Thursday, November 21, 2013

Counter-Argument

Counter Argument and Argument

My argument that I would like to discuss in my paper is the culture of cheating around academic institutions. Their is an overall culture to not follow the rules or guidelines in society today. This is driven by the economic disparity and propensity of the rich getting richer and the poor getting poorer. Many people feel the need to cheat to get where they need to be and it is overall not seen as taboo anymore. People do not feel a sense of wrong doing when they cheat to do something that is necessary for them to thrive. Many people would like to argue that the cheating culture is not driven by anything more than a failure in the morals of society today. While there may be a shred of truth to that statement, the overwhelming factor that leads to cheating seems to be the want and or need to get ahead in society. Another argument that may arise is the question of where is the motivation coming from for students to cheat. Some people may argue that their is an intrinsic motivation for students, something that they feel in themselves that drives them to cheat. This also does not seem to be the factor that is really pushing people to act dishonestly. Extrinsic motivation from outside factors such as job security, competition for programs, and many other situations are the real motivations to act in a dishonest way. 

Literature Review #5

Cheating Lessons: Learning From Academic Dishonesty

James Lang

MLA Citation: 


Summary: 

The book does a good job at breaking down just about everything there is to know about cheating in education. The author investigates who is cheating and why they are cheating. He does a great job at also looking down other avenues to find answers as to why there is a culture of cheating in today's academic world. James Lang doesn't only talk about cheating in today's world, he also begins with the history of cheating and ends with the future of academic dishonesty. Lang talks about how this culture of cheating can be stopped, and if not stopped, at least slowed down. He discusses methods for how to approach students in a way to prevent cheating form happening.

Authors: 

James Lang has been discussing topics in Education for what seems to be his whole career. He has wrote three books on topics in education and has a monthly column on teaching and learning in The Chronicle for Higher Education. He also lectures and gives public talks about education and cheating around the country. 

Key Terms:

Self Efficacy: How much a student believes he understands the material. This also relates to the confidence a student has in his/her ability to get a good grade in a class.

Meta Cognition: A persons awareness of his or her own level of knowledge and thought processes

Quotes:

"But it can create a significant problem for college students, in that  poorly gauged overconfidence in their knowledge of course material can lead them to understudy- and hence might be as likely to induce cheating as a lack of confidence in their abilities" (129)

"teachers admitted to placing lower performing students next to high achievers so they could cheat more easily, pointing to correct answers while students were taking tests, and reading aloud answers during testing" (29)

"By marked contrast, in the case of both the Chinese civil service exams and the Atlanta teachers, the motivation was purely an extrinsic one; a strong performance on the exam brings either an extrinsic reward, or the removal of an extrinsic threat." (31)

Value:

This book is of great value to my paper. Lang details parts of my argument in length and also brought a great point that can add to my argument. The case of the Atlanta teachers who cheated on the state tests for their students for their own job security is a great example and link to the cheating culture described in another book that Im using for this paper. This book should be a pivotal part of my paper.

Wednesday, November 13, 2013

Interviews


 I chose to just interview some of my friends to see what their opinions were about cheating and how they have approached cheating throughout their schooling career. I feel that these first hand accounts and opinions are quite valuable to what my final topic is on. 



Have you ever cheated?
Mike: Yes
How many times? When did you do  it most? How did you cheat most often?
Mike: Middle schooled=too scared, raised not to cheat.
High School: Cheating was more prevalent. Mainly cheated off of other students if he was struggling on a test.
College: Never plagiarized, still cheated off other peoples tests if he was struggling.
What was your reasoning as to why you cheated? Did you feel the need to rationalize your decisions?
Mike: I needed good grades, “If I didn’t know the answer, I’m going to look somewhere else”
He doesn’t feel the need to rationalize his decision. Is completely okay with it.
“Everybody cheats, if you don’t cheat you are a liar, and nobody likes liars”
Have you ever cheated on online exams or assignments?
Mike: Yes, even if the course said specifically not to use a textbook or collaborate with anyone, it was too easy not to use my textbook or ask someone if they knew the answer. It would not have been that easy to cheat if the assignment or test wasn’t online.
Do you look at cheating as a hindrance to education, or do you see your classes as just an obstacle to your end goal?
Mike: tough question… Ideally, I would learn everything that the course has to offer. After a while though, I just want the class to be over. Realistically, I’m going to resort to cheating because the workload often becomes tedious and heavy and it’s just not worth dealing with.






Have you ever cheated?
Joey: Yes
How many times?
Joey:  First time he cheated in Elementary school.  Cheated the same amount in middle school and High school. Has only cheated on online tests in college.
What was your reasoning as to why you cheated? Did you feel the need to rationalize your decisions?
Joey: I just wanted good grades. I just did it. I never thought of to even rationalize it. It was never even really a thought. I did it and never looked back. The only reason I would have felt bad is if I got caught, because then my parents would make me feel bad about it.
Have you ever cheated on online exams or assignments?
Yes
Do you look at cheating as a hindrance to education?
It depends on the extent of the cheating. If you are just getting a couple questions from someone else then its not really a hindrance. If you are cheating more than you are not, then it is a hindrance.
Do you see your classes as just an obstacle to your end goal?
Core requirement classes and classes that are forced upon me are just looked at as obstacles to an end goal. Classes for my major, or that are an interest to me I see as a way for me to educate myself on the stuff that matters.





Chris
Have you ever cheated?
Yes
How many times?
First time cheated was in early high school. Cheating off other peoples homework assignments.  As I got lazier, during a test I would just look off others peoples test. Sometimes I’ll look at someone elses test if I’m struggling during the test, but its much harder to cheat in college. Im definitely becoming more independent as to studying and test taking.
What was your reasoning as to why you cheated? Did you feel the need to rationalize your decisions?
I just wanted good grades. There was so much emphasis on the end result and grade rather than actual education.  Feels no real need to rationalize the need to cheat.
Have you ever cheated on online exams or assignments?
Never had an online test or quiz, but will use internet sources for  assignments
Do you look at cheating as a hindrance to education?
“Yes the education systems put too much emphasis on the grades rather than the actual content that you learned”
Do you see your classes as just an obstacle to your end goal?
No. Ultimately everything that you learn in college will help you in the future. I try to make a meaning out of classes even if I cant see one to begin with.



Tuesday, November 5, 2013

Research Blog #7




My Case

One of the main cases that I'm going to use for my argument is the case of Ken Ilgunas. This is obviously a book that we are all familiar with. His story really shoes the economic struggle that college students go through and the lengths at which people are willing to go to beat the system. Ken Ilgunas was determined to achieve his goal of graduate school and he really didnt care the methods he used to accomplish it. This seems to be the overall culture today in regards to schooling and I think that his case will fit in perfectly into the argument that I am trying to make. 



Research Blog Post #6

Neutralizing Attitudes
This table is from one of my journals that shows the the types of situations that students may find themselves in. The study is to determine what students will agree is a good enough reason to cheat which is called in this article the Neutralizing effect. One of the neutralizing effects that is the most influential is if the Professor seems to not care whether the students learn the material, or whether or not the instructor acts as if he is the only class that students have to worry about. This neutralizing statements offer a window into why students either feel the need to cheat or how they rationalize it at the end of the day.