Please click for more information about the speach of Donald L. McCabe
Based on the many studies of student integrity that he has conducted over the last 20 years, McCabe will use his keynote speech to examine the types of students and situations most likely to lead to higher instances of cheating or plagiarism and how we might address these issues. First, he will try to define the type of students more likely to engage in academic dishonesty. Is this student male or female, what differences are apparent by major, what cultural issues are related to higher levels of cheating or plagiarism, etc. Second, he will discuss institutional issues that seem to impact student motivations to cheat (e.g., the presence or absence of an honor code) as well as classroom strategies utilized by individual instructors. Finally, McCabe will review student attitudes about cheating - how they feel about the seriousness of different behaviors and how they feel about different intervention strategies schools have employed in the past and might consider in the future - ranging form benign neglect of this issue from a student perspective to honor code strategies which intimately involve students in the campus judicial process. Although this work is primarily North American based (the U.S. and Canada in particular), McCabe will also discuss data he has obtained in the Middle East and more limited data he has gathered in the U.K., Australia, and China.
Please click for more information about the speach of Klaus-Peter Wild
How can students attain success in college or university (without cheating)? The answer to this question depends largely on how academic performance in college is defined and assessed. The learning outcome of tertiary education should go considerably beyond the mere accumulation of factual knowledge. Abilities such as critical and analytic thinking as well as problem solving skills are thus also crucial. Over almost two decades various lines of research on self-regulated learning have shown substantial empirical evidence of the impact of deep and elaborative learning strategies on fostering these “higher” learning outcomes in college education.
This talk presents several aspects relevant to this area of research:
(a) How can the importance of learning strategies in higher education be defined and assessed? Although broad conceptions of learning strategies might include virtually anything that facilitates learning, we will concentrate on strategies that are especially suitable for meaningful learning and critical thinking.
(b) How do qualitative and quantitative aspects of learning relate to each other? Do deep and elaborative learning strategies benefit from a higher workload or a longer time spent on a task? Is a higher workload or a longer time spent on a task important to the use of deep-oriented, elaborative learning strategies?
(c) What kind of learning motivation or what kind of interest in a topic is relevant to the use of cognitive learning strategies in higher education?
Please click for more information about the speach of Aurora C. Teixeira
Patterns of plagiarism by university students: does academic field matters?
Although existing research on student plagiarism is reasonably abundant and characterized by noticeable dynamism, the empirical evidence and the concomitant policy implications are in general based on single (or very few) and isolated academic field samples. In 2010 I performed a nationwide survey on academic integrity and gathered a sample of over 5 thousand university students from a myriad of academic courses spread by 22 academic fields (Agriculture, forestry and fisheries; Architecture and Building; Arts; Communication and journalism; Computing sciences; Economics and Business sciences; Education and training; Engineering; Environment protection; Exact sciences; Health; Humanities; Law; Life sciences; Manufacturing industry sciences; Math and statistics; Personal Services; Security services; Social and Behavioral sciences; Social Services; Transport services; Veterinary medicine) enrolled in Portuguese higher education institutions. This data enables to assess the extent to which patterns and perceptions on plagiarism differ between fields of study. More specifically, and resorting to exploratory statistical analysis, I’ll provide evidence, by academic field, on
In addition, I’ll discuss potential practical implications from the findings.
Please click for more information about the speach of Christian J. Teter
The keynote speech of Christian Teter will provide data on various aspects of the misuse and nonmedical use of prescription stimulants. The use of prescription stimulants, which includes methylphenidate and amphetamine formulations, has received a great deal of attention in the recent scientific literature. These medications are highly effective for conditions such as attention-deficit/hyperactivity disorder, but have been used not as prescribed by students for a variety of purposes. A focal point of the lecture will be on the use of prescription stimulants by college students to enhance cognitive performance. Within this context, other aspects that will be discussed include a terminology overview (e.g., misuse vs. nonmedical use), prevalence of use data, motivations for use (e.g., helps with concentration, helps to study), information on the diversion of medication (e.g., peer sources for obtaining non-prescribed stimulants), and adverse effects associated with the misuse and nonmedical use of prescription stimulants (e.g., depressive symptoms). Lastly, practical insights for addressing these drug use behaviors will be provided for universities and clinicians. Many of the studies that will be reviewed originated in either the U.S. or Canada. Regardless, several findings of misuse and nonmedical use of prescription stimulants (e.g., motives, adverse effects) can serve as a blue print for various geographical regions.