2008 Woodie Awards
editorial
Academic dishonesty requires discussion, not proctors
Issue date: 4/24/08 Section: Opinions
Claims about the academic dishonesty of Middlebury students are startling. More disturbing still, however, is the proposal by some members of the faculty to place professors as proctors in classrooms during exams. Cheating, plagiarism and other violations of Middlebury's oft-quoted, oft-inscribed Honor Code deserve serious attention, but proctoring exams would function as a staggering blow to the Honor Code as we know it.
This is not to say, of course, that we should not be considering revisions to the Honor Code itself, or to the way in which the Honor Code is executed. Rather, before making the drastic decision to breech what is a traditionally revered Middlebury tradition, members of the faculty and student body both must consider more creative solutions. The most immediate (and arguably effective) way to tackle academic dishonesty on campus is to educate students more fully about the Honor Code itself. While Associate Dean of the College Gus Jordan's 2000 research indicates that over 80 percent of students will cheat in some way before completing their degrees, the majority of students profess to respecting the Honor Code. However, despite the early emphasis on the Honor Code - in both the letter to accepted students and in the Honor Code signing ceremony during first-year orientation - few students understand the details of the pledge. More importantly, ongoing education would be a helpful reminder to students at times overwhelmed by the pressures of the College.
Education can be supplemented by premeditated course and exam design. Understandably, cheating is more prevalent - or at least more feasible - in certain classes or departments. Professors who are concerned about academic dishonesty might forgo, perhaps, take-home or self-scheduled exams in favor of in-class tests or intentionally collaborative work. We are saddened to hear that entire departments have voiced concerns about rampant cheating, but any "crisis" within individual departments should be handled within these disciplines. Solutions must at least be attempted on the class or departmental level before the Honor Code, as it stands currently, is subjected to any serious revisions.
This is not to say, of course, that we should not be considering revisions to the Honor Code itself, or to the way in which the Honor Code is executed. Rather, before making the drastic decision to breech what is a traditionally revered Middlebury tradition, members of the faculty and student body both must consider more creative solutions. The most immediate (and arguably effective) way to tackle academic dishonesty on campus is to educate students more fully about the Honor Code itself. While Associate Dean of the College Gus Jordan's 2000 research indicates that over 80 percent of students will cheat in some way before completing their degrees, the majority of students profess to respecting the Honor Code. However, despite the early emphasis on the Honor Code - in both the letter to accepted students and in the Honor Code signing ceremony during first-year orientation - few students understand the details of the pledge. More importantly, ongoing education would be a helpful reminder to students at times overwhelmed by the pressures of the College.
Education can be supplemented by premeditated course and exam design. Understandably, cheating is more prevalent - or at least more feasible - in certain classes or departments. Professors who are concerned about academic dishonesty might forgo, perhaps, take-home or self-scheduled exams in favor of in-class tests or intentionally collaborative work. We are saddened to hear that entire departments have voiced concerns about rampant cheating, but any "crisis" within individual departments should be handled within these disciplines. Solutions must at least be attempted on the class or departmental level before the Honor Code, as it stands currently, is subjected to any serious revisions.
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