Academic cheating research paper

George Mason University Student Health Advisory Board (SHAB)  ensures that the health and wellness of Mason’s student body are provided for by the University to the best possible extent.

Student are less likely to cheat if they believe that their school values real mastery of a subject, as opposed to an overemphasis on rote memorization or how you do on a test.

Because academic integrity involves the development of behavior that reflects moral values, educators’ responsibility for addressing plagiarism may go beyond shielding students from copyright infringement. Students whose use of other authors’ works is constrained only by the perceived risk of detection and punishment may fail to recognize the relevance of the rights of others (Kohlberg and Hersh, 1977). By seeking more than mere compliance with what may seem to students to be arbitrary rules, therefore, educators enforce academic integrity in order to advance students moral development (Dark and Winstead, 2005). These considerations, which complicate the identification of plagiarism and enforcement of standards, affect instructors’ ability to quantify, detect, and prevent incidences of plagiarism. The following sections review previous research on these three issues.

As staff we strive to serve all faculty and students within the confines of Marquette University’s policy and procedure. We recognize the importance of serving all faculty and students fairly and on a timely basis, while maintaining confidentiality. We respect teaching and learning and support faculty and students in this endeavor every day.

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Because academic integrity involves the development of behavior that reflects moral values, educators’ responsibility for addressing plagiarism may go beyond shielding students from copyright infringement. Students whose use of other authors’ works is constrained only by the perceived risk of detection and punishment may fail to recognize the relevance of the rights of others (Kohlberg and Hersh, 1977). By seeking more than mere compliance with what may seem to students to be arbitrary rules, therefore, educators enforce academic integrity in order to advance students moral development (Dark and Winstead, 2005). These considerations, which complicate the identification of plagiarism and enforcement of standards, affect instructors’ ability to quantify, detect, and prevent incidences of plagiarism. The following sections review previous research on these three issues.