作弊被抓后的后果

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wholerenguru3 (厚仁学术哥)

作为美国大学的高级管理人员,我有机会看到当一个学生违反学校的学术诚信政策时可能会发生什么。可能会发生多种情况,这不仅取决于教师,也取决于学校的行为准则。有两种方法可以管理这些违规行为:教员在不带其他学校官员的情况下管理这些情况,或者教员将情况报告给学校司法部门或行为办公室。

学术不诚实/学术诚信侵犯的定义

最广义的定义是,学术不端违反了这一期望:“所有的家庭作业、项目、实验报告、论文、论文、考试和其他任何为学分提交的作业都应是学生自己的。”这句话摘自哈佛大学(Harvard College)学生手册中关于学术诚信和不诚实的章节。虽然学校在如何识别和惩罚违规学生方面会有所不同,但核心原则是相同的;在海岸社区学院:“任何学术欺诈行为,包括但不限于作弊、剽窃和捏造。”

学院自行管理

学校在如何管理学术诚信方面存在差异,但教员(或她/他的助教)将首先注意到潜在的违规行为。一些学校完全要求教师直接向其他行政机构(如学生司法事务办公室)报告违规行为,而另一些学校则允许教师自行采取纪律处分。即使学校“要求”教师向另一个行政机构报告违规行为,一些教师仍然会出于个人原因选择自行处理情况。在这种情况下,教师通常会写信给学生,提出指控,指出具体的问题。然后,学生就有机会直接向老师反映他们潜在的违规行为。

教师向他人汇报工作

美国大多数学校都有专门处理学生违规行为的办公室。这减轻了教师管理此类非教学事务的负担,确保了过程对所有学生都是公平的,对“屡教不愈者”的惩罚也更严厉、更恰当。管理学术诚信违法行为的外部机构可以是司法办公室、学生行为办公室、学生事务办公室或类似名称的其他机构。这些办公室通常由学校的学生事务专业人员(而不是教师)监督,他们随后调查索赔,审查学生的反应,并可能进行/监督一个“听证”过程。值得注意的是,虽然学生可能需要出席“听证会”来解释他们的行为,但这不是法律案件,律师也不是这个过程的一部分。学校会根据出席听证会支持学生的人而有所不同;这个人通常不被允许说话,而是在有压力的过程中提供情感支持。

学生如何应对这种情况

作为一名管理者,我参加听证会来支持被指控的学生,学生可能犯的最糟糕的错误就是没有对自己的行为负责。首先,如果一个学生已经发展到听证会,委员会成员听到每一个谎言的可能性很高。所以学生不应该在听证会上继续持有任何谎言,认为自己比委员会更聪明。第二,重要的是学生详细解释他们做错了什么,而不是责怪别人。例如,说“我不明白我不应该复制材料,因为学校没有教我,”不是一个合适的回应,因为学生需要审查学校的政策和程序,即使学校没有明确教过我。第三,学生应该理解他们做错了什么,为什么做错了,以及他们打算将来如何“做得更好”。
委员会对学生的制裁方式各不相同。他们可能会考虑以前犯罪学生已承诺、学生的年级(例如,我曾经看到一个新生没有收到处分,如果换做是高年级学生肯定会收到停学处分),意图(学生真的打算作弊,还是真正的误解——尽管误解并不免除学生),和过犯的严重程度。制裁的范围从作业不及格,到一门课程不及格,再到停学。最后因为屡次犯罪被开除。简而言之,无论学生是否有意作弊或错误地违反了学术诚信:真诚地表示悔过,并理解需要做些什么,以避免在未来发生这样的事情。

  英文原文

Having worked as a senior administrator within U.S. universities, I have had the opportunity to see what actually may happen when a student violates a school’s academic integrity policy. There are multiple things that can happen, and it depends not only on the faculty but also on the school’s Code of Conduct.  There are two ways in which these violations can be managed: the  faculty member manages the situation without bringing in other school officials or the faculty reports the situation to a school Judicial or Conduct office.  

Definition of Academic Dishonesty/Violation of Academic Integrity

Most broadly defined, academic misconduct violates this expectation: “It is expected that all homework assignments, projects, lab reports, papers, theses, and examinations and any other work submitted for academic credit will be the student’s own.“ This is taken from Harvard College’s Student Handbook, in their section on Academic Integrity and Dishonesty.  While schools will vary in how they identify and penalize students for violations,  the core remains the same; at Shoreline Community College: “Any act of academic dishonesty, including but not limited to cheating, plagiarism, and fabrication.”

Faculty Manages on Own

Schools vary in how violations of academic integrity are managed but the faculty member (or her/his teaching assistant) will be the first to notice potential violations.  Some schools fully require faculty to report violations directly to another administrative body (e.g., Student Judicial Affairs Office) whereas others may allow faculty to take disciplinary actions on their own.  Even when schools ‘require’ faculty to report violations to another administrative body, some will still choose to manage the situation on their own for whatever personal reasons they have.  

In such cases, the faculty will typically write to the student with allegations, citing specific areas of concern. The student is then given the opportunity to respond to the faculty directly about their potential violations.


Faculty Reports to Others

Most schools in the U.S. have an office that specifically handles violations of student conduct.  This alleviates faculty of the burden of managing such non-teaching matters, ensures that the process is fair for all students, and ‘repeat offenders’ are sanctioned more heavily and appropriately.   External offices that manage academic integrity violations could be a Judicial Affairs Office, Student Conduct Office, Student Affairs Office or others of similar names.  These offices are typically overseen by school student affairs professionals (not teaching faculty) who then investigate the claims, review the student’s response, and potentially conduct/oversee a ‘hearing’ process.  It is important to note that while students may have to appear at a ‘hearing’ to explain their actions, these are not legal cases and lawyers are not part of the process.  Schools will vary on who might be present at the hearing to support the student; this support person is typically not allowed to speak but rather, is there to offer emotional support during the stressful process.  

How a Student Manages the Situation

Having been in the role of an administrator who attends hearings to support the accused student, the worst mistake a student can make is to not take ownership of their actions.  First, if a student has progressed to a hearing, the likelihood of people on the committee having heard every falsehood is high.  So a student should not go into the hearing continuing to hold onto any falsehoods, thinking they are smarter than the committee. Second, it is important for students to explain in detail what they did wrong, rather than blame others. For example, saying “I did not understand I should not copy materials because the school did not teach me,” is not an appropriate response because students are expected to review school policies and procedures, even if not explicitly taught by the school. Third, students should show understanding of what they did wrong, why it was wrong, and how they plan to ‘do better’ in the future.  

Committees will vary in how they sanction a student. They may consider previous offenses the student has committed, the year of the student (for example, I once saw a freshman receive no sanction for a case that would most certainly have led to a suspension for a senior who should “know better”), intent (did the student really plan to cheat, or did the really misunderstand — though misunderstanding does not absolve the student), and the severity of the transgression. Sanctions could range from failing an assignment, to failing a course, to a suspension…and finally an expulsion for repeated offenses.  In short, regardless of if the student intended to cheat or mistakenly violated academic integrity: honestly show contrition and understanding of what needs to be done to avoid this in the future.


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厚仁教育常春藤规划与公司培训总监,美国康涅狄格州出生,哈佛大学教育学硕士,加州大学戴维斯分校社会心理学博士。曾在宾夕法尼亚大学、达特茅斯学院等常青藤大学担任院长级别职位长达12年。在厚仁教育集团担任升学规划总监,主要负责学生规划导师招募选拔以及学生教学指导的质量提升,为当地以及国际学生申请进行能力评判,提升以及总体规划。
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