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PostPosted: Tue Aug 07, 2012 10:01 pm 
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One of the biggest problems is when kids are actually caught, parents typically fight any consequences.



By John Keilman, Chicago Tribune reporter

August 7, 2012

Heloise Pechan's heart rose when she read the essay one of her students, a seemingly uninterested high school sophomore, had turned in for a class assignment on "To Kill a Mockingbird." The paper was clear, logical and well written — a sign, she thought, that she had gotten through to the boy.

Her elation passed quickly. What came next was suspicion.

Pechan, then substitute teaching at a McHenry County high school, went to Google, typed the paper's first sentence ("Kind and understanding, strict but fair, Atticus Finch embodies everything that a father should be") and there it was: The entire essay had been lifted from an online paper mill.

"I went from amazement and excitement to 'Oh my God' in the space of a half-second," Pechan recalled.

That feeling is going around a lot these days. As technology puts massive computing power and the near-sum of human knowledge within a few taps of a touch screen, educators and students say young people are finding new and increasingly devious ways to cheat.

They're going to websites that calculate the answers for their math homework. They're snapping covert photographs of exams and forwarding them to dozens of friends. They're sneaking cheat sheets into the memory banks of their calculators.

Isha Jog, 17, a senior at Hoffman Estates High School, said she has even seen some of her peers getting quiz answers off their cellphones — while the quiz is in progress.

At the same time, technology also is helping to foil digital desperadoes. Teachers are running essays though automated plagiarism detectors. They're using systems that allow them to observe what students are doing with their wireless classroom calculators. And they're using programs to shuffle test questions so every class gets a different version.

Still, experts say cheaters have the upper hand, leaving some educators to look for teaching techniques that are harder to game. But in the file-sharing, cut-and-paste world enabled by the Internet, some say the biggest challenge might be convincing students that what they're doing is wrong.

"I definitely think there's a mindset problem," said Carol Baker, curriculum director for science and music at School District 218, serving Oak Lawn and nearby suburbs, and president of the Illinois Science Teachers Association. "Today, kids are used to obtaining any kind of information they want (online). There are so many things that are free out there. I think kids don't have the same sense of, 'Gee, it's wrong to take something that somebody else wrote.' The Internet encourages all of us to do that."

Eric Anderman, a professor of educational psychology at Ohio State University, has studied student cheating. He says that while it's hard to nail down statistics on its prevalence, the best estimate is that up to 85 percent of high school students have cheated at least once.

It's unclear how digital technology has affected teens' willingness to cheat, he said. What is clear is that it has made dishonesty a lot easier.

"If you have 30 kids in a classroom, it's not easy to catch them," he said. "There's only so much one person can do. The kids really can get away with it."

Students interviewed by the Tribune say the Web has made homework a snap. WolframAlpha can instantly solve the most complicated equations, while Yahoo! Answers is a bazaar of solutions. York High School junior Kathleen O'Brien said some students post homework answers on blogs, too.

"Sometimes entire answer sheets for work sheets can be found online," she said.

As for tests, suburban high school biology teacher Jason Crean said he has heard about students texting exam questions to friends who have his class later in the day. In response, he now makes multiple versions of his tests, a step that has doubled or tripled his preparation time.

He said cheating seems to have become a social obligation that students strive to meet without considering the harm of their actions — not least to themselves.

"If they learn anything in my class, I want them to learn to do things for themselves," he said. "That's a lesson they have to learn for life, and I don't want them to learn it the hard way after they've left. They need to think and solve problems … and the technology is taking away from that."

Some are trying to find technological solutions to cheating. The College Board, burned by a scandal earlier this year in which Long Island students were paid to take the SAT for others, will soon require students to provide their photographs — typically by digital upload — before taking the test. The photos will later be sent to the test-taker's high school to thwart any would-be impersonators. The ACT is adopting a similar tactic for those who take the test away from their schools.

Back in the classroom, some teachers rely on turnitin.com, a website that, for $2 per student per year, will check essays against the Internet, 30 million journal articles and 250 million archived student papers to uncover possible plagiarism. Spokesman Chris Harrick said 10,000 schools use the service.

But Gary Anderson, who teaches English at Fremd High School in Palatine, said such websites create an atmosphere of mistrust. The better response, he said, is to think up techniques that will foil copying, such as requiring literary essays to include examples from a student's own life.

"You can prevent so much plagiarism and cheating simply by the kind of assignments we do," he said. "A three-page assignment you can find on the Internet isn't an assignment worth doing."

Math teacher Natalie Jakucyn of Glenbrook South High School in Glenview takes a more basic approach — her students must hand in their cellphones before tests — but agrees that imaginative long-term solutions are needed.

"What the educator needs to do is adapt to the age of technology and change the question," she said. "Maybe what (students) are learning should change. Maybe how they're learning should change. Now the challenge to me is to match that technology and say what I'm doing needs to change."

Meanwhile, the temptation to cut corners is likely to remain strong.

Aashna Patel, 16, a junior at Lake Park High School in Roselle, said digital technology has made cheating so easy that giving answers to friends — even mere Facebook friends — has become an expectation among many students. And Fremd junior Tyler Raap, 16, said the pressure to achieve at his competitive school often overwhelms his peers' sense of ethics.

"Teachers always give you the whole moral thing, but kids just want to get good grades," he said.

Anderman, the Ohio State researcher, said one thing has proved to cut down on cheating, but installing it would require a sharp cultural change in an educational system that is placing ever more importance on test results.

"The bottom line in our research is pretty simple," he said. "Where teachers are really emphasizing the test, you're more likely to get cheating. When teachers are emphasizing the learning more than the test, you get less cheating."

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PostPosted: Wed Aug 08, 2012 7:54 am 
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PostPosted: Wed Aug 08, 2012 7:57 am 
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I don't blame kids one bit for cheating in this day and age.


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PostPosted: Wed Aug 08, 2012 7:59 am 
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Ugueth Will Shiv You wrote:
I don't blame kids one bit for cheating in this day and age.

Right. Fuck knowledge.


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PostPosted: Wed Aug 08, 2012 8:04 am 
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rogers park bryan wrote:
Ugueth Will Shiv You wrote:
I don't blame kids one bit for cheating in this day and age.

Right. Fuck knowledge.


Seriously. All that matters is the degree. Everyone forgets most of the shit they learn in college anyway.


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PostPosted: Wed Aug 08, 2012 8:06 am 
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Ugueth Will Shiv You wrote:
I don't blame kids one bit for cheating in this day and age.


I had a weird experience at UIC. I was a BioChem major and had a high level lecture and lab course in my senior year. The professor didn't give us any indication as to what would be on the exam, not even the format. One of my lab partners said he had a copy of an example exam the professor had used in the past, and he would let us look at it to understand the structure and the types of questions that might be asked. We each took a copy.

When we had the actual exam, the stupid professor used the exact exam as the prior semester. I purposely tanked a few questions feeling dirty about the whole thing. The worst part of the story is that the professor let his Russian T.A. grade the exam, and the T.A. graded it improperly. We had the damn answer key from the prior semester. So I was forced to go to the professor and tell him the exam was graded improperly. The T.A. got in a lot of trouble, but I got my "A".

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PostPosted: Wed Aug 08, 2012 8:09 am 
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Ugueth Will Shiv You wrote:
rogers park bryan wrote:
Ugueth Will Shiv You wrote:
I don't blame kids one bit for cheating in this day and age.

Right. Fuck knowledge.


Seriously. All that matters is the degree. Everyone forgets most of the shit they learn in college anyway.


Ok sure. You try passing a bar exam or CPA exam with that attitude. I get that history majors get nothing out of their degrees. I'll admit that a big part of college is learning how to learn, but I received a lot of critical thinking skills, writing, and other technical skills from my undergrad and graduate degrees.

Your original statement is akin to the college freshman that convinces himself, "I don't have to go to class to pass". Then he is on academic probation in his second semester.

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PostPosted: Wed Aug 08, 2012 8:12 am 
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denisdman wrote:
Ok sure. You try passing a bar exam or CPA exam with that attitude. I get that history majors get nothing out of their degrees. I'll admit that a big part of college is learning how to learn, but I received a lot of critical thinking skills, writing, and other technical skills from my undergrad and graduate degrees.

Your original statement is akin to the college freshman that convinces himself, "I don't have to go to class to pass". Then he is on academic probation in his second semester.
Agreed. I use skills every day from college. To be honest, if you are in college and you think you'll never use any of this stuff once you are done you picked a bad major.

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PostPosted: Wed Aug 08, 2012 8:12 am 
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denisdman wrote:
Your original statement is akin to the college freshman that convinces himself, "I don't have to go to class to pass". Then he is on academic probation in his second semester.

I had many classes where I didn't show up.

One of my accounting professors was so incompetent that I only showed up to take exams, and I taught myself out of the book. Judging by the looks of some of the grades people got in the class, I did better than almost anyone.

The same thing happened in my statistics class as well.

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PostPosted: Wed Aug 08, 2012 8:13 am 
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denisdman wrote:
I had a weird experience at UIC. I was a BioChem major and had a high level lecture and lab course in my senior year. The professor didn't give us any indication as to what would be on the exam, not even the format. One of my lab partners said he had a copy of an example exam the professor had used in the past, and he would let us look at it to understand the structure and the types of questions that might be asked. We each took a copy.

When we had the actual exam, the stupid professor used the exact exam as the prior semester. I purposely tanked a few questions feeling dirty about the whole thing. The worst part of the story is that the professor let his Russian T.A. grade the exam, and the T.A. graded it improperly. We had the damn answer key from the prior semester. So I was forced to go to the professor and tell him the exam was graded improperly. The T.A. got in a lot of trouble, but I got my "A".


I had a similar experience. I was a health major and was required to take some bullshit advanced physics class that had absolutely no bearing on what I would need to know for my eventual career. The professor of that class was notorious for not only being a horrible teacher, but also used the same exams every single year.

After making valiant efforts (and multiple all-night study sessions) to pass previous exams in the class, I needed to basically ace my final in order to pass the class. At least 10 other students in my section also needed similar results. Luckily, one of those 10 was in a fraternity with multiple members who had taken the same course and kept every exam. We memorized that shit to the last decimal point and we all passed the class. Fuck it.


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PostPosted: Wed Aug 08, 2012 8:17 am 
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denisdman wrote:
Ok sure. You try passing a bar exam or CPA exam with that attitude. I get that history majors get nothing out of their degrees. I'll admit that a big part of college is learning how to learn, but I received a lot of critical thinking skills, writing, and other technical skills from my undergrad and graduate degrees.

Your original statement is akin to the college freshman that convinces himself, "I don't have to go to class to pass". Then he is on academic probation in his second semester.


I probably went to 70% of my classes in college. Of course, I also wasn't trying to become a lawyer or an M.D.; but after four years they still handed me two bachelor degrees.


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PostPosted: Wed Aug 08, 2012 8:22 am 
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Boilermaker Rick wrote:
denisdman wrote:
Ok sure. You try passing a bar exam or CPA exam with that attitude. I get that history majors get nothing out of their degrees. I'll admit that a big part of college is learning how to learn, but I received a lot of critical thinking skills, writing, and other technical skills from my undergrad and graduate degrees.

Your original statement is akin to the college freshman that convinces himself, "I don't have to go to class to pass". Then he is on academic probation in his second semester.
Agreed. I use skills every day from college. To be honest, if you are in college and you think you'll never use any of this stuff once you are done you picked a bad major.


In your case, I would believe you are a debate major. You have yet to lose an argument on these boards, but maybe had a tie here and there. :)

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PostPosted: Wed Aug 08, 2012 8:23 am 
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Ugueth Will Shiv You wrote:
Seriously. All that matters is the degree. Everyone forgets most of the shit they learn in college anyway.


You're not a heart surgeon, I hope.

Edit: Just saw where you said you weren't going to school to be a doctor...


Last edited by Ed_from_Lisle on Wed Aug 08, 2012 8:25 am, edited 1 time in total.

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PostPosted: Wed Aug 08, 2012 8:23 am 
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denisdman wrote:
In your case, I would believe you are a debate major. You have yet to lose an argument on these boards, but maybe had a tie here and there. :)
You can major in debate? I wasted my time in school!

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PostPosted: Wed Aug 08, 2012 8:24 am 
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Ugueth Will Shiv You wrote:
denisdman wrote:
Ok sure. You try passing a bar exam or CPA exam with that attitude. I get that history majors get nothing out of their degrees. I'll admit that a big part of college is learning how to learn, but I received a lot of critical thinking skills, writing, and other technical skills from my undergrad and graduate degrees.

Your original statement is akin to the college freshman that convinces himself, "I don't have to go to class to pass". Then he is on academic probation in his second semester.


I probably went to 70% of my classes in college. Of course, I also wasn't trying to become a lawyer or an M.D.; but after four years they still handed me two bachelor degrees.



Ugie, I did much the same in undergrad. I would call it coasting by and doing what it takes to get the paper. I took a completely different approach in grad school. I went to every class, studied hard, and really put forth an effort. It made a huge difference as I passed both the CPA and CFA exams easily as well as in my professional career. If I had coasted in grad school (which is easy to do by the way), I would not be where I am today.

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PostPosted: Wed Aug 08, 2012 8:29 am 
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Ugueth Will Shiv You wrote:
rogers park bryan wrote:
Ugueth Will Shiv You wrote:
I don't blame kids one bit for cheating in this day and age.

Right. Fuck knowledge.


Seriously. All that matters is the degree. Everyone forgets most of the shit they learn in college anyway.

As others have pointed out, you do use things you learn

Aside from that, being an educated person is its own reward.


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PostPosted: Wed Aug 08, 2012 8:30 am 
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denisdman wrote:

Ugie, I did much the same in undergrad. I would call it coasting by and doing what it takes to get the paper. I took a completely different approach in grad school. I went to every class, studied hard, and really put forth an effort. It made a huge difference as I passed both the CPA and CFA exams easily as well as in my professional career. If I had coasted in grad school (which is easy to do by the way), I would not be where I am today.


That is certainly to be commended, but I also went to grad school and essentialy paid for a degree. While CPA's certainly have a high income potential - and I hope you are doing very well for yourself - you bring up a fine example of how much parity exists in college education. You likely studied much harder than I did in grad school, for example, but we both ended up achieving the same goal.


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PostPosted: Wed Aug 08, 2012 8:49 am 
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Ugueth Will Shiv You wrote:
You likely studied much harder than I did in grad school, for example, but we both ended up achieving the same goal.
Many C or D students in high school said the same thing. They got much less out of it and it mattered later on.

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PostPosted: Wed Aug 08, 2012 8:55 am 
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Boilermaker Rick wrote:
Ugueth Will Shiv You wrote:
You likely studied much harder than I did in grad school, for example, but we both ended up achieving the same goal.
Many C or D students in high school said the same thing. They got much less out of it and it mattered later on.


The same can be said of any student.


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PostPosted: Wed Aug 08, 2012 8:56 am 
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Ugueth Will Shiv You wrote:
Boilermaker Rick wrote:
Ugueth Will Shiv You wrote:
You likely studied much harder than I did in grad school, for example, but we both ended up achieving the same goal.
Many C or D students in high school said the same thing. They got much less out of it and it mattered later on.


The same can be said of any student.
What does that mean?

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PostPosted: Wed Aug 08, 2012 8:59 am 
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Boilermaker Rick wrote:
What does that mean?


What does "it mattered later on" mean? I assumed you meant "moving on to further education".


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PostPosted: Wed Aug 08, 2012 9:01 am 
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rogers park bryan wrote:
AND ANOTHER THING VONNEGUT, IM STOPPING PAYMENT ON THE CHECK!


Whoever wrote this doesn't know the first thing about Kurt Vonnegut.

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PostPosted: Wed Aug 08, 2012 9:03 am 
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Ugueth Will Shiv You wrote:
Boilermaker Rick wrote:
What does that mean?


What does "it mattered later on" mean? I assumed you meant "moving on to further education".
Oh, so it had nothing to do with my point.

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PostPosted: Wed Aug 08, 2012 9:05 am 
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Boilermaker Rick wrote:
Ugueth Will Shiv You wrote:
Boilermaker Rick wrote:
What does that mean?


What does "it mattered later on" mean? I assumed you meant "moving on to further education".
Oh, so it had nothing to do with my point.


Which you've still not explained. Got it.


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PostPosted: Wed Aug 08, 2012 9:09 am 
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Ugueth Will Shiv You wrote:
Which you've still not explained. Got it.
You said that even though he worked harder you "achieved the same goal". I reject that just like I would reject a C student saying they achieved the same goal as an A student. Yes, you both may get the same piece of paper but the other person is far more enriched by what they did there and much more likely to be successful in either the next level of education or in the career that happens afterwards.

Speaking as someone who wishes he had tried harder at many times in my education, I don't think that the straight A students in my class achieved the same goals I did.

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PostPosted: Wed Aug 08, 2012 9:13 am 
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Getting good grades in undergrad opened up many more possibilities for graduate school education than would have been available to me if I had only "just gotten by".

There is a reason that schools/employers want the better performing students - they can build on what they know rather than trying to reeducate them for what they should know.

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PostPosted: Wed Aug 08, 2012 9:18 am 
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Boilermaker Rick wrote:
You said that even though he worked harder you "achieved the same goal". I reject that just like I would reject a C student saying they achieved the same goal as an A student. Yes, you both may get the same piece of paper but the other person is far more enriched by what they did there and much more likely to be successful in either the next level of education or in the career that happens afterwards.

Speaking as someone who wishes he had tried harder at many times in my education, I don't think that the straight A students in my class achieved the same goals I did.


Thanks for clarifying, however I disagree. IMO, the ultimate goal of schooling post-grade school is to earn a diploma or degree. For example, I was a straight-A student in high school while my best friend growing up was not. We both went to the same university and took many of the same classes. Our eventual careers hinged more on our choice of majors, not what we did in high school.


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PostPosted: Wed Aug 08, 2012 9:19 am 
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Dr. Kenneth Noisewater wrote:
There is a reason that schools/employers want the better performing students - they can build on what they know rather than trying to reeducate them for what they should know.


Personal question, feel free to answer or not: In your job interviews post-college, did you include your GPA on your resume? I know many people do, I just don't see the value in it.


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PostPosted: Wed Aug 08, 2012 9:20 am 
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Ugueth Will Shiv You wrote:
For example, I was a straight-A student in high school.

Not one B+ in 4 years?

Impressive.

So were you Valedictorian?


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PostPosted: Wed Aug 08, 2012 9:24 am 
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rogers park bryan wrote:
Ugueth Will Shiv You wrote:
For example, I was a straight-A student in high school.

Not one B+ in 4 years?

Impressive.

So were you Valedictorian?


No, because they gave me M's in phys. ed. Which is why I took up a non-sport like golf.


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