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It also cites studies showing strong faculty-student disagreement and increased course failure rates when access exists, concluding with an approach of clear syllabus expectations and references supporting the 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does the document oppose using solution manuals for graded homework?","Question",{"text":62,"@type":63},"Because homework results become unreliable once students have access to off-limits solutions, making the work suspect and raising integrity concerns.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What alternative strategies does the text recommend to reduce solution-manual use?",{"text":67,"@type":63},"Assign original projects or open-ended problems, write new problems or use problems from other texts, and consider publisher-provided online homework systems.",{"name":69,"@type":60,"acceptedAnswer":70},"What evidence does the document cite about faculty and student views?",{"text":71,"@type":63},"It references a study reporting 77% of faculty versus 11% of students view solution-manual use as cheating, and another finding that student course success declines when solution manuals are 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any student,and they'll likely make some of the fol-lowing arguments in favor of the use of illicitly obtainedsolution manuals:  \ndent transcribes a solution verbatim,especially if it containsan error;when a narrative response is copied word for word;or when there is significant overlap between the sequenceof operations or equations in a long,complex problem.Ourtypical penalty for students found responsible for using il-licitly obtained solution manuals is a zero on the homeworkportion of the student's grade,since all of their homeworkbecomes suspect once they are known to have access to anoff-limits resource.Other approaches to mitigate the use ofsolution manuals include assigning original projects or open-ended homework problems,writing original problems(orusing problems from other texts),or using online homeworksystems provided by textbook publishers.  \n·Everyone uses solution manuals.I have to do itjust to levelthe playing field.  \n·You can Google“solution manual”and come upwith lotsofhits.What's wrong with using freely available documents?  \n·Students who rely too heavily on solution manuals will dopoorly on the exam,so it evens out in the long run.  \n·If the objective of education is to learn the material,thenI should be able to use any tool available to improve mypersonal performance.  \n·Ionly use it when I really need it—when I'm stuck the nightbefore homework is due and need to figure out how to getstarted.  \nWhatever approach we decide to take,we cannot ignorethe issue.When faculty look the other way or implicitlycondone the use of solution manuals,we send a messageabout the culture of the department with regard to integ-rity—that shortcuts are winked at,that students have tofend for themselves to level the playing field,that the endsjustify the means.Patterns of behavior that are formed incollege become accepted behavior in the workplace (andlife in general);the headlines confirm that there are ampleopportunities to take shortcuts in the business and regulatoryarenas.Chemical engineers are responsible for the health,safety,and welfare of theirco-workers and their community,and the consequences of taking a shortcut or fudging the factscan be devastating.Students need to learn how to take theharder road of self discipline that leads to authentic learningand accomplishment.Setting clearexpectations and holdingstudents accountable for unethical behavior will make itsoccurrence less likely after graduation,when the potentialconsequences of integrity violations are much more severe.  \n·If professors are lazy enough to assign problems from thetextbookevery semester,it serves them right when studentsuse solution manuals to gain an advantage.  \nA recent study highlights the mismatch between theviews of faculty and students on this topic;77%of facultyvs.11%of students view the use of solution manuals ascheating.Another study confirms that the percentageof students who are unsuccessful in a course rises whenstudents have access to solution manuals,refuting the ar-gument that solution manuals improve student learning.²1Addressing academic integrity issues can be painful,however,and many faculty would rather avoid dealingwith a form of cheating that has gained widespread studentacceptance.  \nOne recommended approach is for faculty to set clearexpectations about use of solution manuals to completegraded homework.'My department has decided to includethe following statement within the Academic Integrity sec-tion of all course syllabi:  \n# REFERENCES\n\n1.Minechiello,A.,L.McNeill,and C.Hailey,\"Compar-ing Engineering Student Use of Solution Manuals andStudent/Faculty Perceptions of Academic Dishonesty,\"ASEE Proceedings(2012)  \nThe use ofa solution manual or equivalent(e.g.,solutionsposted to the web or from previous class offerings)in thepreparation or submission ofhomework will be consideredcheating and dealt with accordingly.  \n2.Karimi","cbCairrlzWATTulb","https://ap.wps.com/l/cbCairrlzWATTulb","pdf",713551,"English","# References","[{\"question\":\"Why does the document oppose using solution manuals for graded homework?\",\"answer\":\"Because homework results become unreliable once students have access to off-limits solutions, making the work suspect and raising integrity concerns.\"},{\"question\":\"What alternative strategies does the text recommend to reduce solution-manual use?\",\"answer\":\"Assign original projects or open-ended problems, write new problems or use problems from other texts, and consider publisher-provided online homework systems.\"},{\"question\":\"What evidence does the document cite about faculty and student views?\",\"answer\":\"It references a study reporting 77% of faculty versus 11% of students view solution-manual use as cheating, and another finding that student course success declines when solution manuals are available.\"}]","The Case Against the Use of Solution Manuals | PDF"]