Abstract
At the outset of a new academic year, we'd do well to reflect on how we pitch academic integrity—and the concept of cheating—to our students. Not only does it affect how they see us as teachers and scholars; it also affects in profound ways how we see (or don't see) students as complex human beings. And this asks us to go against our gut reactions to the apparent moral legibility of cheating. If we understand cheating as an evasive concept, and as a product of our institutions, we're much less likely to incentivize it.
Digital Object Identifier
https://doi.org/10.13023/GF.2017.05
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Conatser, Trey
(2017)
"On Cheating and Prosperity,"
Greater Faculties: A Review of Teaching and Learning: Vol. 1, Article 5.
DOI:
https://doi.org/10.13023/GF.2017.05
Available at: https://uknowledge.uky.edu/greaterfaculties/vol1/iss1/5
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