WGU D842 Task 3 |Passed on First Attempt |Latest
Update with Complete Solution
The two main challenges discussed in the study regarding academic
integrity in a time of primarily technological education are changes in
people and the learning environment. The study discusses the lack of clarity
when explaining exactly what academic integrity is, which is one reason it
has struggled significantly. Two specific issues discussed within the case
study are the assumption that students understand the policy of academic
integrity, so teachers do not go over it, and the connection between
academic integrity and general human training for understanding the
deeper issues that correlate with academic integrity. The first issue is in the
assumption that students truly know and understand what academic
integrity is in order to abide by it. The second issue is the deeper
connection between academics and human nature. Failing to comply with
academic integrity can have a lot of minor signs for bigger issues, such as
being rational, lacking creativity, and no longer forming original thoughts
(Sage, 2018).
Using utilitarianism, one solution is to evaluate the right or wrongness
of the student cheating. This approach breaks the situation down in the
simplest of forms. In this situation, it is not the form of cheating; it is the
simple question of whether the student cheated. This is to teach the student
right and wrong using the rule approach (Sage, 2018). A teacher can
explain academic integrity, show students the different forms of cheating,
and give the class examples. I believe this should start at a young age so
that students can recognize the difference in using information they have
learned to do an assignment in their own words with citations versus
copying a source’s information and without any credit to the source. For the
enforcement of this solution, I believe this is making expectations visible
and heard at all times. Depending on the student's age, the word choice and
way that the expectations are presented would vary. For an older classroom,
a teacher might have them on every exam so that students read over them
as they also read over directions. For younger children, it is important to
reiterate that information before assignments verbally. An additional
solution is to use virtue ethics to help shape the students' academic journey.
This approach is more so where the teacher will embed the characteristics
of honesty and respect into the students (Price-Mitchell, 2015). Relating to
one of the issues addressed in paragraph one, this solution would be fitting
for understanding the connection between academic integrity and core
Update with Complete Solution
The two main challenges discussed in the study regarding academic
integrity in a time of primarily technological education are changes in
people and the learning environment. The study discusses the lack of clarity
when explaining exactly what academic integrity is, which is one reason it
has struggled significantly. Two specific issues discussed within the case
study are the assumption that students understand the policy of academic
integrity, so teachers do not go over it, and the connection between
academic integrity and general human training for understanding the
deeper issues that correlate with academic integrity. The first issue is in the
assumption that students truly know and understand what academic
integrity is in order to abide by it. The second issue is the deeper
connection between academics and human nature. Failing to comply with
academic integrity can have a lot of minor signs for bigger issues, such as
being rational, lacking creativity, and no longer forming original thoughts
(Sage, 2018).
Using utilitarianism, one solution is to evaluate the right or wrongness
of the student cheating. This approach breaks the situation down in the
simplest of forms. In this situation, it is not the form of cheating; it is the
simple question of whether the student cheated. This is to teach the student
right and wrong using the rule approach (Sage, 2018). A teacher can
explain academic integrity, show students the different forms of cheating,
and give the class examples. I believe this should start at a young age so
that students can recognize the difference in using information they have
learned to do an assignment in their own words with citations versus
copying a source’s information and without any credit to the source. For the
enforcement of this solution, I believe this is making expectations visible
and heard at all times. Depending on the student's age, the word choice and
way that the expectations are presented would vary. For an older classroom,
a teacher might have them on every exam so that students read over them
as they also read over directions. For younger children, it is important to
reiterate that information before assignments verbally. An additional
solution is to use virtue ethics to help shape the students' academic journey.
This approach is more so where the teacher will embed the characteristics
of honesty and respect into the students (Price-Mitchell, 2015). Relating to
one of the issues addressed in paragraph one, this solution would be fitting
for understanding the connection between academic integrity and core
