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Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed.

This three-paper dissertation examines the curriculum for a Language and Cultural Exchange (LACE) course from three different perspectives through a lens of Transformative Learning (TL). The first paper, found in chapter 2, is a design case chronicling the design decisions that were made in the process of transforming a LACE course from a face-to-face learning environment to an online learning environment. The second paper considers how to measure TL and applies a rubric for TL to student work across an entire semester. The final paper dives deep into one particular activity, related to academic integrity, to evaluate if small interventions, intentionally designed, can lead to TL through attitudinal change. When considered together, all three papers point to the possibility of measuring TL, the effectiveness of small educational interventions that are easy to implement in a classroom, and several key questions instructional designers should address when they are designing for TL. <br>

La malhonnêteté académique au cours d’épreuves présente des enjeux importants quant à l’intégrité des évaluations. La présence des TIC étant de plus en plus importante en cours de passation dans les épreuves, il est important avec ce mode de récolte de données d’assurer un niveau de sécurité égal ou même supérieur à celui présent lorsqu’un mode de récolte de données traditionnel, le papier-crayon, est utilisé. Il existe plusieurs recherches sur l’utilisation des TIC dans l’évaluation, mais peu d’entre elles traitent des modalités de sécurité lors de l’utilisation des TIC. Dans ce mémoire, treize organisations québécoises ont été rencontrées: six qui utilisaient les TIC dans la passation, cinq qui utilisaient le papier-crayon dans la passation mais qui désiraient utiliser les TIC et deux qui utilisaient le papier-crayon et qui ne désiraient pas utiliser les TIC. Les organisations sont des établissements d’enseignement (primaire, secondaire, collégial, universitaire), des entreprises privées, des organismes gouvernementaux ou municipaux et des ordres professionnels. Des entrevues semi-structurées et une analyse qualitative par présence ou absence de différentes caractéristiques ont permis de documenter les modalités de sécurité liées à la récolte de données en vue de l’évaluation en utilisant les TIC. Ces modalités ont été comparées à celles utilisées lors de l’utilisation du papier-crayon dans la récolte de données en vue de l’évaluation afin de voir comment elles varient lors de l’utilisation des TIC. Les résultats révèlent que l’utilisation des TIC dans la passation complexifie et ajoute des étapes à la préparation des épreuves pour assurer un niveau de sécurité adéquat. Cependant elle permet également de nouvelles fonctions en ce qui concerne le type de questions, l’intégration de multimédia, l’utilisation de questions adaptatives et la génération aléatoire de l’épreuve qui permettent de contrer certaines formes de malhonnêteté académiques déjà présentes avec l’utilisation du papier-crayon dans la passation et pour lesquelles il était difficile d’agir. Toutefois, l’utilisation des TIC dans la passation peut aussi amener de nouvelles possibilités de malhonnêteté académique. Mais si ces dernières sont bien prises en considération, l’utilisation des TIC permet un niveau de sécurité des épreuves supérieur à celui où les données sont récoltées au traditionnel papier-crayon en vue de l’évaluation. / Academic dishonesty in assessments presents important issues regarding its integrity. The presence of ICT being increasingly important in the examinations, it is important with this method of data collection to ensure a level of safety equal to or even higher than the one present when the traditional method of collecting data, the paper and pencil, is used. There are several studies on the use of ICT in assessment, but few of them talks about the security arrangements in the use of ICT. In this study, thirteen Quebec’s organizations were encountered, six of them who used ICT in the assessment, five who used paper and pencil in the assessment but who wished to use ICT and two who used paper and pencil and did not wish to use ICT. The organizations are educational institutions (elementary, high school, college, university), private companies, government or municipal agencies and professional associations. Semi-structured interviews and a qualitative analysis by the presence or absence of different characteristics documented the security arrangements related to data collection for the assessment using ICT. These modalities were compared with those used when there is utilization of paper and pencil in the collection of data to see how they vary when using ICT. The results show that the use of ICT in the assessment makes it more complex and adds steps to the preparation of the examination to ensure an adequate level of security. However, it also allows new features regarding the type of questions, the integration of multimedia, the use of adaptive questions and random generation of test that can counter some forms of academic dishonesty already present with the use of paper and pencil in the assessment and for which it was difficult to act. However, the use of ICT in assessment can also bring new opportunities for academic dishonesty. If these are taken into consideration, the use of ICT allows a higher security level than the assessment where the data were collected with traditional paper-and-pencil.

Throughout the history of college football, there have been efforts to reform the system and stop improprieties, yet conflict between gaining academic and athletic prowess at colleges remained a central theme. In the 1980s, the Jan Kemp trial involving the University of Georgia demonstrated this clash between revenue-generating athletics and academic integrity. This historical study is an in-depth analysis of archives, legal documents, interviews, and other textual evidence that demonstrated how the factors surrounding the Jan Kemp case evolved and how key administrators and faculty members reacted to pressure related to academic and athletic conflicts. An analysis of past reform efforts in college football identified presidential control, commercialization of athletics, and corruption of the student-athlete ideal through preferential treatment as the key issues universities must address in relation to their football programs. An analysis of the University of Georgia in relation to these issues showed that pressure to increase revenue from football led to a lack of presidential control over academic-athletic conflicts and allowed preferential treatment of athletes to persist at the expense of academic integrity.

Technology has wrought paradigmatic shifts in societal, institutional, and individual power to instantly share and collaboratively produce knowledge, influencing the definition and perceived significance of academic ethics (AE), a continually evolving social construct. Student disregard of AE can generate wide-ranging conflicts affecting multiple student-success stakeholders: students, their families, instructors, administrators, schools, employers of graduates, and society. Dominant AE higher education institutional strategies typically position the individual student as the problem, leaving contextual influences on their academic conduct outside the AE conflict resolution discourse. The researcher conducted an exploratory research study to ascertain undergraduate students' opinions about AE at a university poised to coordinate and consolidate policy for its undergraduate student population--Nova Southeastern University (NSU). NSU recently announced the creation of a new College of Undergraduate Studies (CUS) to establish a single and unified undergraduate identity throughout its six undergraduate degree-conferring schools. Data was collected and analyzed to assess the opinions of exiting NSU undergraduate students': 1) beliefs about AE, 2) familiarity with school policies and rules, 3) perceived AE experience at NSU, and 4) awareness of conflicts generated by disregard of AE standards and objectives. Conflicts resulting from disparate understandings of academic ethics between students, faculty, and administrators can be reduced and prevented through enhanced communication. This study's findings provided a repository of knowledge to inform NSU/CUS institutional AE strategies by giving voice to students, thereby enhancing communication and the conflict resolution potential of institutional initiatives for the benefit of students and student-success stakeholders at NSU and all similarly-structured universities.

Online schooling is the newest form of education and it is quickly gaining popularity. However, this educational format also comes with one of the challenges that has always been present in schools, which is academic dishonesty. In the English Language Arts content area, academic dishonesty is most often manifested as plagiarism, however, cheating on online quizzes or exams still exists. Although this issue has always been present in English classes, it is becoming more of a concern because of the vast number of technological resources available to students including websites with pre-written papers and the various methods students can now use to instantly communicate with each other. This study combines and synthesizes a literature review and a survey of secondary online English educators at Florida Virtual School to give their perspective on aspects of cheating and plagiarism in online English education including a comparison between online and face to face academic dishonesty, reasons students cheat or plagiarize in online education and attitudes toward academic dishonesty, how students cheat and plagiarize in online classes, how teachers detect academic dishonesty in their online classes, consequences and policies of academic dishonesty in online education, and preventing academic dishonesty in online education. The overall new finding, from comparing both the literature review and the FLVS survey results, was that academic dishonesty in online education is not vastly different from academic dishonesty in face to face classrooms; therefore, academic dishonesty in the online environment is not as much of a mystery as commonly perceived. The survey did, however, expand the knowledge about online academic dishonesty at the secondary level, and specifically in the English Language Arts content area.

The present study examines ChatGPT-3's ability to generate code solutions for introductory programming courses in computer science and the potential implications for academic integrity. An experiment was conducted where ChatGPT was tested on programming problems from Kattis, an automatic software grading tool for computer programs, used in higher education. The results showed that ChatGPT independently could solve 19 out of 127 programming tasks assessed by Kattis. The study’s results also show that ChatGPT could generate accurate code solutions for simple problems on Kattis but encounters difficulties with more complex programming tasks. A qualitative follow up investigation was also carried out. To provide comments on methodology and discuss cheating in higher education concerning programming courses the two teachers were interviewed. The Kattis system is considered to have useful features for preventing cheating, such as hidden test cases, but it also has limitations in detecting AI-generated code. The report concludes by discussing the implications for various stakeholders, including teachers, students, and researchers. / Studien undersöker ChatGPT-3:s förmåga att generera kodlösningar för grundläggande programmeringskurser inom datavetenskap och de potentiella konsekvenserna för akademisk integritet. Ett experiment utfördes där ChatGPT testades med programmeringsproblem från Kattis, ett automatiskt rättningsverktyg för datorprogram som används inom högre utbildning. Resultaten visade att ChatGPT självständigt löste 19 av 127 programmeringsuppgifter som bedömdes av Kattis. Studien konstaterar att ChatGPT kan generera korrekta kodlösningar för problem med låg svårighetsgrad enligt Kattis, men stöter på svårigheter med mer komplexa programmeringsuppgifter. En kvalitativ uppföljningsundersökning genomfördes även där två lärare från KTH intervjuades för att ge sina kommentarer om metodvalet och diskutera fusket inom högre utbildning när det gäller programmeringskurser. Kattis-systemet anses ha användbara funktioner för att förhindra fusk, såsom dolda testfall, men har också begränsningar när det gäller att upptäcka AI-genererad kod. Rapporten avslutas med att diskutera implikationerna för olika intressenter, inklusive lärare, studenter och forskare.