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After implementation, confirmed cheating instances decreased slightly, while the share of students caught and then appealing to the campus Judicial Board dropped sharply from 24% pre-video to 1% post-video. 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State University (as described here)?",{"text":121,"@type":113},"The process begins with a one-on-one conversation between the faculty member and the student to discuss the infraction and hear the student’s account.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589409,1792208675,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2011  \nUsing a Role-Play Video to Convey Expectations about Academic Integrity  \nLISA G. BULLARD and  \nADAM T. MELVIN  \nDepartment of Chemical and Biomolecular Engineering North Carolina State University  \nRaleigh, NC  \nABSTRACT  \nWe have developed an instructional video that uses role-play to illustrate the differences between acceptable behavior and cheating on assignments. Since we began showing it in an introductory chemical engineering course, the average number of confirmed instances of cheating decreased slightly, but the average percentage of students who were caught cheating and appealed our accusation to the campus Judicial Board dropped from 24% pre-video to 1% post-video. We conclude that the video makes students aware of what constitutes cheating in our course, may reduce the incidence of cheating, and increases the likelihood that students who are caught cheating will admit their fault and accept the penalty.  \nKeywords: Cheating, academic integrity, video  \nINTRODUCTION AND LITERATURE REVIEW  \nIn an increasingly competitive job market, students view getting high course grades as critical to eventually finding a good job or getting into a good graduate school, and this attitude impels some of them to cheat. For faculty, the challenges should be to create an environment in which students see no need to cheat, to minimize the likelihood of cheating, to detect it when it occurs, and to deal firmly but fairly with the cheaters.  \nAcademic integrity violations (such as cheating on tests and assignments) are rampant at universities across the United States. In a recent study, 75% of students surveyed admitted to cheating at least once while in college [1] . Another study showed that there has been a four-fold increase in the past 30 years (from 11% to 49%) in the number of students who admitted to collaborating on  \nWINTER 2011 1  \nADVANCES IN ENGINEERING EDUCATION  \nUsing a Role-Play Video to Convey Expectations about Academic Integrity  \nassignments when the instructor asked for individual work [2] . A 2007 study reported that 90% of engineering students have access to textbook solution manuals, and 75% of those students routinely use the manuals when completing graded homework assignments [3] . This phenomenon will only grow with time as more solution manuals become available on publishers’web sites and open“knowledge sharing” sites.  \nMultiple studies have revealed that the incidence of cheating varies substantially across disciplines [2,4–6], with professional majors such as business and engineering having the highest reported instances. Passow and colleagues [6] found that older students (4th and 5th year undergraduates) cheat significantly more than first-year students on exams, and second-year students tend to cheat more on homework. Studies have also shown that a student’s moral compass strongly influences cheating or non-cheating behavior. Students who believe that any form of cheating is wrong will seldom commit a violation, while students who rationalize that the end may justify the means (e. g., cheating is justified by the need to maintain a certain GPA to keep a scholarship) are relatively likely to commit academic integrity violations [1,7,8] . In addition, students’ definitions of cheating often vary considerably from teachers’ definitions. For example, 23% of students in a recent study said that copying another student’s homework is “unethical but not cheating” [6] . For international students, the fraction that does not regard homework copying as cheating may be even higher [12] . In a recent survey, 42% of students at an American-style university in the Middle East believed that copying homework is not cheating [12] .  \nThe national trend of increasing academic integrity violations has been mirrored in North Carolina State University’s sophomore gateway chemical en","cbCaiqrPRfCmQ6ij","https://ap.wps.com/l/cbCaiqrPRfCmQ6ij","pdf",733608,12,"English","# Abstract\n# Introduction and Literature Review\n# The Academic Misconduct Process at N.C. State University","[{\"question\":\"What is the role of the video in the instructional approach?\",\"answer\":\"The video uses role-play to illustrate what behaviors are acceptable versus what constitutes cheating on assignments.\"},{\"question\":\"What outcomes changed after the video was introduced?\",\"answer\":\"Confirmed instances of cheating decreased slightly, and the percentage of students caught who appealed to the campus Judicial Board fell from 24% before the video to 1% after.\"},{\"question\":\"How is academic misconduct handled at N.C. State University (as described here)?\",\"answer\":\"The process begins with a one-on-one conversation between the faculty member and the student to discuss the infraction and hear the student’s account.\"}]","Using a Role-Play Video to Convey Expectations about Academic Integrity - WINTER 2011 | PDF",1792067168]