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A Process and Outcomes Evaluation of Academic Honesty Interventions in On-line Courses, 

01-20-2016 18:34

What has been variously referred to as “high-tech cheating” – the use of information technology to violate principles of academic integrity -- has reportedly reached considerable heights in colleges and universities, especially in courses taught “on-line.” In an effort to discourage such violation and, further, to promote academic integrity, our School adopted a far-ranging set of interventions, including high-tech, on-line proctoring, videos on a range of integrity issues, the use of honesty pledges, and new ethics materials – to name but a few. In this presentation we will present the results of “mixed- methods” process and outcomes evaluations of these interventions conducted over a year and one-half period. The data gathered included surveys of all faculty and nearly 700 students, grade reports, syllabi, reprimands, and other observations. The findings show that certain interventions (e.g., high-tech proctoring) were more challenging to implement, but seemed to promote student integrity more than did others. Presented at the 2015 Annual Meeting

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