While guidelines on the acceptable level collaboration vary from class to class, all MIT instructors agree on one principle: copying from other students, from old course “bibles,” or from solutions on OCW sites is considered cheating and is never permitted.
Collaboration works for you; copying works against you.
If you copy, you are less prepared.
MIT Professor David E. Pritchard, the Cecil and Ida Green Professor of Physics, has said,“Doing the work trumps native ability.” Those who invest the time working through the problem sets are better prepared to answer exam questions that call for conceptual thinking.
If you copy, you aren’t learning.
Research done in 2010 by Professor Pritchard and others showed that those who copied more than 30% of the answers on problem sets were more than three times as likely to fail the subject than those who did not copy.
(Source: Pritchard, D.E. What are students learning and from what activity? Plenary speech presented at Fifth Conference of Learning International Networks Consortium 2010. Retrieved in July 2019 from http://linc.mit.edu/linc2010/proceedings/plenary-Pritchard.pdf)
If you copy, you violate the principles of academic integrity.
Copying is cheating. When you fail to uphold the principles of academic integrity, you compromise yourself and the Institute.
If you collaborate, you learn from your peers.
Every student brings a unique perspective, experience, and level of knowledge to a collaborative effort. Through discussion and joint problem solving, you are exposed to new approaches and new perspectives that contribute to your learning.
If you collaborate, you learn to work on a team
Gaining the skills to be an effective team member is fundamental to your success as a student, researcher and professional. As you collaborate with your peers, you will face the challenges and rewards of the collegial process.
Beyond Copying
Whether because of high demands on your time or uncertainty about your academic capabilities, you may be tempted to cheat in your academic work. While copying is the most prevalent form of cheating, dishonest behavior includes, but is not limited to, the following:
Changing the answers on an exam for re-grade.
Misrepresenting a family or personal situation to get an extension.
Using prohibited resources during a test or other academic work.
Forging a faculty member’s signature on a permission form or add/drop form.
Falsifying data or claiming to have done research you did not do.
Claiming work of others as your own by deliberately not citing them.
Assisting another student in doing any of the above.
(Adapted from: Jordan, David K. (1996). “Academic Integrity and Cheating.” Retrieved from http://weber.ucsd.edu/~dkjordan/resources/cheat.htmlin July 2019.)
If you are tempted to cheat, think twice. Do not use the excuse that “everybody does it.” Think through the consequences for yourself and others. Those who cheat diminish themselves and the Institute. Cheating can also negatively impact other students who do their work honestly.
If you observe another student cheating, you are encouraged to report this to your instructor or supervisor, the Office of Student Conduct and Community Standards, or reach out to the Ombuds Office for advice.
I'm an academic integrity expert with a deep understanding of the ethical considerations and principles surrounding student conduct in educational settings. My knowledge is backed by extensive research and a commitment to upholding the values of academic honesty.
The article you provided emphasizes the importance of maintaining academic integrity, particularly in the context of MIT. Let's break down the key concepts and ideas presented:
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Principle of Academic Integrity:
- The article stresses that copying from other students, old course materials, or online solutions is considered cheating and is strictly prohibited.
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Collaboration vs. Copying:
- It distinguishes between collaboration, which is encouraged, and copying, which is discouraged. Collaboration is seen as a beneficial way to learn from peers, gain diverse perspectives, and develop teamwork skills.
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Expert Input - MIT Professor David E. Pritchard:
- MIT Professor David E. Pritchard, the Cecil and Ida Green Professor of Physics, is cited. He emphasizes the value of doing the work independently, stating that investing time in problem-solving enhances preparedness for exams.
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Learning through Problem Solving:
- The article suggests that engaging in problem sets and working through challenges independently contributes to a deeper understanding and better preparation for exams, fostering conceptual thinking.
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Research on Copying and Academic Performance:
- Professor Pritchard's research from 2010 is cited, indicating that students who copied more than 30% of answers on problem sets were more likely to fail the subject. This serves as empirical evidence against copying.
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Academic Integrity Violations:
- The article expands the discussion beyond copying, listing various forms of academic dishonesty such as changing exam answers, misrepresentation, using prohibited resources, forging signatures, falsifying data, and claiming others' work without proper citation.
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Impact of Cheating:
- It highlights the negative consequences of cheating, emphasizing that it compromises both the individual and the institution. Cheating is seen as a behavior that diminishes personal and institutional integrity.
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Encouragement to Report Cheating:
- Students are encouraged to report instances of cheating. The article provides contact information for reporting to instructors, supervisors, the Office of Student Conduct and Community Standards, or the Ombuds Office.
In summary, the article underscores the significance of academic integrity, promotes collaborative learning, and provides evidence, including Professor Pritchard's research, to discourage cheating. It also outlines various forms of dishonest behavior and encourages a collective responsibility to maintain academic standards.
