There is no shortage of online articles about “Why Students Cheat!” And, no shortage of directives and memos from university folks who wish to increase the diligence of those who evaluate and grade students. Wouldn’t it be nice if we: a. Stopped drilling down on the results or effects of such undesired behaviors? b. Applied principles and practices of Human Systems EngineeringTM to address the systemic root causes of such behaviors? c. Recalled Dr. W. Edwards Deming’s findings that within an organization, “94% of what causes failure is the system, not the people." c. Engaged colleagues with applicable and varied perspectives to help better understand and describe what needs to change in our system that results in undesirable behaviors? d. Applied our emerging knowledge of SocioCulturalPsychology (SCP) to better understand what Lewin referred to as driving and restraining forces? e. Observed and evaluated behaviors within the Kurt Lewin framework of B = f (I, E), which characterizes observed behaviors from the perspective of “Psychological Life Space,” i.e. the settings . . .visible and invisible . . .within which people make decisions? f. Publicly and loudly recognized and celebrated examples of desired behaviors? g. Approached this challenge based on data —> information —> knowledge —> hypothesis —> Theory? h. Collaborated, communicated, and cooperated with those outside of our department/school/ university’s “Invisible Silos?”
Thank you for reading and considering my opinions. Stay Healthy! Cheers, Bill
It is hard to pinpoint to one main reason why students choose to cheat, but from my experience, I found that often students feel insecure about what they actually know. Another reason is the fear of possibly failing. I think the implementation of a growth mindset in the classroom is very important to prevent cheating by providing a variety of positive opportunities for learning, even when failing may be part of the process.
It is hard to pinpoint to one main reason why students choose to cheat, but from my experience, I found that often students feel insecure about what they actually know. Another reason is the fear of possibly failing. I think the implementation of a growth mindset in the classroom is very important to prevent cheating by providing a variety of positive opportunities for learning, even when failing may be part of the process.
Thanks Daniela for your perceptive.
Going forward within the various education/teaching platforms due to the CV-challenge(s), it would be great to hear from others who share the challenges to engage the spirit and minds of students in this 'sudden' new era.
--> Suggestion:
Include the labels for Undergrads, Grads, & discipline-centric subjects.
i.e., for my examples:
a. Senior Undergrads, "Fundamentals of Strategic Mgt.
b. Grads, Project Management; and Strategic Quality Mgt.
I look forward to learning from one and all.
Stay Healthy!
Cheers,
Bill
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