MEMBERS IN THE NEWS
We are delighted to congratulate NUTN Advisory Board member Theresa Pittman on being named Associate Vice President of Teaching and Learning at College of the North Atlantic. Well deserved!
Academic dishonesty is any act of deception done with the intent to misrepresent one’s learning achievement for evaluation purposes (Singh & Thambusamy, 2016). Academic dishonesty can occur in all types of educational settings and is viewed very negatively in our society, giving rise to the system of policies, procedures and student honor codes that most U.S. higher education institutions have in place today.
Given that online students and faculty are often separated both in terms of space as well as time, perhaps it is not surprising that questions about academic dishonesty in online learning have existed since the inception of the delivery format (Watson & Sottile, 2010). The assumption that the face-to-face classroom is the best foundation for faculty to control academic honesty is deeply entrenched in our higher education culture.
This is the second installment in a three-part series by Bishop and Cini. In the first installment, they discussed a few forms of academic dishonesty prevalent in the online space. In this piece, they share a few strategies designed to overcome these obstacles.
Park (2003) and others have recommended that higher education develop frameworks for dealing with academic dishonesty that are “based on prevention supported by robust detection and penalty systems that are transparent and applied consistently” (pp. 483-484). Strategies in the literature for addressing academic dishonesty in the digital age can be sorted broadly into three categories: educating students, redesigning courses and assessments, and detecting and punishing offenders (Carroll, 2013).
This is the third and final installment in Bishop and Cini’s series on academic dishonesty in online education. In the second installment, they discussed some broad strategies that could help online education leaders minimize the prevalence of digital academic dishonesty. In this series, they share the specific approach UMUC has taken.
As an online provider, UMUC closely follows the regulations, requirements, and approaches to the topic of academic dishonesty. First, UMUC policies define “academic integrity” and dictate that students may not perform work for other students. We make this clear and educate students about this violation. All courses include the following standard statement:
As a member of the University of Maryland University College (UMUC) academic community that honors integrity and respect for others you are expected to maintain a high level of personal integrity in your academic work at all times. Your work should be original and must not be reused in other courses.
More than half of CUNY and SUNY’s full-time, in-state students will attend school tuition-free, thanks to a new scholarship program, Gov. Cuomo said Sunday.
The 210,000 students — 53% — who will be off the hook for payment include those who get regular financial aid, Pell grants and the state Tuition Assistance Program, as well as the new Excelsior Scholarship. About 22,000 will have part of their tuition covered by the new scholarship.
The program covers any tuition that remains after other aid is received for students whose families make less than $100,000. The qualifying threshold will climb to $125,000 in two years.
The scholarship does not cover room and board or other fees, and part-time students are ineligible.
At around 11 o’clock one night this month, Texas Tech University President Lawrence Schovanec received a worried call from the dean of his honors college.
In two days, the dean told Schovanec, a University of San Diego law professor named Gail Heriot was scheduled to give a speech about the problems with the federal gender-equality-in-education statute known as Title IX. Her mere presence on campus was already upsetting some students — Heriot is an outspoken affirmative action opponent and was recently called a “bigot” by a congresswoman during a hearing at the U.S. Capitol.
The dean wanted to know whether the talk should continue — universities across the state and nation have become embroiled in controversy in recent months over speakers that some students and faculty find offensive.
But to Schovanec the answer was easy: Colleges are supposed to welcome difficult conversations, he said. The talk should go on.
University-based continuing education is well into its second century. On record is Cornell University’s faculty-led “Tour of the Great Lakes” program for “teachers and others” in 1877. Today, professional and continuing education (PCE) units within universities help institutions expand their reach and play an integral role addressing the needs of learners who may not be able to follow a traditional path to obtaining access to higher education. A primary role of Michigan’s public universities, as social institutions, is to provide a public good. PCE departments play a central role in advancing that mission. Often times, PCE departments help these institutions deliver on this public purpose by identifying how they can align the educational and occupational aspirations of adult students with the talent needs of the state’s employers. Whether it’s forming collaborations across academic disciplines to meet community needs that span traditional boundaries, or identifying new markets for innovative programming, their voices on campus can help identify new solutions.