I followed the Becton Dickenson approach and created a hybrid approach that includes compliance, values and consequences. My policy is a mandatory web program that must be downloaded to all of the student’s computers. It will capture audio and visual footage of each student while they work on timed off campus assignments. This program will remove the copy paste function and timestamp all the visited sites. Students will have limited timeframes to use and submit work and there will be different versions of all assignments, exams and homework. If caught plagiarizing the student will have to attend a semester of mandatory community service in the same city as which the campus resides in and the student must pay a fine that consists of the monetary
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Monitoring prevents abuse of the two major loopholes in plagiarism: peer collaboration and internet plagiarism. By requiring individual responsibility, students are obliged to refrain from breaking the law because they have to hand in their timestamped internet history during a specific time. The values portion of the policy focuses on tackling the problem of all vs one. It forces there to be a direct relationship between individual students and professors instead of a collective body of student’s vs a professor. With similar assignments students become one communal body allowing for collaboration and sharing of work thus nursing the peer cheating relationship. Different assignment versions force students to exercise relationship ethics in the academic environment. “Relationship ethics focuses on the value, character and appropriateness of certain relationships” (Dees, J. G. & Elias, J. 1997. The Normative Foundations of …show more content…
An expectation of unique, original work becomes the norm instead of peer plagiarism by forcing the relationship among students and professors. As students build a relationship with their professors they feel more responsible for their work and less tempted to cheat. Lack of responsibility drives students to cheat and plagiarize. Plagiarizing is large issue because there is a “dilution of responsibility.” The more people copy and cheat the less responsible student’s feel of doing it simply because everyone is doing it. Similar to the Asch Experiment, students are intimidated and adapt to what everyone else is doing because everyone doesn’t always get caught. Students minimize the severity of the risk involved and conform as we see illustrated in the consequences heuristic. I place a severe consequence that will punish those who resort to plagiarism. I utilized Stage 1 and Stage 2 of Kohlberg’s Cognitive Moral by implementing consequences for breaking the plagiarism
Monitoring prevents abuse of the two major loopholes in plagiarism: peer collaboration and internet plagiarism. By requiring individual responsibility, students are obliged to refrain from breaking the law because they have to hand in their timestamped internet history during a specific time. The values portion of the policy focuses on tackling the problem of all vs one. It forces there to be a direct relationship between individual students and professors instead of a collective body of student’s vs a professor. With similar assignments students become one communal body allowing for collaboration and sharing of work thus nursing the peer cheating relationship. Different assignment versions force students to exercise relationship ethics in the academic environment. “Relationship ethics focuses on the value, character and appropriateness of certain relationships” (Dees, J. G. & Elias, J. 1997. The Normative Foundations of …show more content…
An expectation of unique, original work becomes the norm instead of peer plagiarism by forcing the relationship among students and professors. As students build a relationship with their professors they feel more responsible for their work and less tempted to cheat. Lack of responsibility drives students to cheat and plagiarize. Plagiarizing is large issue because there is a “dilution of responsibility.” The more people copy and cheat the less responsible student’s feel of doing it simply because everyone is doing it. Similar to the Asch Experiment, students are intimidated and adapt to what everyone else is doing because everyone doesn’t always get caught. Students minimize the severity of the risk involved and conform as we see illustrated in the consequences heuristic. I place a severe consequence that will punish those who resort to plagiarism. I utilized Stage 1 and Stage 2 of Kohlberg’s Cognitive Moral by implementing consequences for breaking the plagiarism