cheating is that place between triumph and immorality, between out of the box thinking and exploitation of the unsuspecting. The cheat-free similarly inhabit a murky place between naïve stupidity and sainthood."

Bob Jensen's threads on cheating are at http://www.trinity.edu/rjensen/Plagiarism.htm

Cheating On Ethics Test at Columbia University
Cheating is not unheard of on university campuses. But cheating on an open-book, take-home exam in a pass-fail course seems odd, and all the more so in a course about ethics. Yet Columbia’s Graduate School of Journalism is looking into whether students may have cheated on the final exam in just such a course, “Critical Issues in Journalism.” According to the school’s Web site, the course “explores the social role of journalism and the journalist from legal, historical, ethical, and economic perspectives,” with a focus on ethics.
Karen W. Arenson, "Cheating on an Ethics Test? It’s ‘Topic A’ at Columbia," The New York Times, December 1, 2006 --- http://www.nytimes.com/2006/12/01/nyregion/01columbia.html

And educators are blaming everybody but the cheaters for cheating

"Malaise," by Peter Berger, The Irascible Professor, November 25, 2006 ---
http://irascibleprofessor.com/comments-11-25-06.htm

Thirty-seven summers ago Jimmy Carter spoke to the nation about our "crisis of spirit." His address became known as his "malaise" speech, even though he never actually used that word. Webster defines malaise as an "indefinite lack of health" or "vague sense of mental or moral ill-being." In order to grapple with problems like the energy crisis and unemployment, President Carter called on us to examine our outlook and our priorities.

Public schools have been staggering through their own crisis for more than a generation. Part of the blame rests directly on culprits we can see at school: bankrupt education theories and assorted follies like self-esteem, whole language, and enfeebled classroom discipline. The roots of the problem also extend to our homes and civic institutions and appear as children from single-parent families, drug use, and crime.

These are all issues we should address, but we're also suffering from an underlying malaise of unsound priorities and entitlement that's less visible but just as destructive to American education. Here are a few symptoms of our ill-being.

There's nothing new about classroom troublemakers. They've been disrupting other people’s education since before chalk was invented, but today we don't call them troublemakers. Instead, we obfuscate and invent syndromes for what they do. We say they're "behaviorally challenged." We turn their conduct into ailments like "oppositional defiance disorder." According to the psychologist who coined this syndrome, when kids with ODD have tantrums and refuse to do what they're told, they aren't "using coercion or manipulation to get what they want." They're just the victims of their own "inflexibility" and "poor frustration tolerance."

ODD isn't alone in the pantheon of euphemistic, exculpatory conditions. Horn-blasting, tailgating, and obscene gestures are no longer just unsafe, obnoxious driving. They’re not even "road rage" anymore. They're evidence of "intermittent explosive disorder." Remember that the next time some driver cuts you off and treats you to a one-fingered salute.

IED also causes "temper outbursts," "throwing or breaking objects and even spousal abuse," although "not everyone who does those things is afflicted." How do you tell the difference? Apparently, IED outbursts are characterized by "threats or aggressive actions and property damage" that are "way out of proportion to the situation," as opposed presumably to threats, aggressive actions, and property damage that aren't way out of proportion to the situation.

According to researchers, a recently administered questionnaire determined that IED afflicts sixteen million Americans. Fortunately for the rest of us who have to endure IED tantrums and assaults, they aren't "bad behavior." They're "biology."

Critics frequently charge that too many high school graduates aren't prepared for college. The new bad news is that too many college graduates aren't prepared for life. Universities are responding with "life after college" programs. These "transition courses" in what officials term "real life" skills teach college students everything from "managing their credit cards" and "paying taxes" to "making a plate of pasta" and "choosing a bottle of Chardonnay."

We're not talking about second-rate institutions. Alfred University's cooking program includes lessons in "boiling water." Across the continent Caltech awards three credits for its kitchen survival course. Sympathetic experts explain that today's college seniors "lack practical skills because they spent their teens more preoccupied than previous generations with racking up the grades, SAT scores, and activities needed to get into top colleges."

That’s ridiculous. My 1960s high school peers and I lived and died by our permanent records. Claiming that college admissions suddenly became competitive is like arguing that today's youth need extra self-esteem because they live under a nuclear threat, a popular rationalization that conveniently ignores the fact that little kids like me spent the 1950s hiding under our desks.

According to the Los Angeles Times, "preparing meals" ranks high among parents' and students' "major concerns." This begs two questions: Why aren't the concerned parents teaching these skills, and is learning how to boil water and pay your bills really what universities are for?

While they may be lost in the kitchen, students are proving themselves adept in other endeavors. Aided by cell phones and the Internet, cheating is on the rise at public schools and colleges. In a Rutgers survey, ninety-seven percent of students polled admitted to cheating in high school. Even allowing for the notorious inaccuracy of student polls, the figure is alarming.

Still more alarming, cheating has its champions among education reformers. One enlightened Northwestern University professor blames schools when students copy answers, purchase term papers, and steal exams. He's outraged that students can't copy each other's work during tests. He endorses plagiarism and objects when a student "receives no credit" for a paper just because it "was written by somebody else." "No wonder", he fumes, that students "feel compelled to lie" and put their own names on work they've "found."

He encourages "honest copying" where students get credit for copying other people's work as long as they put the real author's name on it. The professor maintains that allowing this species of larceny would "reinforce the correct behaviors." Instead of being "punished," the copier should be "rewarded" for "knowing where to seek the information." In short, we need to "recognize cheating for the good that it brings."

He's not the only advocate of cheating out there. The Educational Testing Service's "teaching and learning" vice president puts the blame for cheating on tests squarely on the tests themselves and the schools that give them. She holds that it’s "small wonder" that students "attempt to affect the outcomes" by cheating. She argues that until we allow kids to "assist each other" during tests, we're "inviting a culture of cheating."

Let's review. Psychologists are declaring obnoxious, antisocial behavior a disease. Colleges are teaching adults to boil water. And educators are blaming everybody but the cheaters for cheating.

Sounds like a malaise to me.

Peter Berger

Recent Examples of Cheating from "Cheating:  Everybody's Doing It," by Gay Jervey, Readers Digest, March 2006, pp. 123-124:

• Nine business students at the University of Mayland caught receiving text-messaged answers on their cell phones during an accounting examination.
   
• A Texas teen criminally charged for selling stolen test answers --- allegedly swiped via a keystroke-decoding device affixed to a teacher's computer --- to follow students.
   
• Seven Kansas State University students in one class accused of plagiarizing papers off the Internet.
   
• A Kansas State University student hacked into a professor's online gradebook and changed the grades on two examinations that he did not even take.
   
• 70 percent of students at 60 colleges admitted to some cheating within the previous year (Gallop reported 65%).

Question
Is homework credit sometimes dysfunctional to learning?
If the instructor allows face-to-face study groups, extra-help tutorials, and chat rooms, what is so terrible about this Facebook study group?

Answer
Apparently its the fact that ten percent course credit was given for homework that was discussed in the study group. It seems unfair, however, to single out this one student running the Facebook study group. If the students were "cheating" by sharing tips on homework, they were probably also doing it face-to-face. All students who violate the code of conduct should be sanctioned or forgiven based on the honor code of the institution.

Ryerson U. Student Faces Expulsion for Running a Facebook Study Group
A student at Ryerson University, in Toronto, is facing expulsion for running a Facebook study group, the Toronto Star reports. Chris Avenir, a first-year engineering student, is facing expulsion from the school on 147 counts of academic charges — one for himself, and one for every student who used the Facebook group “Dungeons/Mastering Chemistry Solutions” to get homework help. University officials say that running such a group is in violation of the school’s academic policy, which says no student can undertake activity to gain academic advantage. Students argue, however, that the group was analogous to any in-person study group. Of course, this wouldn’t be the first Facebook-related expulsion hearing. The expulsion hearing is scheduled for Tuesday.
Hurley Goodall, Chronicle of Higher Education, March 7, 2008 --- http://chronicle.com/wiredcampus/index.php?id=2801&utm_source=wc&utm_medium=en

Jensen Comment
My approach was to assign homework for no credit and then administer online quizzes. Students were assigned different partners each week who attested to observing no cheating while an assigned "partner" took the online quiz. You can read the following at --- http://www.trinity.edu/rjensen/acct5342/acct5342.htm

  Most every week beginning in Week 2, you will be required to take an online quiz for a chapter from the online textbook by Murthy and Groomer.  This book is not in the bookstore.  Students should immediately obtain a password and print the first three chapters of the book entitled Accounting Information Systems: A Database Approach.  You can purchase a password at
http://www.cybertext.com/forms/accountform.shtml
You will then be able to access the book and the online quizzes at any time using the book list at http://www.cybertext.com/
Each week students are to take an online quiz in the presence of an assigned student partner who then signs the attest form at http://www.trinity.edu/rjensen/acct5342/attest.htm
The online quizzes are relatively easy if you take notes while reading the assigned chapter.  You may use your notes for each quiz.  However, you may not view a copy of the entire chapter will taking a quiz.

In trading simulations students cheat just like real-world traders
At the end of the semester, the number of students in a simulated trading room who were caught in misconduct or misusing information for insider trading was significantly higher than at the beginning. The students said, "You taught us how to do it," Buono recalled. "For those of us who've spent our careers teaching this, it's been a disappointing time," said Buono, who has taught at the Waltham, Mass., college for 27 years. "Some of the most renowned names in the corporate world are now jokes at cocktail parties. And they were led by graduates of our business programs. "That made a lot of us sit up and rethink the approach of what we're doing."
"Business Profs Rethinking Ethics Classes," SmartPros, June 19, 2006 --- http://accounting.smartpros.com/x53572.xml 

Question
What's the newest outsourcing trend in student cheating?
This could not possibly happen in the United States (Ha! Ha!)

Answer
In a unique twist to outsourcing from Britain to India, students in British universities have been paying computer professionals in India to complete their course assignments for a fee. The newly recognised trend, operating mainly through the Internet, has been dubbed as "contract plagiarism" by British academics who have tracked such malpractices. It is more in vogue among students enrolled in IT courses in British universities.
"British students outsourcing assignments to India," The Times of India, June 14, 2006 --- Click Here

Another Question
If students are outsourcing their assignments, where are they spending their time?

University of Chicago Cocktail Parties for Educational Purposes: Don't get drunk or hit on the women
On Friday afternoon at the University of Chicago's Graduate School of Business, students are streaming towards their weekly dinner with deans and fellow classmates -- all 500 of them. This is just one of the GSB's many social events throughout the year. They include corporate-sponsored cocktail hours, formal dinners, mock receptions, and theme parties. While these gatherings may sound like fun, they also serve a weighty purpose -- getting students a good job. In fact, for those outside B-school, the experience may sound like a little too much fun. After all, this is school, not a vacation. But there's a lot to be learned from the socializing. It's an opportunity to network and scope out your B-school buddies — and competitors." Careers are a focal point of student socializing and networking," says Stacey Kole, deputy dean of Chicago's full-time MBA program.
"The Art of the Schmooze," Business Week, June 12, 2006 --- Click Here

"Legalized 'Cheating': Text-messaging answers. Googling during exams. In the Internet age, some schools have a new approach to cheating: Make it legal," by Ellen Gamerman, The Wall Street Journal, January 21, 2006; Page P1 --- http://online.wsj.com/article/SB113779787647552415.html?mod=todays_us_pursuits

Twas a situation every middle-schooler dreads. Bonnie Pitzer was cruising through a vocabulary test until she hit the word "desolated" -- and drew a blank. But instead of panicking, she quietly searched the Internet for the definition.

At most schools, looking up test answers online would be considered cheating. But at Mill Creek Middle School in Kent, Wash., some teachers now encourage such tactics. "We can do basically anything on our computers," says the 13-year-old, who took home an A on the test.

In a wireless age where kids can access the Internet's vast store of information from their cellphones and PDAs, schools have been wrestling with how to stem the tide of high-tech cheating. Now, some educators say they have the answer: Change the rules and make it legal. In doing so, they're permitting all kinds of behavior that had been considered off-limits just a few years ago.

The move, which includes some of the country's top institutions, reflects a broader debate about what skills are necessary in today's world -- and how schools should teach them. The real-world strengths of intelligent surfing and analysis, some educators argue, are now just as important as rote memorization.

The old rules still reign in most places, but an increasing number of schools are adjusting them. This includes not only letting kids use the Internet during tests, but in the most extreme cases, allowing them to text message notes or beam each other definitions on vocabulary drills. Schools say they in no way consider this cheating because they're explicitly changing the rules to allow it.

In Ohio, students at Cincinnati Country Day can take their laptops into some tests and search online Cliffs Notes. At Ensign Intermediate School in Newport Beach, Calif., seventh-graders are looking at each other's hand-held computers to get answers on their science drills. And in San Diego, high-schoolers can roam free on the Internet during English exams.

The same logic is being applied even when laptops aren't in the classroom. In Philadelphia, school officials are considering letting kids retake tests, even if it gives them an opportunity to go home and Google topics they saw on the first test. "What we've got to teach kids are the tools to access that information," says Gregory Thornton, the school district's chief academic officer. " 'Cheating' is not the word anymore."

The changes -- and the debate they're prompting -- are not unlike the upheaval caused when calculators became available in the early 1970s. Back then, teachers grappled with letting kids use the new machines or requiring long lines of division by hand. Though initially banned, calculators were eventually embraced in classrooms and, since 1994, have even been allowed in the SAT.

Of course, open-book exams have long been a fixture at some schools. But access to the Internet provides a far vaster trove of information than simply having a textbook nearby. And the degree of collaboration that technology is allowing flies in the face of some deeply entrenched teaching methods.

Grabbing test answers off the Internet is a "crutch," says Charles Alexander, academic dean at the elite Groton School in Massachusetts. In the college world, where admissions officers keep profiles of secondary schools and consider applicants based on the rigor of their training, there are differing opinions. "This is the way the world works," says Harvard Director of Admissions Marlyn McGrath Lewis, adding that whether a student was allowed to search the Internet for help on a high-school English exam wouldn't affect his or her application.

Though it might not ultimately factor into a student's acceptance at University of Pennsylvania, Lee Stetson, dean of undergraduate admissions there, has a different take. "The definition of what's cheating has been changing, and fudging seems to be the way of the world now," he says. "It's not an encouraging sign."

At High Tech High International, a charter school in San Diego, kids in Ross Roemer's 10th-grade humanities class are allowed to scan the Internet during some tests; earlier this week, they looked up what scholars had written about Oscar Wilde's "The Picture of Dorian Gray" while they were writing their essay exams.

Mr. Roemer says students' essays are better informed when they can compare their ideas with what others have written. But he acknowledges that traditionally an approach like this would be against the rules. "You'd have to rip up their test and call their parents," he says. But at this school, which is funded partly by the Bill and Melinda Gates Foundation, he says there's no sense fighting technology: "You can't ignore it. You have to embrace it."

When the Kent School District in Washington decided last year to create a technology "school within a school" at Mill Creek Middle, where there'd be a 1-to-1 ratio of kids to computers, parents quickly began pushing to get their kids accepted. Now, teachers say letting kids look up answers online helps show they can find and analyze information then synthesize it into a cohesive argument.

In Bonnie Pitzer's case, teacher Becky Keene says using the Internet helped the seventh-grader, but in the end, she aced the test because she demonstrated she could also use the word in a sentence. "I want the kids to be able to apply the meaning, not to be able to memorize it," says Ms. Keene.

Continued in article

The techniques vary: Camera phones can be used to create high-tech cheat sheets, letting students call up photos of key notes they took back in the dorm. A student also could surreptitiously send a photo of his answers to a friend sitting in the same classroom during an exam.
Marlon A. Walker (see below)

"High-Tech Cribbing: Camera Phones Boost Cheating," by Marlon A Walker, The Wall Street Journal, September 10, 2004, Page B1 --- http://online.wsj.com/article/0,,SB109477285622714263,00.html?mod=gadgets%5Flead%5Fstory%5Fcol 

Diann Baecker thought it was odd that a student in one of her language classes had left his cellphone flipped open during a test -- until she started grading the exams.

The assistant professor at Virginia State University in Petersburg noticed that the student, and his neighbor, had used identical language to answer an essay question. She deduced that one student must have taken a picture of his neighbor's essay with his camera-equipped phone and then copied the answer onto his own test using the image on the phone's screen.

These days, Prof. Baecker tells students to put their phones under their desks, along with their books and backpacks. "The picture phone is the new thing" for cheating, she says. "Technology just makes it a lot easier. They're not leaning over their neighbor's shoulders anymore."

A small but growing number of students are using camera phones to cheat, according to students and educators across the country. The techniques vary: Camera phones can be used to create high-tech cheat sheets, letting students call up photos of key notes they took back in the dorm. A student also could surreptitiously send a photo of his answers to a friend sitting in the same classroom during an exam.

Continued in the article.

Forwarded by Helen Terry

Check this out. 

http://www.cnn.com/2004/TECH/ptech/10/19/cellphonejammers.ap/index.html  partial quote: In four Monterrey churches, Israeli-made cell phone jammers the size of paperbacks have been tucked unobtrusively among paintings of the Madonna and statues of the saints. The jarring polychromatic din of ringing cell phones is increasingly being thwarted -- from religious sanctuaries to India's parliament to Tokyo theaters and commuter trains -- by devices originally developed to help security forces avert eavesdropping and thwart phone-triggered bombings. In Italy, universities started using the blockers after discovering that cell phone-savvy teenagers were cheating on exams by sending text messages or taking pictures of tests.

Use of a cell phone for purposes of cheating during an examination would seem to be an obvious problem.  It just never dawned on me until I witnessed it in a men's room on December 15, 2001.  It was the beginning day of final examinations.  I did not have my final examinations scheduled until the following week.  However, I listened in while a student quite obviously was asking questions on a cell phone and then waiting for answers.

Leaving books and crib notes in a bathroom or hallway is a common problem.  The cell phone idea, however, just had never dawned on me.  This could be a particular problem on makeup exams.  How often have you made a student leave books and notes in your office and then put the student alone in a room to take a test?  Have you ever thought about that tiny cell phone that might be in a pocket?

I suspect the next best thing is having a buddy with books and a computer hidden in one of the stalls such that it is not necessary to make a phone call to the buddy.

Reply from Rohan Chambers [rchambers@CYBERVALE.COM] 

How about this.....

Some students use cell phones as calculators, and.....during the examination they send text messages to each other!

Rohan Chambers 
Lecturer in Auditing and Finance School of Business Administration 
University of Technology, Jamaica

Reply from Andrew Priest [a.priest@ECU.EDU.AU] 

Hi

We ban cell (mobile) phones from exam rooms and an invigilator goes with student to the men's/women's room so as to minimise this risk. However, I have often noticed some invigilator waiting outside the toilet facility rather than discreetly inside.

Regards, 
Andrew

 

Reply from Christine Kloezeman [ckloezem@GLENDALE.CC.CA.US] 

I too bought 52 hand held calculators from Pic and Save for the use in all my classes. Last semester I found a student using her palmtop that had all the notes. I have a container that keeps them in the division office so others can use them. The bathroom trick has been very well used this semester so I told them for the final they had to take care of business. I like the comment about when they leave the room they have finished the test.

I do this to be fair to those 60% that will not cheat. I have even been thanked by the students because they felt studied hard and it wasn't fair to have student get good grades without learning.

I like the idea of re-developing an honor code. Many times we need to revisit these areas with the students.

I wish there was a site we could develop that would keep the instructors on top of the current cheating techniques. It's like having teenagers. You can save a lot of problems by being aware of the things they are trying to pull. Anybody know of a site like that. I know I will visit it before each test.

Hi Christine,

I have updated a site concerning how students plagiarize at http://www.trinity.edu/rjensen/plagiarism.htm 

I am also trying to build up the above site for cheating on examinations. I hope others will send me great ideas on how to cheat.

Bob Jensen rjensen@trinity.edu 

Reply from Patricia Doherty [pdoherty@BU.EDU]

What bothers me about all this is the lengths to which we all go to prevent cheating. It is, as a faculty member here described it, another "1% solution" in that for the very few who would really cheat, we spend huge amounts of our time, and restrict those who wouldn't cheat anyway. I used to have someone accompany people to the rest room, but we frequently have so few proctors that I cannot spare anyone, and began to feel silly about it, so now I do random checks. I had never thought of the cell phone thing. I do know that the graphing calculators provide ample opportunity to cheat, so we have resorted to buying, as a department, 400 cheap calculators, which we pass out for each exam, then collect. That restricts that avenue.

We used to check ID, have not recently. So yesterday (yes, Saturday) while grading I found a "fake" exam. Really irritated me that someone would waste our time that way, and I plan to investigate further after we have grades in, with little hope of success.

We give case exams in managerial, which are harder to cheat on. And we do allow a page of handwritten (no photocopies or printed) notes. I always question how far I am willing to go to prevent cheating, and where I just say, if you are that clever, go ahead, you'll get your "reward" someday.

Reply from Patricia Doherty [pdoherty@BU.EDU]

What bothers me about all this is the lengths to which we all go to prevent cheating. It is, as a faculty member here described it, another "1% solution" in that for the very few who would really cheat, we spend huge amounts of our time, and restrict those who wouldn't cheat anyway. I used to have someone accompany people to the rest room, but we frequently have so few proctors that I cannot spare anyone, and began to feel silly about it, so now I do random checks. I had never thought of the cell phone thing. I do know that the graphing calculators provide ample opportunity to cheat, so we have resorted to buying, as a department, 400 cheap calculators, which we pass out for each exam, then collect. That restricts that avenue.

We used to check ID, have not recently. So yesterday (yes, Saturday) while grading I found a "fake" exam. Really irritated me that someone would waste our time that way, and I plan to investigate further after we have grades in, with little hope of success.

We give case exams in managerial, which are harder to cheat on. And we do allow a page of handwritten (no photocopies or printed) notes. I always question how far I am willing to go to prevent cheating, and where I just say, if you are that clever, go ahead, you'll get your "reward" someday.

For the final exam, I was assigned two class rooms across the hall from each other. I went from one classroom to the other, trying to be random in my timing. I was later told that one gal in the class room would slide her foot (no stocking) out of her loafer and flip open the textbook as soon as I left the room. She was able to turn the pages of the book with her toes. Oh, she did write answers on her exam the old-fashioned way--pencil held firmly in hand. But what she did with her feet was remarkable.

No one was willing to take the effort to testify about her actions when I suggested running her academic dishonesty through the system. so I had to let it pass without prosecution.

Dave Albrecht

David,

At the end of the course, you should have sent her the following message:

This little piggy went to market, 
This little piggy stayed home, 
This little piggy turned the notebook pages, 
This little piggy cried F,F,F all the way home.

Bob

I teach only graduate students. And I give exams only to the MBA introductory accounting students. For MAcc students I grade based solely on written case reports and class participation.

This year I decided to switch to open book exams for the MBA students. They can refer to the textbook, their laptop (for lecture notes), and to a calculator. They can also leave the room to use the rest room facilities without limitation. I tell them only that they can't talk to their class mates or use a cell phone to call for outside help (a la Regis Philbin).

I use a combination of multiple choice and short problems on the exam - about 40% the latter. However, most of the questions require careful analysis and not just rote memory. Overall, I found that the test scores and final grades this year were virtually the same as last year. The students perceived that I made the exams harder this year in order to compensate for the open book nature. I don't think that is really the case although I do create entirely new questions every year.

I recognize that most of the messages about this point (if not all of them) probably relate to undergraduate students so my experience may not be relevant. But I decided early in my short to date teaching career that a cheater hurts mainly him/herself and all the policing in the world is not likely to catch the most creative practitioners. Communicating a sense of trust seems to have worked well for me.

Denny Beresford 
University of Georgia

Message from Rohan Chambers [rchambers@CYBERVALE.COM] 

I would recommend the following to limit cheating during examinations, particluary for large groups e.g. 40 - 300 ( Here in :Jamaica, at the country's two leading Universities we may have up to 300 students doing the same final exam!) : 

1. Employ invigilators (proctors) with a student to invigilator ratio of about 25 to 1. 

2. Designate specific restrooms and have them checked both prior to and after the exam (even before and after each student's : visit). Have a proctor accompany students to the door of the restroom. 

3. Have ancilliary items handy i.e drinking water, cups, napkins and aspirins ( especially for those who suddenly develop an : "headache" during the exams). 

4. Have all cellphones turned off and left in school bags or left outside of the exam room. 

5. Lend the students University calculators. 

6. Have students remove all headgear. 

7. Ban all digital watches! 

8. Do not allow any pre-written notes into the exam room :

Currently, we do all except 3, 5 & 7 in our School.

Reply from Jim Richards Down Under

Hi Rohan, 
I have been following the thread on cheating with interest. It is good to hear that it does not just happen at my University.

My comment concerns number 8. A number of others have suggested that allowing students to take one page of handwritten notes into an exam is good as it requires them to do some revision and make choices about what they will fit on the one page.

Several colleagues have tried this but it caused a headache for the invigilators as students first tried to use photocopy reductions before we specifically added that it must be handwritten. That of course means that they now write in very small handwriting to get the maximum amount allowed on the page.

It also means that the academic who specifies such a requirement must attend the exam and do the check. The invigilators do not do it. It has to be done while the students are doing the exam so you need help from colleagues unless you want to spend all of the exam time checking the sheets, particularly if they all sit the exam in the same room at the same time.

Cheers.

Jim Richards 
Murdoch University 
South Street MURDOCH 6150 AUSTRALIA

 

Reply from John Rodi

The unfortunate part is that this is a poor use of scare resources. I believe that cheating is a matter of ethics and if you cheat you don’t have ethics. Ethics are taught at an early age and the mechanism for justifying the behavior develops at the same time. I am reminded of the student who was blatantly cheating in during one of my final exams. He had simply opened his textbook on the desk and was looking for answers. Several students pointed this out to me and I told them that I was aware of what was happening. They didn’t understand what I why I wasn’t stopping the student.

At the end of the exam I told the student that he was getting an F for a grade on the final exam since I had observed him cheating during the entire examination. He replied with remorse—right. Wrong. He said to me, “If you knew I was cheating why didn’t you stop me so that I wouldn’t have had to waste all this time!” I was advised that he may have had a case had he protested, because I could have been accused of providing him with an opportunity to cheat. I wish that I had made up this story.

John Rodi
El Camino College

Watch Out for Wrist Devices

This is getting ridiculous.  In addition to banning cell phones during examinations, should we ban wrist watches?

Karen Waldron reminded me of Fossil's PDA --- http://www.edgereview.com/ataglance.cfm?Category=handheld&ID=337 
Students can store crib notes and read them from a wrist watch.

And don't forget that there are cell phones that can be worn on the wrist just like a watch --- http://www.thestandard.com/article/display/0,1151,19264,00.html 

"U-Md. Says Students Use Phones to Cheat Text Messaging Delivers Test Answers," by Amy Argetsinger, The Washington Post, January 25, 2003 --- http://www.washingtonpost.com/wp-dyn/articles/A40227-2003Jan24.html 

The University of Maryland is investigating 12 students for allegedly using their cell phones to dial up all the right answers during fall exams.

The students are accused of using the "text messaging" functions on their phones or pagers to receive silent messages from friends who had access to answer keys for the tests, campus officials said yesterday.

It is the latest wrinkle in the continuing struggle between technology and academic integrity. Though quick to jump on the Web and embrace the laptop, schools across the country have been confronted with the problem of students using those very tools to plagiarize essays from the Internet. At Maryland, as at many other colleges, faculty members were stunned a few years ago to discover that some students were using the same high-end calculators required for many advanced math tests to retrieve stored information during exams.

But the use of cell phones "was a new one for us," said John Zacker, the university's director of student discipline.

The accusations prompted university administrators to send a memo to faculty members yesterday advising them to monitor the use of cell phones and other electronic devices during exams.

The incident also highlights an apparent generation gap in technology savvy on campus. While students by and large expressed no surprise that cell phones could be used for illicit purposes, Zacker said it simply had not occurred to most faculty.

Zacker said the accused students are suspected of exploiting a common practice at College Park, in which professors post answer keys outside their offices after giving an exam so that students can immediately calculate how they did.

Some professors, he said, have gotten in the habit of posting the keys while students are still taking the exam, assured that students would not be able to see the answers until they had turned in their tests and left the proctored classroom.

It is unclear exactly how the accused students may have cheated, Zacker said. But preliminary investigations suggest that they may have arranged to have friends outside the classroom consult the keys and call in the answers.

In some cases, professors had posted answer keys on their Web sites, and officials believe that students may have used cell phones equipped with Web browsers to look up the answers themselves, while still in the exam room.

The memo, from Provost William W. Destler, also advised faculty not to post answer keys until well after an exam is completed.

Zacker would not say which professors or departments had reported the recent accusations or whether all 12 cases came from the same course.

The University of Maryland has worked to bolster a culture of academic integrity in recent years, including the institution of a new honor pledge that students are urged to sign on their work. The student-run Honor Council will rule on the cases in coming weeks. First-time offenders at Maryland generally receive a failing grade for the course with a marker on their transcripts indicating that cheating was involved, but additional offenses can merit suspension or expulsion.

Donald L. McCabe, a professor at Rutgers University who has studied academic dishonesty, said he had heard of other instances of students across the country using a cell phone to cheat.

Though technology has made it easier for students to cheat -- and possibly harder for professors to detect it -- McCabe does not believe that it has tempted more students to cheat. However, he said it may have increased "the frequency with which cheaters cheat."

"Ten years ago, you'd hear about students using hand signals or tapping with pencils on their desk," he said. "Things like this are displacing that. You don't have more cheaters, just more ways to cheat."

From Yahoo Picks of the Week on August 26, 2002

Pirated Sites --- http://www.pirated-sites.com/ 

Ever find yourself on a web site that looks virtually indistinguishable from another? This site showcases such online indiscretions, making "side-by-side comparisons of web sites that are suspected of borrowing, copying or stealing copyright-protected content, design or code without permission." Many web designers have taken unfathomable liberties with their online filching -- some companies even do it twice. Pirated Sites uses a cool pop-up window script that makes it easy to compare web sites large and small. If you think you've run across a site that has been hit by web-style biters, don't hesitate to submit the URLs of the pirate and the victim. And if the moral isn't clear, we'll repeat it: Do Not 

Plagiarism Alternatives
In a trend that should delight amoral entrepreneurs everywhere, sales of online term papers are picking up as the school year approaches.
"Where Cheaters Often Prosper,: by Joanna Glasner, Wired News, August 26, 2002 --- http://www.wired.com/news/business/0,1367,54571,00.html 

The history of the Internet is filled with stories about companies that tried to make a positive change in the world and ended up failing miserably.

And then there are online term-paper sites. Despite inspiring nothing but scorn from educators, purveyors of collegiate prose are finding life on the dark side of online commerce quite lucrative.

"They're the only ones besides casinos or porn really making money on the Internet," said Kenny Sahr, founder of SchoolSucks.com, a free homework site that makes money posting ads for fee-charging term paper providers. If his advertising customers are any indication, Sahr said, online term-paper mills are weathering the dot-com bust remarkably well.

With the new school year about to begin, research paper companies are gearing up for peak season. It appears academicians' attempts to eradicate these hotbeds of plagiarism have done little to stifle their growth.

SchoolSucks is no exception. Although the 6-year-old site hasn't made him rich, Sahr says it does provide enough money "to pay for my habits" and doesn't require full-time work. He runs the site with a staff of two, each working out of their homes and periodically holding meetings on a beach in Tel Aviv, where the operation is based.

Sahr attributes the site's longevity largely to the fact that it gets its material for free, mostly through submissions from students. This keeps the cost of running the business quite low.

SchoolSucks draws about 10,000 unique visitors on a typical day and has been growing steadily, Sahr said.

Meanwhile, traffic to competing sites isn't slowing either.

"I don't think we've had a year so far where we haven't grown," said Jared Silvermintz, college student and co-founder of Genius Papers. The site, which Silvermintz started as a junior in high school six years ago, charges $20 for a one-year subscription to a soon-to-be-upgraded database that he says will contain more than 40,000 papers

Conatinued at http://www.wired.com/news/business/0,1367,54571,00.html  

Message from Curtis Brown on April 26, 2002

I saw an interesting idea on one web site ( http://www.plagiarism.com/ ). They offer a product that takes a student essay, replaces every fifth word with a blank, and then asks the student to fill in the blanks. Depending on how many they get right and how long it takes them, the program calculates a "Plagiarism Probability Score." They want $300 for this, but it would take only a few minutes to write a program that would delete every fifth word, and it might be an interesting way to get a sense for the likelihood that a paper was plagiarized if you couldn't find the source. I don't know that it would be any more effective than simply asking the student to explain key passages in the paper, though.

Bob Jensen's threads on plagiarism can be found at http://www.trinity.edu/rjensen/plagiarism.htm 

Hi Ceil,

I am back from Iowa and am finally catching up on a mountain of email.

The ethics video vignettes that I used to use were from the IMA. I cannot find links to these older videos, but you might look into http://www.imanet.org/Content/About_IMA/EthicsCenter/ResourcesandArticles/resources2.htm 

I cannot seem to locate the IMA videos in my mountain of videotapes at the moment, but I do recall that those particular IMA vignettes were quite good.

The latest FASB video called "Financially Correct" might be useful in the area of ethics, especially in light of the Enron scandal --- http://accounting.rutgers.edu/raw/fasb/news/fc_video.pdf 

You might also download the AICPA video that plays on a computer with some surprisingly sophisticated technology --- http://www.aicpa.org/stream/indrulewebcast/index.html# 

Hope this helps.

Bob

-----Original Message----- From: Ceil Pillsbury [mailto:ceil@uwm.edu] Sent: Wednesday, December 19, 2001 3:30 PM To: 'Jensen, Robert '; 'AECM@LISTSERV.LOYOLA.EDU ' Subject: RE: Cheating at the University of Minnesota

I am sorry to say that I have had first hand experience this semester with cheating. I had six students in one class all make copies of homework that needed to be submitted by email. All they did was Cut and Paste and send it from their own accounts. They didn't even bother to read the homework or they clearly would have seen the obvious typos! I am even sorrier to say that now that I have started asking other professors I think there may be a much bigger problem with cheating among accounting majors than anyone realizes. Since we are putting out future professionals this causes great concern! I am now working on an Ethics lecture to start my Auditing class off with next semester and wonder two things:

--Does anyone have any neat ideas (materials) to get ethical points across?

--Does anyone remember a video (I think it was made by Andersen) that had example vignettes in it. I seem to remember seeing a video that had a segment on eating hours and pressure to manage earnings.

Reply from George Lan

I know about the video by Arthur Andersen (then) on ethics with 5 or 6 vignettes. One of the vignette is entitled " The Order" and I use it and some of the other vignettes from time to time in my class. I only have a copy of that video which someone gave to me but Andersen should probably still have copies. There is a manual that comes with it. Andersen use an ethical framework to analyse ethical dilemmas, which consists of several steps (facts, issues, stakeholders, ethical principles, alternatives, recommendations...)The key is to think through carefully the ethical dilemma. Some students find ethics issues interesting but I've heard some students commenting that "they hate ethics."

I still find the story of ZZZZ Best (in "Cooking the Books" video) has much appeal to the students, perhaps because Barry Minkow was then a very young guy. I've heard he has a degree in religion now???

I also use a case prepared by AAA, "The CEO retires" which looks at the many ways that accounting can be creatively used to increase the compensation of the CEO in his golden years and the pressure placed on subordinates to go along.

I believe in the "Nuremberg Principle" i.e. doing something unethical or illegal because you are ordered to do so does not absolve you from blame; however, real life ethical situations are very often like this comment at the bottom of an accounting cartoon " Dammed if I do, Dammed if I don't." I've also heard that just as people become more risk averse as they get older, they also believe less in ethics. (Not from any study that I know about).

My two cents worth,

George Lan 
University of Windsor

Reply from Scott Bonacker, 

This thread lead me to think of what is the meaning of "ethics" and "morality", and through that I found a website for American Sign Language interpreters which discusses in part their responsibility in their roles.

http://asl_interpreting.tripod.com/ethics/jg1.htm 

Representational faithfulness is certainly important in that arena, and if an allegory would be useful then this might serve.

Scott Bonacker, 
CPA McCullough, Officer & Company, 
LLC Springfield, Missouri moccpa.com 

A Clever Way to Stop Some Types of Cheating 

Hossein Nouri [hnouri@TCNJ.EDU] 

I am assigning a comprehensive take-home problem to my managerial accounting course. In order to force students to do the problem at least by themselves, I am giving different versions of the problem. I prefer students to do the problem using spread sheet. However, I am concerned that one student creates the formula for all parts of the problem on the spread sheet and other students just plug-in the numbers and hand it to me. Do you have any suggestion how this can be avoided? Most of our students use the college's labs to do their assignments, with few using their own computers.

Hossein Nouri, PhD, CPA, CFE 
Accountancy Program School of Business 
The College of New Jersey 
P.O.Box 7718 Ewing, NJ 08628-0718 Tel. (609)771-2176 
Fax (609)637-5129 Email: hnouri@tcnj.edu 

Reply from Elliot Kamlet [ekamlet@BINGHAMTON.EDU] 

Write a macro (or get MIS people to help) to require that the students enter their name as soon as they open the spreadsheet. That name should then be placed in some cell someplace and the column hidden, and in addition the name should appear in some prominent place (say cell A1), then the macro should disable itself. You will know where the name is and can find it when they submit the project. Then just match names.

They can still get around it but some who cheat will probably get caught.

Elliot Kamlet

Reply from Gadal, Damian [DGADAL@CI.SANTA-BARBARA.CA.US] 

Here is some Visual Basic to accomplish your spreadsheet task (NOTE: you have two options you can try):

: Put this into the "ThisWorkbook" : folder.

Dim strGenName As String Private Sub Workbook_Open()

done = False While Not done strGetName = InputBox( _

prompt:="Please enter your name.", _

Title:="UserName")

done = True

Wend

Sheets("Sheet1").Range("A1").Value = strGetName 'Option 1: Put name into a hidden sheet

Sheets("Sheet2").Range("A1").Value = strGetName

Worksheets("Sheet2").Visible = xlVeryHidden 'Option 2: Put name into a hidden cell

Sheets("Sheet1").Range("A2").Value = strGetName

Rows("2:2").Hidden = True End Sub

May 2, 2002 message from Reams, Richard [rreams@trinity.edu] 

In the May/June 2002 issue of the Journal of College Student Development, a major journal of Student Affairs professionals, Scanlon & Neumann report findings from a survey of 698 students on six campuses regarding Internet plagiarism. Here are a few highlights:

· 24.5% reported plagiarizing online sometimes to very frequently (19% sometimes and 9.6% often or very frequently). This percentage, the researchers concluded based on longitudinal data on plagiarism, does NOT indicate a sharp increase in plagiarism over the past three decades, although the percentage “should be cause for concern.” · Although 8.3% self-reported purchasing papers from online paper mills sometimes or often/very frequently, 62.2% PERCEIVED that their peers patronize paper mill sites sometimes or often/very frequently. Similarly, although 8% self-reported cutting and pasting text from the Internet often/very frequently, 50.4% PERCEIVED that their peers do so. This gross misperception is a contextual factor that probably encourages some students to plagiarize. (This same contextual factor underlies the social norms marketing [a.k.a. misperception correction] campaign that I’ve undertaken for several years regarding the incongruity between students’ exaggerated perceptions of alcohol use vs. actual alcohol use.)

Some of you may want to see the entire journal article. Because the library does not subscribe to the Journal of College Student Development [Diane Graves, may I suggest the library subscribe?], I’m putting a copy on reserve under my name so interested faculty and staff can have access to it.

Collegially yours, 
Richard Reams

My Project Files Got Corrupted (it used to be that the files just got lost)
I wonder if this will also extend the tenure clock?

"The New (phony) Student Excuse?" by Scott Jaschik, Inside Higher Ed, June 5, 2009 --- http://www.insidehighered.com/news/2009/06/05/corrupted 

Most of us have had the experience of receiving e-mail with an attachment, trying to open the attachment, and finding a corrupted file that won't open. That concept is at the root of a new Web site advertising itself (perhaps serious only in part) as the new way for students to get extra time to finish their assignments.

Corrupted-Files.com offers a service -- recently noted by several academic bloggers who have expressed concern -- that sells students (for only $3.95, soon to go up to $5.95) intentionally corrupted files. Why buy a corrupted file? Here's what the site says: "Step 1: After purchasing a file, rename the file e.g. Mike_Final-Paper. Step 2: E-mail the file to your professor along with your 'here's my assignment' e-mail. Step 3: It will take your professor several hours if not days to notice your file is 'unfortunately' corrupted. Use the time this website just bought you wisely and finish that paper!!!"

The site promises that students can stop using "lame excuses" like the deaths of grandmothers or turning in poor work.

While the Web site attempts to distinguish its service from cheating, it also advises students on how its services could make it easier for them to get away with turning in a file they know won't open. "This download includes a 2, 5, 10, 20, 30 and 40 page corrupted Word file. Use the appropriate file size to match each assignment. Who's to say your 10 page paper didn't get corrupted? Exactly! No one can! Its the perfect excuse to buy yourself extra time and not hand in a garbage paper. Cheating is not the answer to procrastination! - Corrupted-Files.com is!"

Who would be behind such an operation? Is this the latest form of cheating?

Inside Higher Ed e-mailed the site's proprietor via e-mail and learned the following (obviously not verifiable, and the site owner did not give a name, nor is one listed on the site's registration). The site was created in December "as a goof" by its owner.

"I didn't think anyone would actually pay for an excuse but lo and behold.... It was never meant to sell one file but I get about 3-4 downloads a day (over 10 a day during finals) and don’t advertise the site," the owner wrote back. "I used the corrupted file excuse back in my college days (I’m 25) as I started my first business at 19 so I didn't have much time to do my schoolwork. When I couldn't get an extension, I sent my professors a corrupted file to buy me time. I know this was not the most ethical thing but as a young entrepreneur, I did not have much of a choice as I valued my employees well above my academics." (People commenting on the blogs that have noticed the trend note that they have been receiving papers such as those described.)

Asked if he or she had ever received complaints from professors that this was cheating, the site's owner said that a faculty member had asked that question and that this was roughly the answer: "Well ... it's a fine line Prof. H. It's basically just a good excuse vs. outright cheating. Let's face it, how many times have you heard, 'I had a family emergency' or 'my grandma passed away?' I am simply offering a better excuse. It's not cheating in the traditional sense as the student is still doing their own work and not using a roommates' old paper or being foolish enough to purchase one online. If the student is desperate, it is fair to assume he/she has considered these paths. In such a situation, would you rather have a student make up an excuse and hand in their own work a bit late or submit someone else's work on time?"

Who are the best customers? "Not to anyone's surprise, but my best clients are from Ivy and top tier schools. I guess the more perfect people think you are, the more likely in life you are to cheat to keep that perception."

One irony that the site developer noted: He or she gave a guest lecture at a university and assigned a project to students at the professor's request. "One student e-mailed me a corrupted file -- I couldn't help but to laugh and accept the student’s excuse."

Why keep the site going? "Everyone at my current venture finds the site humorous so I keep it up. Plus, it does help students save face with their professors as CF is an alternative to buying a paper online or using a friend's old paper. CF simply buys the student time and encourages them to do their own work and not to procrastinate next time around."

Continued in article

Jensen Comment
Students who visit porn sites a log may be giving reasons rather than excuses for file corruption. One way to fight the file corruption scam is to state (bold face) in the syllabus that students are responsible for backing up files at least every fifteen minutes. That way less work is lost if files are corrupted or lost.

June 6, 2009 reply from Bob Jensen

There are various other security measures to consider, because even trustworthy students may innocently pass along infected files.

In the case of MS Word and Excel documents it is very simple to eliminate most virus risks by simply requiring each student to submit a MS Word document as a HTML (htm) or XML (xml) file instead of a doc or xls file.

MS Word and Excel files can also be submitted by students as much safer PDF files.

For example, open Excel and then click on “ Save as” to see the various options other than xls.

Of course some functionality may be lost such as embedded macros in xls or doc files, but these macros are the most dangerous infection sources.

Another safety measure that I used when I was still teaching was to go to a university computer lab and read student project files and other attached email files on a lab computer. This protected my office computers. The lab computers were often more up to date for virus protection, and the university techies had a daily routine of rebuilding infected lab machines. Techies could rebuild a lab machine in short time since there were only “core” system files to be put back on the hard drive. For faculty office computers there are many more files to be replaced when a faculty computer machine must be rebuilt.

Four weeks ago I had to have Trinity University rebuild my main computer that was downed by malware (it was infected by a so-called computer protection site). I’m pretty good about backup files, but it was much more of an ordeal for tech support folks and me relative to the simple process of rebuilding an on-campus lab computer.

By the way, Trinity University still provides tech support on my home computer only because I purchased it from the virtual Dell Store administered on the Trinity campus (for a time but not currently). Besides software savings, the big advantage was lifetime software support from Trinity.

Bob Jensen

June 8, 2009 reply from Tom Selling [tom.selling@GROVESITE.COM]

Shameless plug – If anyone thinks the following constitutes inappropriate use of this listserv, please let me know:

We market our collaboration software ( www.grovesite.com ) principally to commercial organizations (btw, Chronicle of Higher Education is one of our customers), but it is very easy to use and straightforwardly adaptable to class administration and filing sharing. Student “drop boxes” for assignments would be a piece of cake – although it may not have the exact same bells and whistles as Blackboard.

If anyone would like to try GroveSite for FREE through the end of the fall semester, please contact me at tom.selling@grovesite.com . Another way to go about it is to provision yourself with a fully-functional free trial from our home page. We can then give you a phone tour and set up some basic pages, including the assignment drop box for you.

Best, Tom Selling

"'The Computer Ate My Homework':  How to Detect Fake Techno-Excuses," by Mark Beja, Chronicle of Higher Education, June 10, 2009 --- Click Here

Forget about making up stories about sick relatives. There’s a new way to get around homework deadlines by sending professors corrupted documents, buying a student extra time because the professor will likely blame computer errors and take hours or days to ask for a new version. There are, however, ways to identify the frauds.

Corrupted-Files.com, a Web site developed in December as a joke, its owner says, offers unreadable Word, Excel, or PowerPoint files that appear, at first glance, to be legitimate. Students can submit them via e-mail to professors in place of real papers to get a deadline extension without late penalties. For $3.95, the site promises a “completed” assignment file will be sent to the buyer within 12 hours, to be renamed and submitted by the new owner. By the time a professor gives up on the bogus file, in theory, a student will have been able to complete the actual assignment.

“I made CF in 3 hours while watching old episodes of Seinfeld, so if any inspiration, it was George Costanza, the sad king of excuses,” the site’s owner, Gianni Martire, said in an e-mail message. “The site was really all just one big goof.”

Mr. Martire confirmed yesterday that he was the New York City-based entrepreneur behind the site. He said that he planned to continue collecting data on Corrupted-Files.com for a possible study, but that his work as co-founder of Hotlist, a new social-networking Web site, and on the executive board of Arts Horizons, a not-for-profit arts-in-education organization, had been keeping him busy.

Mr. Martire added that he didn’t believe his Web site promoted cheating, since its users are not plagiarizing others or using an essay mill, but just buying some extra time.

The corrupted-file idea could work, said T. Mills Kelly, an associate dean at George Mason University, because faculty members are often busy with work and grading, and used to getting an occasional corrupted file. But Mr. Kelly says it would not work with him.

“Every time a student e-mails me a paper, I open the file to make sure that it will open so I know that the paper is turned in, and if it doesn’t work, I write them on the spot: ‘You have to send me a new copy,’” he said. “If they don’t send it right away, my brain starts ticking over.”

Mr. Mills said that by checking a document’s properties, anyone can see what computer the file was created on and on what date, as well as how many times the file has been edited.

“What are the odds that you wrote a 10-page paper 10 minutes before you e-mailed it to me, without an edit?” he asked, adding that circumventing the system by intentionally using a corrupted file was cheating. “I always recommend failure for the course.”

It seems a corrupted file purchased by The Chronicle — which had a glitch and arrived several hours late — would pass some of Mr. Kelly’s tests, but not all of them: The file’s original author was hidden, but the creation and edit dates and times were marked for the time the document was downloaded from the Web site.

After Mr. Martire was contacted by reporters, the Web site changed slightly. Now the comments section reads: “If you need an extension, just be honest and ask your professor before you use a corrupted file.”

Old Kinds of Cheating

The first edition of New Bookmarks in Year 2002 featured sites where you can either purchase research papers or download them for free. Since many of you are grading or have just graded term papers, I thought it might be of interest to show how sophisticated these papers are becoming --- cheating is becoming more difficult to detect.

For example, note the index on the left margin at http://www.a1-termpaper.com/wom-gen.shtml 

I clicked on Business to obtain the index at http://www.a1-termpaper.com/bus-idx.shtml 

I then clicked on Accounting and obtained the listing at http://www.a1-termpaper.com/bus-acc.shtml 

In the first Year 2002 edition of New Bookmarks, I will relay a study by a student who used this and other services, sometimes paying as much as $90 for papers and then examining the grades and comments written by professors. For an advance view of this study, see http://www.trinity.edu/rjensen/plagiarism.htm#SethStevenson 

Note that most term papers are not free online and, therefore, will not show up in Web search engines unless some student was required by his instructor to put his or her term paper online.

You might be able to detect cheating in a search engine if the clueless student did not even bother to change the title of the paper (which can be found using search engines.)

"Teachers fight against Internet plagiarism," by Kimberly Chase, The Christian Science Monitor,
March 2, 2004 --- http://www.csmonitor.com/2004/0302/p12s01-legn.html 

On www.research-assistance.com , for example, students can browse an alphabetical list 
of categories - Cuba, evolution, or racism, just to name a few - to find the paper of 
their choice. For $136, a frantic high school or college student can download a 19-page 
paper on "Woodrow Wilson and Franklin Roosevelt." It can be faxed for $9.50 or delivered 
overnight for $15.

"Judge Rules In Favor Of CCSU Student Expelled For Cheating," by Leretta Waldman, The Hartford Courant, December 4, 2008 --- http://www.courant.com/news/education/hcu-cheating-1204,0,4033428.story

A Waterbury Superior Court judge has ruled in favor of a New Milford man expelled from Central Connecticut State University in 2006 for cheating. In a decision issued late Wednesday, Judge Jane Scholl cited a preponderance of evidence supporting Matthew Coster's claim that it was another student, Cristina Duquette of Watertown, who took Coster's term paper on the holocaust, not the other way around.

Coster and his family brought the civil suit against Duquette to clear his name and recoup the over $25,000 they spent pursuing the case. CCSU officials have said they would reconsider their decision pending the outcome of the suit but to date nothing has been scheduled.

Continued in article

Jensen Comment
What I found interesting is the fact that the student named Matthew Costner was expelled for a first-time offense. Most colleges are not currently expelling a student for the first-time plagiarizing of a term paper.

"Cheating soars, but 'it's all right'," by Dave Newbart, The Chicago Sun Times, July 25, 2004 --- http://www.suntimes.com/output/news/cst-nws-cheat25.html 

When Bill was unsure of the answer to a question in a finance exam last year, he sent a text message on his cell phone to a friend who was also taking the test. The friend sent him the correct answer.

When Lisa wasn't sure she could remember mathematical formulas for an accounting exam, she stored them in a calculator with its own memory, and then used them to help complete the test.

Bill, 21, and Lisa, 22, both of whom asked that their real names not be used, study business at DePaul University, which has seen a tenfold increase in reported cases of cheating in the past five years.

"We like to think our students are more committed than most, but they are not saints, either,'' said Charles Strain, the school's associate vice president for academic affairs.

Chicago area schools, from community colleges to universities such as Northwestern, are also concerned about an increase in cheating.

"It's rampant,'' said Peg Lee, president of Oakton Community College in the northern suburbs. "It's everywhere.''

Cheating these days comes with an added twist -- new technology, which in some cases makes it so easy that students don't even believe what they are doing is wrong. From cutting and pasting text from a Web site into a term paper to using cell phones or personal data assistants equipped with wireless Internet access to search for answers while taking a test, technology is becoming a partner in dishonesty.

And because of increased competition to get into top colleges and graduate schools, students say they are under more pressure than ever to get good grades, leading them to cheat more.

Nationally, more than one in five students admits to cheating on a test in the past year, according to a survey last year of 14,000 students at 23 schools (including one in Illinois) by the Center for Academic Integrity at Duke University. More than half admit to cheating on a paper.

If you include minor forms of cheating -- such as working on an assignment with another student when that's not allowed or asking a student who already took a test what was on it -- three quarters of all students admit to doing so.

Don McCabe, the center's founder and a management and global business professor at Rutgers, said the actual number of cheaters is likely higher because his data is self-reported.

Every indication is that the problem is growing. Surveys of high school students by the Josephson Institute of Ethics in California found that 74 percent said they cheated on an exam in 2002, up from 61 percent a decade ago.

The fastest growing form of cheating, McCabe said, is taking information from the Internet and passing it off as the student's own work.

"Students are more liberal in their interpretation of what's permissible and what's not,'' he said.

Indeed, neither Bill nor Lisa felt bad about cheating. Lisa said she did it because professors put too much pressure on students by making some tests or assignments weigh too heavily on an overall grade.

Continued in the article

University of Texas at Brownsville Cheating Scandal
Authorities last year uncovered a major cheating scandal at the University of Texas at Brownsville--Texas Southmost College in which employees, some of them students, helped other students obtain test answers for themselves or give or sell them to others, The Brownsville Herald reported. The cheating involved gaining access to the Blackboard system used by faculty members for tests and grading, among other uses. The university was vague on how it punished students, saying that university procedures were followed (which would have involved an F for students in courses in which they were found to have cheated). Twenty people -- 6 employees and 14 students -- were involved. The university considered, but decided against, pressing criminal charges. Juliet V. Garcia, president of the university, released a statement to the Herald on why she favored internal handling of the matter. "It’s the job of institutions of higher education to preserve and honor academic integrity. Yes, academic dishonesty is a challenge that all educators must be prepared to handle," she said. "The policies and procedures in place at the university provide the means for the campus to investigate and make informed decisions on courses of action appropriate for each case."
Inside Higher Ed, August 3, 2009 --- http://www.insidehighered.com/news/2009/08/03/qt#204832

The inmates are running the asylum
From Duke University:  One of the Most Irresponsible Grading Systems in the World
Her approach? "So, this year, when I teach 'This Is Your Brain on the Internet,' I'm trying out a new point system. Do all the work, you get an A. Don't need an A? Don't have time to do all the work? No problem. You can aim for and earn a B. There will be a chart. You do the assignment satisfactorily, you get the points. Add up the points, there's your grade. Clearcut. No guesswork. No second-guessing 'what the prof wants.' No gaming the system. Clearcut. Student is responsible." That still leaves the question of determining whether students have done the work. Here again, Davidson plans to rely on students. "Since I already have structured my seminar (it worked brilliantly last year) so that two students lead us in every class, they can now also read all the class blogs (as they used to) and pass judgment on whether they are satisfactory. Thumbs up, thumbs down," she writes.
Scott Jaschik, "Getting Out of Grading," Inside Higher Education,  August 3, 2009
Jensen Comment
No mention of how Professor Davidson investigates and punishes plagiarism and other easy ways to cheat in this system. My guess is that she leaves it up to the students to police themselves any way they like. One way to cheat is simply hire another student to do the assignment. With no examinations in a controlled setting, who knows who is doing whose work?

August 4, 2009 reply from David Fordham, James Madison University [fordhadr@JMU.EDU]

Bob, While I feel the way you do about it, it is interesting to note that this type of thing isn't new.

In the fall semester of 1973, at the North Campus of what today is the Florida State College in Jacksonville (formerly FCCJ, and when I was going there it was called FJC), I enrolled in a sophomore-level psychology class taught by Dr. Pat Greene. The very first day, Dr. Greene handed out a list of 30 assignments. Each assignment was independent study, and consisted of viewing a 15 to 60 minute video/filmstrip/movie/etc. in the library, or reading a chapter in the textbook, followed by completion of a 1 to 3 page "worksheet" covering the major concepts covered in the "lesson".

As I recall, the worksheet was essentially a set of fill-in-the-blank questions. It was open book, open note, open anything, and when you completed the worksheet, you put your name on it and dropped it in Dr. Greene's mailbox in the faculty offices lobby at your convenience.

The first 10 assignments were required in order to pass the course, but students could pick and choose from the remainder. If you stopped after the 10 required assignments, you got a D in the class. If you did 15 assignments, you got a C; 20 a B, and if you completed all 30, you got an A in the class. Students could pick which lessons to complete (after the first 10) if they elected not to do all 30.

This was before email, YouTube, and PDF's. Students worked at their own pace, there was no class meeting whatsoever after that first day. After the first day of class where I received the syllabus and assignment sheet, I never attended the classroom again. Dr. Greene supposedly held office hours during class time for students who wanted to ask questions, but I never needed it (nor did anyone else I knew of) because the assignments were so simple and easy, especially since they were open book, open note, and there was no time limit! There was no deadline, either, you could take till the end of the semester if you wanted to.

Oh, and no exams, either.

This was also before FERPA. Dr. Greene had a roll taped to his office door with all students' names on it. It was a manual spreadsheet, and as you turned in assignments, you got check marks beside your name in the columns showing which assignments you had "completed". We never got any of the assignments back, but supposedly if an assignment had too many errors, the student would get a dash mark instead of a check mark, indicating the need to do it over again.

Within 2 weeks, I had completed all 30 assignments, got my A, and never saw Dr. Greene again. I learned at lot about psychology (everything from Maslow's Hierarchy to Pavlov's slobbering dogs, from the (now infamous) Hawthorne Effect to the impact of color on emotions), so I guess the class was a success. But what astounded me was that so many of my classmates quit after earning the B. The idea of having to do half-again as much work for an A compared to a B was apparently just too much for most of my classmates, because when I (out of curiosity) stopped by his office at the end of the semester, I was blown away by the fact that only a couple of us had A's, whereby almost everyone else had the B (and a couple had C's, again to my astonishment). I can't remember if there were any D's or F's.

At the time, I was new to the college environment, and in my conversations with other faculty members, I discovered that professors enjoyed something called "academic freedom", and none of my other professors seemed to have any problem with what Dr. Greene was doing. In later years, it occurred to me that perhaps we were guinea-pigs for a psychology study he was doing on motivation. But since he was still using this method six years later for my younger sister (and using the same videos, films, and filmstrips!), I have my doubts.

Dr. Greene was a professor for many, many years. Perhaps he was ahead of his time, with today's camtasia and snag-it and you-tube recordings... None of his assigned work was his own, it was all produced by professional producers, with the exception of his worksheets, which were all the "purple plague" spirit-duplicator handouts.

I've often wondered how much more, if any, I could have learned if he'd really met with the class and actually tried to teach. But then again, as I took later psychology classes as part of my management undergrad (org behavior, supervision, human relations, etc.) I was pleased with how much I had learned in Dr. Greene's class, so I guess it wasn't a complete waste of time. Many of my friends who were in his class with me found the videos and filmstrips a nice break from the dry lectures of some of our other profs at the time. Plus, we liked the independent-study convenience. Oh, well...

Bottom line: this type of thing isn't new: 1973 was 35 years ago. Since academic freedom is still around, it doesn't surprise me that Dr. Greene's teaching (and in this case, his grading) style is still around too.

David Fordham
James Madison University

Bob Jensen's threads on assessment are at http://www.trinity.edu/rjensen/assess.htm

Holocaust Memoir Turns Out to Be Fiction
A best-selling Holocaust memoir has been revealed to be a fake. The author was never trapped in the Warsaw ghetto. Neither was she adopted by wolves who protected her from the Nazis, nor did she trek 1,900 miles across Europe in search of her deported parents or kill a German soldier in self-defense. She wasn’t even Jewish, The Associated Press reported. Misha Defonseca, 71, right, a Belgian writer living in Dudley, Mass., about 60 miles southwest of Boston, admitted through her lawyers last week that her book, “Misha: A Mémoire of the Holocaust Years,” translated into 18 language and adapted for the French feature film “Surviving With Wolves,” was a fantasy. In a statement to The Associated Press, Ms. Defonseca said: “The story is mine. It is not actually reality, but my reality, my way of surviving. I ask forgiveness to all who felt betrayed.
Lawrence Van Gelder, The New York Times, March 3, 2008 --- http://www.nytimes.com/2008/03/03/books/03arts-HOLOCAUSTMEM_BRF.html

"Honesty and Honor Codes," by Donald McCabe and Linda Klebe Treviño, Academe, January/February 2002 --- http://www.aaup.org/publications/Academe/02JF/02jfmcc.htm 

Students cheat. But they cheat less often at schools with an honor code and a peer culture that condemns dishonesty.

A recent editorial in the Cavalier Daily, the University of Virginia’s student newspaper, opened with the statement, "The honor system at the university needs to go. Our honor system routinely rewards cheaters and punishes honesty." In the wake of a highly publicized cheating scandal in an introductory physics course at the university, it was easy to understand the frustration and concern surrounding Virginia’s long-standing practice of trusting students to honor the university’s tradition of academic integrity.

We could not disagree more, however, with the idea that it’s time for Virginia or any other campus to abandon the honor system. We believe instead that America’s institutions of higher education need to recommit themselves to a tradition of integrity and honor. Asking students to be honest in their academic work should not fall victim to debates about cultural relativism. Certainly, such recommitment seems far superior to throwing up our hands in despair and assuming that the current generation of students has lost all sense of honor. Fostering integrity may not be an easy task, but we believe an increasing number of students and campuses are ready to meet the challenge.

Did Sir Isaac Newton and Gottfried Leibnitz Plagiarize?
Dr George Gheverghese Joseph from The University of Manchester says the 'Kerala School' identified the 'infinite series'- one of the basic components of calculus - in about 1350. The discovery is currently - and wrongly - attributed in books to Sir Isaac Newton and Gottfried Leibnitz at the end of the seventeenth centuries. The team from the Universities of Manchester and Exeter reveal the Kerala School also discovered what amounted to the Pi series and used it to calculate Pi correct to 9, 10 and later 17 decimal places. And there is strong circumstantial evidence that the Indians passed on their discoveries to mathematically knowledgeable Jesuit missionaries who visited India during the fifteenth century. That knowledge, they argue, may have eventually been passed on to Newton himself. Dr Joseph made the revelations while trawling through obscure Indian papers for a yet to be published third edition of his best selling book 'The Crest of the Peacock: the Non-European Roots of Mathematics' by Princeton University Press.
"Indians predated Newton 'discovery' by 250 years ," PhysOrg, August 14, 2007 --- http://physorg.com/news106238636.html

Social/Cultural Construction of Cheating

September 23, 2006 message from Selsky, John (USF Lakeland [jselsky@lakeland.usf.edu]

Bob, Amazing website on cheating and plagiarism! This (attachment) may be of interest:

<<cheating-JMI2000.pdf>> I've been meaning to write additional stuff on student cheating but haven't had the time.

Regards, John Selsky

Dr. John W. Selsky
Director, Business Division
Associate Professor of Management
University of South Florida-Lakeland
3433 Winter Lake Road Lakeland, FL 33803 USA +1-863-667-7718
jselsky@lakeland.usf.edu

September 24, 2006 message from Bob Jensen to the AECM

John Selsky sent me a copy of a published paper focused on cheating:

John W. Selsky "Even we are Sheeps": Cultural Displacement in a Turkish Classroom
Journal of Management Inquiry 2000 9: 362-373.

See http://jmi.sagepub.com/content/vol9/issue4/ 

What may be of interest to you is that the above paper may be downloaded free if you download it before September 30. My download link was http://jmi.sagepub.com/cgi/reprint/9/4/362
Even though John sent me a copy, I checked out this download alternative so I could pass this along to you.

This is a very interesting paper on the social/cultural construction of cheating.

Bob Jensen

Question
It is widely suspected that Vladimir Putin did not read his thesis, let alone write it. Do some Harvard professors also get credit for writing something they've not even read?

My good neighbor called my attention to the article below.

"Chicanery in Cambridge," by Peter Carlson, The Washington Post, December 10, 2007 --- Scroll down Here

The magazine 02138 covers Harvard University generally in a breathless and fawning manner. But the current "Sex! Greed! Scandal!" issue contains a wonderfully acerbic expos¿ that reveals how some of Harvard's hotshot celebrity professors actually produce their books: They do it "with the help of a small army of student assistants who research, edit and sometimes even write material for which they are never credited."

Take the case of Alan Dershowitz, the Harvard law professor who seems to be on TV more often than Regis Philbin. Dershowitz has published 12 books since 2000. How does he do it?

"Dershowitz generally employs one or two full-time researchers, three or four part-timers and a handful of students who do occasional work -- all paid at $11.50 an hour," writes Jacob Hale Russell. And, Russell adds, "he also repackages his own work; 'Blasphemy: How the Religious Right Is Hijacking Our Declaration of Independence,' released this year, is his 2003 book 'America Declares Independence' almost verbatim, with a few new chapters tacked on."

The funniest -- and most damning -- anecdote in this piece features Charles Ogletree, the Harvard law professor who admitted in 2004 that his book "All Deliberate Speed" contained six paragraphs taken verbatim from a book by a Yale professor named Jack Balkin. Here's how Ogletree explained this error:

"Material from Professor Jack Balkin's book . . . was inserted . . . by one of my assistants for the purpose of being reviewed, researched and summarized by another research assistant with proper attribution. . . . Unfortunately, the second assistant, under the pressure of meeting a deadline, inadvertently deleted this attribution and edited the text as though it was written by me. The second assistant then sent a revised draft to the publisher."

For hundreds of years is was common in Europe for authors and artists to get sole credit and all the revenues from works of students. In many cases the students were not even mentioned. Students were considered extensions of their professors.

I once had a student who plagiarized in a sense. But it wasn't him. He'd hired one of his employees to write his term paper. He was then torn as to whether to be blamed for the plagiarism or accepting blame for hiring a ghost writer. In either case he got the F he deserved. He and his parents (I had to meet with them) considered suing me for giving him a failing grade until I showed where 99% of the term paper was lifted verbatim from three sources.

Some Harvard professors should also get an F.

Bob Jensen's threads on plagiarism are at http://www.trinity.edu/rjensen/Plagiarism.htm

Question
Why did the University of Missouri rename its basketball arena?

Answer (forwarded by Debbie Bowling)

"Wal-Mart heir returns degree amid cheating claims," iWon News, October 21, 2005 --- http://snipurl.com/iWonOct21

LOS ANGELES (Reuters) - Wal-Mart heiress Elizabeth Paige Laurie has surrendered her college degree following allegations that she cheated her way through the school.

The University of Southern California said in a statement that Laurie, 23, "voluntarily has surrendered her degree and returned her diploma to the university. She is not a graduate of USC."

The statement, dated September 30, said the university had ended its review of the allegations concerning Laurie.

Laurie's roommate, Elena Martinez, told a television show last year that she was paid $20,000 to write term papers and complete other assignments for the granddaughter of Wal-Mart co-founder Bud Walton. Wal-Mart is the world's biggest retailer. The family could not be reached for comment.

Following the allegations, the University of Missouri renamed its basketball arena, which had been paid for in part by a $425 million donation from the Lauries and was to have been called "Paige Sports Arena."

Continued in article

From Infobits on November 29, 2001

"Forget About Policing Plagiarism. Just Teach" (THE CHRONICLE OF HIGHER EDUCATION, vol. 48, issue 12, November 16, 2001, p. B24) by Rebecca Moore Howard, associate professor of writing and rhetoric, and director of the writing program, at Syracuse University.

Howard argues that "[i]n our stampede to fight what The New York Times calls a 'plague' of plagiarism, we risk becoming the enemies rather than the mentors of our students; we are replacing the student-teacher relationship with the criminal-police relationship. Further, by thinking of plagiarism as a unitary act rather than a collection of disparate activities, we risk categorizing all of our students as criminals. Worst of all, we risk not recognizing that our own pedagogy needs reform. Big reform." The article is online to CHE subscribers at http://chronicle.com/weekly/v48/i12/12b02401.htm 

I can't buy this argument. It would bother my conscience too much to give a higher grade to a student that I strongly suspect has merely copied the arguments elsewhere than the grade given to a student who tried to develop his or her own arguments. How can Professor Howard in good conscience give a higher grade to the suspected plagiarist? This rewards "street smart" at the expense of "smart." It also advocates becoming more street smart at the expense of real learning.

I might be cynical here and hope that Professor Howard's physicians graduated from medical schools who passed students on the basis of being really good copiers of papers they could not comprehend.

What is not mentioned in the quote above is the labor-union-style argument also presented by Professor Howard in the article.  She argues that we're already to overworked to have the time to investigate suspected plagiarism.  Is refusing to investigate really being professional as an honorable academic?

Student Plagiarism, Faculty Responsibility,
A review by two Ohio University officials has found “rampant and flagrant plagiarism” by graduate students in the institution’s mechanical engineering department — and concluded that three faculty members either “failed to monitor” their advisees’ writing or “basically supported academic fraudulence” by ignoring the dishonesty. The report by the two-person review team called for the dismissal of two professors, and university officials said they would bring in a national expert on plagiarism to advise them.
Doug Lederman, "Student Plagiarism, Faculty Responsibility," Inside Higher Ed, June 1, 2006 --- http://www.insidehighered.com/news/2006/06/01/plagiarism

June 2, 2006 reply from Linda Kidwell, University of Wyoming [lkidwell@UWYO.EDU]

Bob's post reminded me of an interesting article I recently read:

Woessner, M.C. (2004). "Beating the house: How inadequate penalties for cheating make plagiarism an excellent gamble." PS: Political Science & Politics, 37 (2): 313 – 320.

His article is interesting in two ways. First, he argues that "it is unethical for faculty to knowingly entice students to plagiarize by promoting policies that actually reward dishonesty." He maintains that we may entice our students by anything from active neglect to ineffective enforcement, and he even throws in some Biblical support from Leviticus: You shall not place a stumbling block before the blind.

Second, he uses expected value functions to illustrate how ineffective policies make it an excellent gamble for students to plagiarize, using different combinations of probabilities of being caught, severities of punishment, and weighting of plagiarized assignments. I fault the paper for assuming all students are value neutral, in that he does not include any factor for the cost of compromising your standards (internal social control in some studies) or, for that matter, the benefit of going along with the crowd (culture conflict theory in others).

Nonetheless, if we assume away any moral or ethical component to the decision to cheat, he demonstrates that unless probabilities of detection are high due to vigilence and penalities are severe (F in the course, not just on the assignment), students have a strong incentive to cheat.

So back to Bob's post, Woessner certainly implies that the faculty are at least as culpable as the students when massive cheating such as that in the engineering department at Ohio University takes place.

I'm not sure I agree on an individual student level, but it's food for thought.

Linda

June 2, 2006 message from John Brozovsky [jbrozovs@VT.EDU]

Faculty are only culpable if you accept the premise that students are inherently amoral. If our accounting students are amoral then Enron is the tip of the iceberg as they will all behave the same way in a similar circumstance (you would have to assume they are just waiting on the ideal time to pull shenaigans).

[We do have a fairly decent honor code with reasonable penalties for those judged guilty by a jury of their peers (4 students 1 faculty member). The peers are typically very willing to find for guilt in the juries I have served on.]

John

June 3, 2006 reply from Bob Jensen

Trinity University adopted an honor code that has a student court investigate cheating and assess penalties. The students are more apt to be tougher on cheating students.

But for faculty it has been a little like rape in that the hassle involved in reporting it discourages the reporting in some suspected instances of cheating (in truth I've not made a formal study of this).

On several occasions in the past (before the new Honor Code) I've simply flunked the student and reported the incident to the Academic Vice President who maintained a file of reported incidents and could, for repeat offenders, inflict more serious punishments. Now faculty must appear in "court." More significantly, the authority to sign the F grade for cheating is thereby taken out of the hands of the faculty member responsible for grades in a course.

Bob Jensen

June 2, 2006 reply from Jagdish S. Gangolly [gangolly@INFOTOC.COM]

I have been following this thread with some interest.

Medical schools have a pompous ceremony for orientation for all entering students. It is usually called "white coat" ceremony.

While the pomp and circumstance at such a ceremony is incidental, the main objective is to make sure that the students are being inducted into a noble and learned profession, that their behaviour after should be different, that they have responsibilities that transcend averything else, life is precious, their ethical behaviour determines the future of the profession, etc., etc.,,,

In my own department, I have for a long time suggested that we desperately need something like that. This is especially important to accounting, since unlike medical schools that get mature adults (22-30+ years old), we get juveniles who are less worldly experienced and more prone to making wrong choices simply because they are younger (if one agrees with Kohlberg).

The question is, what do we do in such a pompous but solemn ceremony? What do we call it? Where is our equivalent of the Hippocratic oath?

I reproduce below both the classic oath and the modern oaths below. May be we can come up with one of our own.

Jagdish

____________________________________________________
Hippocratic Oath -- Classical Version

"I swear by Apollo Physician and Asclepius and Hygieia and Panaceia and all the gods and goddesses, making them my witnesses, that I will fulfil according to my ability and judgment this oath and this covenant:

To hold him who has taught me this art as equal to my parents and to live my life in partnership with him, and if he is in need of money to give him a share of mine, and to regard his offspring as equal to my brothers in male lineage and to teach them this art - if they desire to learn it - without fee and covenant; to give a share of precepts and oral instruction and all the other learning to my sons and to the sons of him who has instructed me and to pupils who have signed the covenant and have taken an oath according to the medical law, but no one else.

I will apply dietetic measures for the benefit of the sick according to my ability and judgment; I will keep them from harm and injustice.

I will neither give a deadly drug to anybody who asked for it, nor will I make a suggestion to this effect. Similarly I will not give to a woman an abortive remedy. In purity and holiness I will guard my life and my art.

I will not use the knife, not even on sufferers from stone, but will withdraw in favor of such men as are engaged in this work.

Whatever houses I may visit, I will come for the benefit of the sick, remaining free of all intentional injustice, of all mischief and in particular of sexual relations with both female and male persons, be they free or slaves.

What I may see or hear in the course of the treatment or even outside of the treatment in regard to the life of men, which on no account one must spread abroad, I will keep to myself, holding such things shameful to be spoken about.

If I fulfil this oath and do not violate it, may it be granted to me to enjoy life and art, being honored with fame among all men for all time to come; if I transgress it and swear falsely, may the opposite of all this be my lot."

Translation from the Greek by Ludwig Edelstein. From The Hippocratic Oath: Text, Translation, and Interpretation, by Ludwig Edelstein. Baltimore: Johns Hopkins Press, 1943. ____________________________________________________________________________

____________________________________________________________________________ Hippocratic Oath—Modern Version

"I swear to fulfill, to the best of my ability and judgment, this covenant:

I will respect the hard-won scientific gains of those physicians in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow.

I will apply, for the benefit of the sick, all measures [that] are required, avoiding those twin traps of overtreatment and therapeutic nihilism.

I will remember that there is art to medicine as well as science, and that warmth, sympathy, and understanding may outweigh the surgeon's knife or the chemist's drug.

I will not be ashamed to say "I know not," nor will I fail to call in my colleagues when the skills of another are needed for a patient's recovery.

I will respect the privacy of my patients, for their problems are not disclosed to me that the world may know. Most especially must I tread with care in matters of life and death. If it is given me to save a life, all thanks. But it may also be within my power to take a life; this awesome responsibility must be faced with great humbleness and awareness of my own frailty. Above all, I must not play at God.

I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being, whose illness may affect the person's family and economic stability. My responsibility includes these related problems, if I am to care adequately for the sick.

I will prevent disease whenever I can, for prevention is preferable to cure.

I will remember that I remain a member of society, with special obligations to all my fellow human beings, those sound of mind and body as well as the infirm.

If I do not violate this oath, may I enjoy life and art, respected while I live and remembered with affection thereafter. May I always act so as to preserve the finest traditions of my calling and may I long experience the joy of healing those who seek my help."

Accounting Instructor Catches UW Students Cheating --- http://www.smartpros.com/x38003.xml 

Apr. 29, 2003 (Associated Press) — As many 60 University of Wisconsin accounting students apparently cheated on take-home exams, school officials say.

The students were told to take the midterm tests individually but some worked in groups, accounting department chairman John Eichenseyer said.

The instructor had allowed the students to take the tests home so they could attend a presentation April 2 by Sherron Watkins, the Enron employee who blew the whistle on its questionable accounting practices.

Students who had done their own work told the instructor they had heard about widespread cheating on the test, Eichenseyer said this week.

The instructor, whom Eichenseyer declined to name, made all students retake the test and it turned out many didn't know the material.

Many students have admitted cheating since the instructor confronted them, Eichenseyer said. Students who did much worse on the in-class test will get that score as their grade for the test.

In Accounting Research We'd Never Discover this Type of Fakery --- http://www.trinity.edu/rjensen/Theory01.htm#Replication

"Journals Find Fakery in Many Images Submitted to Support Research," by Jeffrey R. Young, Chronicle of Higher Education, May 27, 2008 --- http://chronicle.com/free/2008/05/3028n.htm?utm_source=at&utm_medium=en 

Kristin Roovers was a postdoctoral fellow at the University of Pennsylvania with a bright career ahead of her—a trusted member of a research laboratory at the medical school studying the role of cell growth in diabetes.

But when an editor of The Journal of Clinical Investigation did a spot-check of one of her images for an article in 2005, Roovers's research proved a little too perfect.

The image had dark bands on it, supposedly showing different proteins in different conditions. "As we looked at it, we realized the person had cut and pasted the exact same bands" over and over again, says Ushma S. Neill, the journal's executive editor. In some cases a copied part of the image had been flipped or reversed to make it look like a new finding. "The closer we took a look, the more we were convinced that the data had been fabricated or manipulated in order to support the conclusions."

As computer programs make images easier than ever to manipulate, editors at a growing number of scientific publications are turning into image detectives, examining figures to test their authenticity.

And the level of tampering they find is alarming. "The magnitude of the fraud is phenomenal," says Hany Farid, a computer-science professor at Dartmouth College who has been working with journal editors to help them detect image manipulation. Doctored images are troubling because they can mislead scientists and even derail a search for the causes and cures of disease.

Ten to 20 of the articles accepted by The Journal of Clinical Investigation each year show some evidence of tampering, and about five to 10 of those papers warrant a thorough investigation, says Ms. Neill. (The journal publishes about 300 to 350 articles per year.)

In the case of Ms. Roovers, editors notified the federal Office of Research Integrity, which polices government-financed science projects. The office concluded that the images had been improperly manipulated, as had images the researcher had produced for papers published in three other journals. That finding led two of those journals to retract papers that Ms. Roovers had co-authored, papers that had been cited by other researchers dozens of times.

The episode damaged careers—Ms. Roovers resigned from the lab and is ineligible for U.S. government grants for five years—and delayed progress in an important line of scientific inquiry.

Experts say that many young researchers may not even realize that tampering with their images is inappropriate. After all, people now commonly alter digital snapshots to take red out of eyes, so why not clean up a protein image in Photoshop to make it clearer?

"This is one of the dirty little secrets—that everybody massages the data like this," says Mr. Farid. Yet changing some pixels for the sake of "clarity" can actually change an image's scientific meaning.

The Office of Research Integrity says that 44 percent of its cases in 2005-6 involved accusations of image fraud, compared with about 6 percent a decade earlier.

New tools, such as software developed by Mr. Farid, are helping journal editors detect manipulated images. But some researchers are concerned about this level of scrutiny, arguing that it could lead to false accusations and unnecessarily delay research.

Easy to Alter

The alterations made by Ms. Roovers at the University of Pennsylvania were "very easy" to do, says Richard K. Assoian, a professor of pharmacology at Penn who worked with the young researcher and served as her mentor while she was a doctoral student at the University of Miami. "It's basic Photoshopping," he says.

Ms. Roovers admitted that she used the software, though she says she was not the only one in the lab to do so.

"I certainly did something wrong, but I don't think I was alone in the whole thing," she says, adding that it was not her intent to deceive. "It was trying to present it even better."

Continued in article

University of Vermont Scientist Admits to Cheating
On a rainy afternoon in June, Eric Poehlman stood before a federal judge in the United States District Court in downtown Burlington, Vt. His sentencing hearing had dragged on for more than four hours, and Poehlman, dressed in a black suit, remained silent while the lawyers argued over the appropriate sentence for his transgressions. Now was his chance to speak. A year earlier, in the same courthouse, Poehlman pleaded guilty to lying on a federal grant application and admitted to fabricating more than a decade’s worth of scientific data on obesity, menopause and aging, much of it while conducting clinical research as a tenured faculty member at the University of Vermont. He presented fraudulent data in lectures and in published papers, and he used this data to obtain millions of dollars in federal grants from the National Institutes of Health — a crime subject to as many as five years in federal prison. Poehlman’s admission of guilt came after more than five years during which he denied the charges against him, lied under oath and tried to discredit his accusers. By the time Poehlman came clean, his case had grown into one of the most expansive cases of scientific fraud in U.S. history.
Jeneen Interlandi, "An Unwelcome Discovery," The New York Times, October 22, 2006 --- Click Here 

Question
Did this chemistry professor cheat?

A former graduate student of the State University of New York at Binghamton has filed a $202-million lawsuit against the institution and four of its current and former faculty members, contending that his former dissertation adviser appropriated and published the results of two experiments he conducted without including him as a co-author, a local newspaper, the Press & Sun-Bulletin, reported.
"Former Graduate Student at SUNY-Binghamton Says Professor Stole His Work," The Chronicle of Higher Education, October 21, 2007 --- Click Here

If this is correct, it is incredible and is contrary to the principles most follow. What Stealing intellectual property is common for staff members at universities, who must write articles for their supervisor to either take the lead or take sole ownership. There were three complaints of this at my institution, and the university was able to sweep the dirt under the rug and the abuse of power continues. Of the three, there are a myriad of stories of many more. What is shocking is that some of these instances are documented by the conference sessions available online and the original author’s submission! Perhaps staff members should realize that even if your work is University property, it is not your supervisors. Is there legal action here since the intellectual property belongs to the employer for at-will staff? Shame on leadership who allow academic dishonesty to prevail by supervisors, and yet publicly demand integrity in the classroom!
The Chronicle of Higher Education, October 21, 2007 --- Click Here

Bob Jensen's threads on Appearance Versus the Reality of Research Independence and Freedom are at http://www.trinity.edu/rjensen/HigherEdControversies.htm#ResearchIndependence

Celebrities Who Plagiarize/Cheat

Question
who were at least two famous world leaders who plagiarized doctoral theses?

Answer
Two that I know of off the top of my head are Martin Luther King and Vladimir Putin. Doubts are raised that Putin ever read his thesis that plagiarized from a U.S. textbook. Iran's President Ahmadinejad allegedly plagiarizes, although I don't know if he plagiarized in his doctoral thesis --- http://atlasshrugs2000.typepad.com/atlas_shrugs/2006/10/ahmadinejad_i_h.html

It's not clear that Vladimir Putin even read his own thesis
Large parts of an economics thesis written by President Vladimir Putin in the mid-1990s were lifted straight out of a U.S. management textbook published 20 years earlier, The Washington Times reported Saturday, citing researchers at the Brookings Institution. It was unclear, however, whether Putin had even read the thesis, which might have been intended to impress the Western investors who were flooding into St. Petersburg in the mid-1990s, the report said. Putin oversaw the city's foreign economic relations at the time.
"Putin Accused of Plagiarizing Thesis," Moscow Times, March 27, 2006 --- http://www.themoscowtimes.com/stories/2006/03/27/011.html
Jensen Comment
What's interesting about this news item is that it was published in Moscow. This would not have happened in the old Soviet Union.

Martin Luther King Jr. has been accused of widespread plagiarism, including parts of his doctoral thesis --- http://www.martinlutherking.org/thebeast.html

Other celebrity plagiarists --- http://www.cfif.org/htdocs/freedomline/current/in_our_opinion/plagiarism.htm

"MIT Tops List of College Copyright Violators," by Erica R. Hendry, Chronicle of Higher Education, June 17, 2009 ---
http://chronicle.com/wiredcampus/article/3833/mit-tops-list-of-college-copyright-violators

The Massachusetts Institute of Technology had the most instances of digital piracy and other copyright infringements among American colleges and universities in 2008 for the second year in a row, according to a report released by Bay-TSP, a California company that offers tracking applications for copyrighted works.

According to the company’s annual report, MIT had 2,593 infringements of media owned by Bay-TSP’s clients. The University of Washington and Boston University ranked second and third, with 1,888 and 1,408 infringements, respectively.

Clients of the company, whose name means “Bay-Area Track, Security, Protect,” include motion-picture studios; software, video-game and publishing companies; and sports and pay-per-view television networks.

The annual report provides an analysis of data collected using piracy-network crawling software. The company does not track all instances of Internet-based piracy, said Jim E. Graham, a Bay-TSP spokesman. It only monitors violations of movies, videos, TV shows, or software that clients ask the company to follow.

Mr. Graham also said not all violations result in a take-down notice. Clients give the company varying instructions for their data, ranging from sending take-down notices to simply tracking how often and by whom the material is infringed.

Although MIT ranks first among domestic colleges and universities, it is not in the top 10 worldwide. The University of Botswana had 9,027 infringements, followed by Sweden’s Uppsala University, which had 8,032 infringements, according to the report.

Jeffrey I. Schiller, the information-services and technology-network manager at MIT, said he has not seen a copy of Bay-TSP’s report, but the institution does not tolerate copyright infringement, nor does it receive an unusual number of take-down notices.

“I haven’t formally counted the number of take-down notices we’ve received, but if we get more than a few, it’s a big day,” he said. “If we represented truly the worst-case scenario, then copyright infringement can’t be a really big problem, because we don’t have that much.”

After this book was reviews by Oprah, my wife made me order it. Backorder is actually the case since Amazon could not get immediate copies after the Oprah show. Now there are charges flying about concerning plagiarism.

"Analysts: Seinfeld's defense rings hollow:  Wife claims she never saw cookbook she's accused of plagiarizing," WorldNetDaily, November 2, 2007 --- http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=58467

Jerry Seinfeld's wife's claim that she never saw the cookbook she's accused of plagiarizing rings hollow against market-research practices in the book-publishing industry, analysts say.

The author of "The Sneaky Chef: Simple Strategies for Hiding Healthy Foods in Kids' Favorite Meals" charges that Jessica Seinfeld stole the theme of her book and at least 15 recipes when she wrote a remarkably similar book, "Deceptively Delicious: Simple Secrets to Get Your Kids Eating Good Food," that appeared several months later.

"I have never seen or read this other book," Seinfeld said.

Her husband, comedian Jerry Seinfeld, Monday defended his wife in an appearance on CBS' "Late Show With David Letterman."

"My wife never saw the book, read the book, used the book," he insisted.

But publishing analysts point out that book agents scour the market before a book is formally proposed to rule out competing titles. And book editors and publishing boards conduct even more stringent market research before offering writers a contract.

"There's no way they missed 'Sneaky Chef,'" said a senior editor with a major New York publishing house, who wished to remain anonymous.

In fact, Seinfeld's publisher HarperCollins had access to the original manuscript of "Sneaky Chef" almost six months before signing her to a contract. Its author, Missy Chase Lapine, submitted her 139-page book proposal with 31 recipes and 11 purees twice to HarperCollins – once in February 2006 without an agent and again with an agent in May 2006.

HarperCollins signed Seinfeld one month later, in June 2006.

Lapine says that after her publisher, Running Press, contacted HarperCollins, the cover of "Deceptively Delicious" was changed from the one featured in a promotional brochure. In the title, the word "sneaky" was replaced with "simple."

Jerry Seinfeld called Lapine, former publisher of "Eating Well" magazine, a "wacko."

The comic's wife's cookbook has climbed to the top of the New York Times and Amazon bestsellers lists thanks in large part to an Oct. 8 appearance on the "Oprah" show. Lapine says she and her publicists pitched Oprah's producers five times without success.

Host Oprah Winfrey and the Seinfelds are close, and she has a role in Jerry Seinfeld's new animated film, "Bee Movie."

Also, Jessica Seinfeld reportedly gave Winfrey 21 pairs of rare designer shoes valued at some $20,000.

During the World Series last week, Jerry Seinfeld appeared in a Hewlett Packard TV spot promoting the HP notebook in which he plugs not only his movie but also his wife's book. Thumbing through a digital image of "Deceptively Delicious," he remarks, "My wife wrote a cookbook. She is a genius"

Grade Changing Scandal at Florida A&M (on the heels of the earlier financial fraud scandals)

Florida A&M University’s law school is facing a grade-changing scandal. Last week, The Tallahassee Democrat reported that three administrators had been fired and two students had been dismissed over inappropriate grade changes and admissions issues. Today, without offering details, the newspaper is reporting that the dismissed students didn’t have grades changed, but a student who did remains enrolled. In addition, also without details, the newspaper says that two of the fired employees reported the grade changing.
Inside Higher Ed, June 20, 2008 --- http://www.insidehighered.com/news/2008/06/20/qt

Juicy Gossip on Alleged Cheating at the University of West Virginia
"West Virginia U. Roiled Over Alleged Transcript Rewrite for Governor's Daughter," by Paul Fain, Chronicle of Higher Education, January 9, 2008 --- http://chronicle.com/daily/2008/01/1083n.htm?at

Michael S. Garrison was controversial at West Virginia University even before his arrival in September as president. Now he is linked to a developing scandal that raises questions about the ties between the university and the state's power brokers in politics and business.

The uproar began on December 21 with an article in the Pittsburgh Post-Gazette, which alleged that the university had rewritten the academic record of Heather M. Bresch, a top executive at a West Virginia pharmaceutical company and the daughter of the state's governor, Joe Manchin III, a Democrat.

Both university officials and Ms. Bresch have a different view of the discrepancy, blaming a clerical error by the university for the appearance that Ms. Bresch was 22 credits short of her M.B.A. degree. But allegations that a political insider received favorable treatment have inflamed Mr. Garrison's many critics among West Virginia faculty members, who were already fuming about his qualifications and his cozy ties to the state's capital.

Mr. Garrison, 38, is a lawyer who has held several political posts, most notably as chief of staff to a former governor and as chairman of the state's Higher Education Policy Commission. Some faculty members asserted that the presidential search had been rigged in his favor (The Chronicle, April 6, 2007). And, in a rare step, the Faculty Senate voted to oppose Mr. Garrison's selection even before it was official (The Chronicle, April 12, 2007).

Ms. Bresch and Mr. Garrison have long-standing connections. They were classmates in high school and as undergraduates at West Virginia. The influence wielded by Ms. Bresch's father, the governor, is rivaled by that of Milan (Mike) Puskar, chairman and co-founder of Mylan Laboratories Inc., a large West Virginia-based drug company where Ms. Bresch serves as chief operating officer. Mr. Puskar is one of the university's most generous donors.

West Virginia University’s nationally accredited 13 ½ month MBA program is ideal for someone interested in pursuing the MBA immediately after completing the bachelor’s degree or for someone looking to change careers and/or enhance job opportunities.
From the WVA MBA Program Website --- http://www.be.wvu.edu/mba/index.htm
No mention is made of academic credit being available for any work experience. Since the Executive MBA program at WVA is designed for working professionals it would seem that all students in the program would be elgible for work experience credit if any other student got such credit for four courses.

"W. Va. Governor's Daughter Speaks Out on Degree Controversy," by Paul Fain, Chronicle of Higher Education, April 9, 2008 --- Click Here

West Virginia University gave a panel of outside experts the task in January of investigating an explosive academic-transcript controversy, involving discrepancies in an executive M.B.A. claimed by Heather M. Bresch, the governor’s daughter. Ms. Bresch is a former classmate of the university’s president, Michael S. Garrison, and is a top executive with a drug company, Mylan Inc., whose chairman, Milan (Mike) Puskar, is a major donor to the university.

Ms. Bresch spoke publicly about her transcript for the first time this week, in a meeting with the investigative panel and in an interview with the Associated Press. She said she had earned the degree fairly, substituting work-experience credits for four classes. She also denied allegations that she had received favorable treatment because of her political connections.

“I secured my degree in ’98 when my father wasn’t governor, when Mike Puskar hadn’t given millions, and Mike Garrison wasn’t president,” Ms. Bresch said.

The former head of the university’s executive M.B.A. program, Paul Speaker, with whom Ms. Bresch said she reached an agreement on her work credits, also testified before the panel. Mr. Speaker declined to discuss Ms. Bresch’s case in an interview with the AP, citing privacy laws, but said he could not remember any instance where work experience had taken the place of course work.

“If you look through the annals of anything at the university,” Mr. Speaker said, “you will not find a single course for which experience would replace the course.”

Holocaust Memoir Turns Out to Be Fiction
A best-selling Holocaust memoir has been revealed to be a fake. The author was never trapped in the Warsaw ghetto. Neither was she adopted by wolves who protected her from the Nazis, nor did she trek 1,900 miles across Europe in search of her deported parents or kill a German soldier in self-defense. She wasn’t even Jewish, The Associated Press reported. Misha Defonseca, 71, right, a Belgian writer living in Dudley, Mass., about 60 miles southwest of Boston, admitted through her lawyers last week that her book, “Misha: A Mémoire of the Holocaust Years,” translated into 18 language and adapted for the French feature film “Surviving With Wolves,” was a fantasy. In a statement to The Associated Press, Ms. Defonseca said: “The story is mine. It is not actually reality, but my reality, my way of surviving. I ask forgiveness to all who felt betrayed.
Lawrence Van Gelder, The New York Times, March 3, 2008 --- http://www.nytimes.com/2008/03/03/books/03arts-HOLOCAUSTMEM_BRF.html

Margaret Jones' memoir, Love and Consequences, recounts her early days selling drugs in South Central Los Angeles as well as her eventual escape to college and publishing. If it sounds too good to be true, that's because it is. The story is just the latest in a string of frauds that have rocked the publishing industry.
:Memoir of Girl's Escape from Drugs, Gangs Is Bogus," NPR, March 5, 2008 --- http://www.npr.org/templates/story/story.php?storyId=87898701

Authoring Ethics or Lack Thereof

Question
How do prestigious professors plagiarize in textbook "authoring" without even knowing it?

"Schoolbooks Are Given F’s in Originality," by Diana Jean Schemo, The New York Times, July 14, 2006 --- http://www.nytimes.com/2006/07/13/books/13textbook.html

The language is virtually identical to that in the 2005 edition of another textbook, “America: Pathways to the Present,” by different authors. The books use substantially identical language to cover other subjects as well, including the disputed presidential election of 2000, the Persian Gulf war, the war in Afghanistan and the creation of the Department of Homeland Security.

Just how similar passages showed up in two books is a tale of how the largely obscure $4 billion a year world of elementary and high school textbook publishing often works, for these passages were not written by the named authors but by one or more uncredited writers. And while it is rare that the same language is used in different books, it is common for noted scholars to give their names to elementary and high school texts, lending prestige and marketing power, while lesser known writers have a hand in the books and their frequent revisions.

As editions pass, the names on the spine of a book may have only a distant or dated relation to the words between the covers, diluted with each successive edition, people in the industry, and even authors, say.

In the case of the two history texts, the authors appeared mortified by the similarities and said they had had nothing to do with the changes.

“They were not my words,” said Allan Winkler, a historian at Miami University of Ohio, who wrote the “Pathways” book with Andrew Cayton, Elisabeth I. Perry and Linda Reed. “It’s embarrassing. It’s inexcusable.”

Wendy Spiegel, a spokeswoman for Pearson Prentice Hall, which published both books and is one of the nation’s largest textbook publishers, called the similarities “absolutely an aberration.”

She said that after Sept. 11, 2001, her company, like other publishers, hastily pulled textbooks that had already been revised and were lined up for printing so that the terror attacks could be accounted for. The material on the attacks, as well as on the other subjects, was added by in-house editors or outside writers, she said.

She added that it was “unfortunate” that the books had identical passages, but said that there were only “eight or nine” in volumes that each ran about 1,000 pages.

Gilbert T. Sewall, director of the American Textbook Council, a nonprofit group that monitors history textbooks, said he was not familiar with this particular incident. But Mr. Sewall said the publishing industry had a tendency to see authors’ names as marketing tools.

“The publishers have a brand name and that name sells textbooks,” he said. “That’s why you have well-established authorities who put their names on the spine, but really have nothing to do with the actual writing process, which is all done in-house or by hired writers.”

The industry is replete with examples of the phenomenon. One of the most frequently used high school history texts is “Holt the American Nation,” first published in 1950 as “Rise of the American Nation” and written by Lewis Paul Todd and Merle Curti. For each edition, the book appeared with new material, long after one author had died and the other was in a nursing home. Eventually, the text was reissued as the work of another historian, Paul S. Boyer.

Professor Boyer, emeritus professor of history at the University of Wisconsin at Madison, acknowledged that the original authors had supplied the structure of the book that carries his name. But he said that as he revises the text, he adds new scholarship, themes and interpretations. He defended the disappearance of the original authors’ names from the book, saying it would be more misleading to carry their names when they had no say in current editions.

“Textbooks are hardly the same as the Iliad or Beowulf,” he added.

Richard Blake, a spokesman for Harcourt Education, a division of Holt, said none of the editors involved in the extended use of the Todd and Curti names were still with the company. But he said that now “all contributors and reviewers on each edition are listed in the front of the book,” and that naming new principal authors depended largely on the extent of their contributions.

Continued in article

Jensen Comment
What also happens in authoring of textbooks for basic courses in accounting is that a senior professor at a huge-market college is added largely for purposes of gaining an adoption in his/her university or community college. The actual contribution of that professor to the book is somewhat as questionable as when some prestigious authors lend their names to a basic textbook where a lesser-known "co-author" wrote most of the book.

Professors Who Plagiarize/Cheat

In one of the rare surveys conducted about plagiarism, two University of Alabama asked 1,200 of their colleagues if they believed their work had been stolen.  A startling 40 percent answered yes.
Thomas Bartlett and Scott Smallwood, "Professor Copycat," The Chronicle of Higher Education, December 17, 2004, Page A8.
The number of articles in this particular issue of the Chronicle make it a must reference for anybody studying plagiarism by college faculty.

In Germany and other parts of Europe, professors get credit for passages or even entire works written by their students citing the original author and, in most cases, without giving any form of credit whatsoever.  The work of the student, including that student's writing, is deemed the property of his or her professor.  Although this practice is not ver botten in Europe, it is considered unethical in North America.  But is does happen on this side of the globe and is sometimes not punished as heavily as plagiarism if the original writer is a student assistant.  
See Thomas Bartlett and Scott Smallwood, "Mentor vs. Protégé," The Chronicle of Higher Education, December 17, 2004, Page A14

Faculty Pla