Transcript Promoting Academic Integrity Promoting Academic Integrity Don McCabe - Rutgers University August 2011 An overview in three parts • Part 1 What is academic integrity, why the.

Promoting Academic
Integrity
Promoting Academic Integrity
Don McCabe - Rutgers University
August 2011
An overview in
three parts
• Part 1
What is academic integrity, why the growing
interest, ICAI, implications for all of us.
• Part 2
Survey overview and fruitful directions.
• Part 3
Look at faculty issues and some Alaska ‘numbers’.
Definition
• Academic Integrity - has something to do
with establishing a set of moral values in an
institution of higher learning
• Some issues
– Whose values? (easier in some cultures
than others)
–How do we get broad acceptance
[esp. intergenerational agreement]?
Academic Integrity as
defined by ICAI
Academic Integrity is a commitment, even in
the face of adversity, to five fundamental
values: honesty, trust, fairness, respect and
responsibility. From these values flow
principles of behavior that enable academic
communities to translate ideals into action.
Source: The Fundamental Values of Academic Integrity
Published by the Center for Academic Integrity
Issues that can get
in the way
• Administrators – often ‘run for cover’ when an issue
arises – for the ‘good’ of the institution.
• Faculty – many more worried about publishing, etc.
to invest much time in a system whose value they
often question – “There’s nothing in it for me!”
• Students – have to get that grade and often they
justify cheating by the example they see set by
others – including administrators and faculty.
Bottom line
• It seems many institutions give academic
integrity only limited attention. “We’re better
off not knowing.”
• Some institutions have systems that have
deteriorated into legal morasses – meant
primarily to protect the institution, not to
educate students.
• Students view cheating differently today than
a generation ago and feel we are ‘out of
touch’ with reality – e.g., the Internet.
ICAI
ICAI was established in 1992 to allow colleges
and universities, initially in North America, to join
together in a common effort to provide “a forum
to identify, affirm, and promote the values of
academic integrity among students, faculty,
teachers and administrators.” 1 We have over
300 institutional members currently (global
distribution); located at Clemson; will celebrate
our 20th anniversary in 2012.
1. Source: CAI Website, Home Page
ICAI
• Located for many years at Duke University. Now at
Clemson University and affiliated with the Rutland
Center for Ethics at Clemson.
• A membership organization with over 300
institutional members currently.
• Global membership centered in US & Canada.
Advisory Board consists of members from the US,
Canada, Egypt (Professor Abou-Zeid), the UAE, and
Australia.
What ICAI does
• Serves as a clearinghouse for both the media
and the membership.
• Conducts an ongoing assessment project for
schools to assess state of integrity.
• Holds annual conference at which members
have an opportunity to ‘trade’ techniques and
hear speakers on relevant topics. Toronto in
October 2011 and Princeton in 2012.
Growing interest in
academic integrity
• The media may be be ‘forcing’ schools to look
harder at academic integrity issues as articles
tracking major incidents of cheating and
plagiarism are ‘hot’ news. No one wants that
headline that says their university has a major
problem – especially if they can’t point to valid
efforts to prevent incidents of cheating [to
promote integrity]. But, this fear of media
exposure often keeps campuses from actively,
and openly, addressing the issue. Introduction of
a program may suggest school has a problem.
Growing interest in
academic integrity
• But, this fear of media exposure often keeps
some campuses from actively, and openly,
addressing the issue. The media often assume
such efforts suggest the school feels it has a
problem and the media wants ‘answers’. If they
can’t get them from campus leaders, they go to
students or faculty. Finding ‘disgruntled’ students
or faculty is usually not very hard. And then the
‘fun’ begins…
A worldwide issue
• The issue is a worldwide one as a quick scan
of Google news alert will attest.
• In a recent thirty day period, Google News
Alert has covered stories about academic
dishonesty, and efforts to prevent it, in
Canada, China, India, Ireland, the Philippines,
the United States, and Viet Nam.
A worldwide issue
• I have done or been involved in surveys in
Australia, Canada, China, Egypt, Greece,
Hong Kong, Lebanon, Malaysia, Mexico,
Puerto Rico, Singapore, the United Arab
Emirates, the United Kingdom, and, of
course, the United States.
• Bottom line, no country or school has a
monopoly on academic dishonesty although
we see different standards across cultures.
In fact, the example students see in their
own culture/society seems to be critical.
A worldwide issue
• One concern I have is that this frame of
reference is expanding from local to global.
• Whether real or perceived, for example,
students in the US see China and India taking
stronger positions in the global economy and more of the ‘better’ jobs. US student
reaction – they sense the need for better
grades to secure their spot in this shrinking
opportunity structure = increasing pressure
(also rationalization) to cheat.
Implications
• Although the actual data I have collected most recently
suggests otherwise, I think cheating continues to rise on our
campuses (at least in the US and probably worldwide). One
‘issue’ is that students are finding it easier to justify,
neutralize, or rationalize cheating. For them it’s not cheating
– it’s just doing what they ‘have’ to, or emulating the larger
society – esp. business people.
• To some degree, hopefully still not large, grades and class rank
reflect one’s ability to deceive rather than true learning. In
the US at least, they also reflect the fact that many faculty
have ‘surrendered’ and many students can negotiate/argue
their way to better grades (including general grade inflation).
When research is what you’re being rewarded for, it’s a lot
easier for faculty this way.
Implications
• On essays and papers, although turnitin.com and
other plagiarism detection methods help, you can
rarely be sure where an essay came from – a
previous submission, the internet, a friend, a paid
service, etc. (Important article on this issue in the
11/19 edition of the Chronicle of Higher Ed.)
• Again, many faculty have given up, although many
have also redoubled their efforts to promote
integrity. What seems to be possible and how
institutions can & should support such efforts will
be discussed later.
Longer term
implications
• Are we producing a generation of under-informed
students who are willing to cheat whenever they feel
the ‘need’?
• If cheating in school is OK, why not business,
medicine, law, all professions? Do students see a
natural progression here?
• What happens as world economy gets more
competitive?
• Where does it stop?
My view
• Everyone needs to be involved. But most of us in a
supporting role (which will be difficult, especially
for parents) as we help the rising generation
address the issues. It may be OK that they may
come up with different answers than we would.
• We must be supportive, but firm in our conviction
that something needs to be done. And certain
responses are not acceptable.
• Our window of opportunity may be limited!
Part 2
What I’ve Been Finding
in My Surveys
Roadmap – Part 2
• Brief summary of survey results over last 20 years.
• Discussion of motivations for/possible responses
to student cheating – but no “magic bullet”.
• Faculty perspectives on addressing the issue.
Academic Integrity in
Higher Education
Knowledge, Challenge, and Practical
Advice for Faculty and Administrators
• Working title: Johns Hopkins Press;
McCabe, Trevino & Butterfield
• Finished – under review.
• Probable Publication – Spring/Fall 2012
Research Chronology
– Have surveyed 210,000+ students at >245
schools in U.S. & Canada, including 1,972 at
UAA.
– Have surveyed 22,000+ faculty at >150 schools
including 158 at UAA this spring.
– Will focus on U.S. web surveys – 2002 to 2011
@ 136 schools and >77,500 UGs (excluding first
year students, missing data for class, and
students in two year schools). ~18,650 faculty
at four year schools.
Methodological
issues
• Self-report data
• Anonymity concerns with web-based surveys –
lower response rates & lower self-reported
cheating?
• Changing definition of cheating???
• ‘Cheaters’ seem to have lower response rates
on survey. Bigger problem at graduate level?
The ‘bottom line’
upfront
• Students are very adept at rationalizing
cheating and ‘blaming’ it on others.
• US students identify athletes, fraternity &
sorority members, and business students
as the most frequent cheaters.
• Faculty report high levels of cheating
among students but many don’t take any
‘special’ steps to address the issue.
Before we start
• The range of possible violations is almost endless,
limited only by student ingenuity. We need to
decide what to track.
• Although I now have 26 different behaviors on my
survey (from copying homework to copying on a
test), many years ago (using student ratings of
seriousness), I created two indices of four items
each to assess test cheating and cheating on
written assignments. Since then, I have added two
items (to capture Internet related copying and
plagiarism).
Cheating indices
• Test cheating:
– Copy from another on a test w/ their knowledge.
– Copy from another on a test w/o their knowledge.
– Use unpermitted crib/cheat notes on a test.
– Help another cheat on a test.
• Written cheating
– Plagiarism – ‘cut & paste’ and large scale.
– Internet plagiarism – ‘cut & paste’ and mill.
– Fabricating/falsifying bibliography.
– Submit work for credit done by someone else.
Self reported cheating Undergrads
U.S.
2002-11
Large
‘Publics’
UAA
Test Cheating
38%
34%
25%
Written Cheating
62%
56%
45%
All Serious Cheating
67%
62%
50%
77,683
4,153
1,293
N
*Excluding first year students and two year schools.
Institutional factors associated with
greater cheating on college campuses
• Cheating is campus norm (a ‘cheating
culture’).
• School has no honor code.
• Students feel faculty don’t support integrity
policies, little chance of getting caught and
penalties not seen as significant.
Students reporting greater
cheating
• Males historically reported more test
cheating, but females have closed the gap;
females report roughly equal cheating on
written work - except the most explicit forms.
• Communications & Business majors. Dental
and Pharmacy students are also problematic
(but my sample size is small.)
• Those with significant time commitments –
e.g., a job. Athletes are a ‘special’ issue.
Motivations for cheating
• Pressure to succeed/excel.
• Fairness. (“Others do it.”)
• Material is trivial/irrelevant.
• Courses too hard/faculty unreasonable.
• Sense of “entitlement” seems important.
• Emulating business practice. (Business majors)
Motivations for cheating Grades
• I believe the fundamental values motivating cheating consist in placing
excessive value in GPA or test scores. These are almost exclusively due to
Primary and Secondary school contexts, in which (due to Federal funding
reliance upon their often irrelevant mandated tests) comprehension and
the ability to explain and demonstrate principles are held as less
important than test scores.
• You are worrying about something that cannot be controlled. The pressure
to succeed with the high GPA's will always produce cheating.
• …given the stress and pressure of our current education system, passing
and a higher GPA are higher priorities than learning subjects, so
enterprising students will always find a way to obtain the GPA and pass.
• The whole university system is based on ranking students, with a lot of
pressure and expectation tied to grades. Opportunities for scholarship and
financial aid are tied to grades, making some students desperate to
succeed at any cost.
Motivations for cheating Easy
• In my current Physics class we are packed in like sardines and
if someone was to cheat on test I think it would be easier in
this classroom setting. In my opinion larger classrooms would
help reduce the temptation of cheating because of the
distance between students.
• All in all, UAA is akin to a 'degree mill' due to how easily they
allow cheating. It is rather pathetic.
• It seems that electronic devices make cheating much easier
than it used to be.
Motivations for cheating Society
• The prevalence of cheating is more symptomatic of the culture we live in
than the policies and procedures of UAA or any other institution.
• Our society values getting ahead more than it values education. Period.
Education is seen as a means to an end, and that is why things are the way
they are.
• [A]merican society and human nature play an active part in instilling the
belief that dishonesty, though deplorable is an accepted reality.
• Academic integrity, or the lack of it, on the part of students, are in fact the
products of Elementary and Secondary school education. They are also
profoundly interwoven into our contemporary American culture. Sadly,
since Ethics and Civics are apparently no longer taught in pre-college
schools, the general values seem to be twofold: first, that having a great
deal of money is the purpose of life, and secondly that it matters only
whether or not one is caught, and not whether or not a person engages in
unethical or immoral or illegal actions
Motivations for cheating
- Other
• Cheating is the highest form of laziness. These classes are not hard
as long as one puts forth the effort to succeed (w/ the exception of
some higher math classes of course).
• I didn’t think it was a big deal but now that i am in college i don’t
know how to do a lot of things and classes are hard, but cheating is
easier than studying.
• I have been attending college on and off for the past 11 years and
have seen the standards for grading drastically decrease and
coincidentally the number of graduates drastically increase. It is a
disservice to everyone to dumb down course curriculum to boost
grades and graduates. This I believe is as much cheating as the
types mentioned in this survey and needs to be addressed by
administrators and faculty alike.
• Cheating takes place all the time, and little is done to dissuade
students from doing it.
Motivations for not cheating
• The peer environment on campus… “because
students are most affected by the social
environment around them.”
• Self respect. Upbringing (values & morals).
• The consequences for cheating or dishonesty.
Some faculty dissatisfied with
handling of suspected cases
• I have referred cases to the Dean of students on several
occasions. Response was very slow and the punishment for
cases where cheating has clearly happened is relatively trivial.
• I was satisfied to the extent that the rules were followed in
disciplining the student. However, I believe that the penalties
at UAA are not severe enough.
•
Quit blocking safeaccess and turnitin.
• The most maddening thing about it is that it takes so much
time to document and deal with plagiarism. I devote more
time to one dishonest student than on all the rest of the class.
Some faculty feel
better education would help
• Academic integrity should be emphasized by faculty and administrators at
this university before students from day one of a student's career. The
standards should be stated publicly before parents at Freshman
Convocation.
•
Mandatory orientation on "honesty" for all students when entering UAA.
• Creating an one-page handout about what constitutes plagiarism and
what are the consequences for faculty to discuss with and distribute to
students.
• Don't know if there is an orientation to academic integrity for Freshmen or
new students, but at least talking about it in the beginning of their
education they can not use the excuse "I didn't know".
Faculty role in promoting
integrity
• It is the faculty member's responsibility to make students
understand the seriousness of cheating and the repercussions.
• A very active role in assisting students to develop values that go
beyond the very narrow area of cheating in courses and
emphasize integrity, honesty, and professionalism.
• Discuss academic integrity at the beginning of a course and
occasionally throughout. Display academic integrity yourself…
• Faculty have a major role. I had a student who plagiarized a
paper tell me that no faculty member had ever called her on the
behavior before even though she had done it on every previous
writing assignment in other courses.
Faculty suggestions
for classroom management
• For written work, widespread access to electronic plagiarism
detection is absolutely critical in today's technological
environment.
• One size does not fit all. Disciplines need to formulate
guidelines appropriate to their own fields and make them
clear to students at all levels.
•
[Faculty] can set the standards for acceptable behavior in the
syllabus and in classroom discussions of plagiarism, etc. More
importantly, they can also design their assignments and
testing procedures to minimize the opportunity for students
to cheat.
Miscellaneous faculty comments
• We are scholars first. Faculty members should try to get their
students excited intellectually in learning the subject. We are
not policeman. We should try to set an example and nurture
the creativity of the students.
• My faculty does not have a consistent philosophy about
cheating, and how to control it. We need to be consistent, or
we will face continual problems with students.
• Provide more orientation and periodic training for professors
in how to deal with these issues. Clarify the steps in dealing
with issues of academic integrity.
Faculty suggestions for
institutional level deterrence
• There are no real penalties imposed by administrators. They
just ask the student to write an essay on honesty! Suspension
or expulsion is never imposed. …I have been told by a student
that reporting her behavior to the Dean was laughable, as she
would just have to write another essay on honesty.
• Have a standard Department or University response to
cheating. The plan should be stated, yet leave room for faculty
to make their own judgments of how to proceed.
• I think we need straightforward policies with clear
consequences for the student. I also believe that punishment
should be a learning opportunity at the first level - a course on
plagiarism, volunteer hours at the library, etc.
Faculty suggestions on how
institution can promote integrity
• Adopt a code of honor and involve the entire campus
community (students, faculty and staff) in safeguarding
academic honesty.
• Develop an honor code & require students to sign it.
• We need to address the culture of academic integrity on
campus. Right now, it seems like our policies and actions are
mainly about detection and punishment.
• Students need to take personal responsibility to enforce an
honor code among themselves.
Part 3
University of Alaska - Anchorage
Self reported cheating Undergrads
U.S.
2002-11
Large
‘Publics’
UAA
Test Cheating
38%
34%
25%
Written Cheating
62%
56%
45%
All Serious Cheating
67%
62%
50%
77,683
4,153
1,293
N
*Excluding first year students and two year schools.
Paradox? UAA web vs. paper
surveys are reverse of normal
Paper
Web
Total test cheating
42%
20%
Total paper cheating
57%
41%
Total cheating
66%
45%
304
989
N
I have no reasonable explanation.
Plagiarism – UAA vs. Others
2002/11* ‘Publics’
Written ‘cut & paste’ 40%
37%
UAA
26%
Written plagiarism
16%
6%
7%
Internet ‘cut & paste’
10%
37%
29%
5%
3%
5%
Internet plagiarism
(e.g., paper mills)
* U.S. excluding first year students and two year schools.
Student views on seriousness
of cheating (% serious)
UAA
US
Copy on test with
other’s knowledge
99%
92%
Copy on test w/o
other’s knowledge
92%
94%
Net cut & paste plagiarism
67%
61%
Written cut & paste plagiarism
67%
60%
‘Helping’ is an issue
• Cheating happens. It will always happen one way or another. Sometimes a
student seriously needs help and unfortunately cheating is the only
option.
•
Everybody in the major knows each other, so we want to help each other
out by sharing the information. The professors know about this cheating
but do little to stop it. I think the problem is so out of control, they do not
know how to stop it. I believe this is a campus wide problem. UAA talks
tough about academic integrity but in reality, they do little to stop it.
• Something that I do not perceive as a problem, however, could be
perceived as cheating, is the simple act of getting help from someone who
has a better understanding of the subject than you do. I often help
English-as-a-second-language students with their papers…
• I see no harm in asking for help from or providing help to other students.
As a student I recognize that one of my greatest resources is the people
around me
But, UAA doing a good job
• UAA seems to be doing a good job supporting academic integrity . .
• UAA already strongly supports academic integrity. Faculty should
keep up the good work, and students should maintain honest work.
• Cheating at UAA is much less of a problem from what I have seen
compared to my first undergraduate experience in the lower 48.
• Doesn't happen much, from my observations. For the most part,
students realize that the risk of cheating on a test, for example, is
simply not worth the marginal increase in grade they may receive.
UAA is effective in discouraging academic dishonesty.
• I believe that the integrity level in the Kenai River Campus is very
high. All instructors emphasize how serious cheating is.
Some feel cheating is prevalent
• Cheating in my major is everywhere... Everybody cheats. It is
difficult not to cheat, that’s how bad it is. Everybody has copies of
the old exams and they rarely, if ever, change.
• You are worrying about something that cannot be controlled. The
pressure to succeed with the high GPA's will always produce
cheating. It is inevitable.
•
For the most part I think the kids coming right out of high school
are more inclined to cheat, simply because they are not held to
such exacting standards. They also are not likely to be paying for
their own education…
• I am more likely to cheat if I dislike the class or think the
requirements are unreasonable…
• I believe that cheating is a major issue in courses that contain 30+
students.
Comments about
reporting others
• Do not think student should be made to report student negative
academic integrity behaviors, puts it in a he said/she said and that
doesn’t really work...
• have some way that a student can report another student cheating
without giving their identity.
•
I am uncomfortable with the idea of encouraging students to
report cheating by their peers if it comes to their knowledge. It
seems to me that this would create a culture of increased
competition and mistrust, and should be avoided.
• I feel that some students are scared or simply just don't care to
report it and do what's right because they do not want to be a
snitch.
• If I had witnessed cheating I wouldn’t report it because I don't know
the person's name and would hate to get the wrong person in
trouble.
Reporting requirements
• Should reporting be required or suggested? Or
should we avoid a reporting expectation
completely?
• If expectation is not enforced, does it weaken
code?
• I prefer ‘confrontation’. It’s important that we get
students to accept some community responsibility
here.
Rationales for Not Cheating
• From my experience we're doing just fine in terms of
not cheating or plagiarizing and preventing the same.
• Students should protect their own character & not
cheat.
• Students that want an education will not cheat.
• When the professor said that he/she would report us
to the dean was only threatening to me personally
because I heard that the dean will kick you out of the
program if your grades are consistently low. Knowing
the ramifications of my actions is also important for me
to not cheat.
Student suggested solutions
They should stress to themselves and others that when a person
cheats they really cheat themselves.
Training sessions would help a lot.
Undergraduate students should be made more aware of UAA's
anti-plagiarism policy.
we should have a cheating awareness day.
When a student gets caught cheating they should be expelled for
at least one year and it should go on their transcript; I've seen
no penalty for teachers' pets and stiff penalties for students
who don't socialize with teachers outside of school. Not fair.
More suggested solutions
• Students should at least be required to take a 1-credit course in
formatting and academic integrity early on in their major so they
could learn to format correctly and be aware of the University's
standards on plagiarism, collaboration and cheating.
• As stated previously, a positive approach is a better way to resolve
cheating problems than to deny a student of an education.
• Well, I'm sure a lot of cheating could be cut if teachers allowed
students to retake tests until they got the grade they desired. This
would not only eliminate cheating, but it would also ensure that
students have learned the necessary material.
• Classes should go over this idea more and teachers should look out
better for cheaters.
Students vs. faculty
Moderate & serious cheating
Copy on exam/crib notes
Plagiarism
Paper from mill
Collaboration
Written ‘cut & paste’
Internet ‘cut & paste’
N
Students
Faculty
93%
92%
91%
37%
61%
60%
77,763
98%
99%
99%
85%
86%
87%
15,309
Key faculty suggestions
for change (my synthesis)
• Make SafeAssign and/or turnitin.com available.
• Streamline process/support faculty.
• More education for students and faculty.
• Better classroom management.
• ??? – An honor code of some sort. - ***
Faculty safeguards:
Lost opportunity?
U.S.
UAA
Change exams regularly
69%
69%
Monitor students closely on tests
69%
60%
Discuss views on integrity
64%
67%
Info in syllabus about cheating
66%
76%
Internet to confirm plagiarism
26%
27%
Faculty ignore cheating
on occasion
• 40% (46%) acknowledge they have ignored cheating
‘on occasion’.
–
Primary reason:
- Lack proof – 35% (34%)
• 55% (48%) have never referred incident of cheating
to anyone.
Many faculty don’t want to
deal with cheating
• I'm there to teach not police students or instill
moral principles.
• Conducting research at [my school] is a far more
important role then worrying about academic
integrity in the class room, i.e., the time and effort it
takes to pursue academic integrity is not worth it.
Bottom line is that at… there are no "brownie
points" for academic integrity only downsides, e.g.,
loss of time, energy and possibly reputation.
• Faculty feels they have no support from the
Administration.
Some faculty feel others
ignore cheating
• We often pretend not to see cheating on tests/exams
because we simply don't want to deal with the time
commitment that the Due Process legal requirements
would entail. We have all been lazy in preventing
cheating of all kinds on this campus, and we rarely
penalize those we catch.
• [We need to] (a)ctively deter cheating with a zerotolerance policy and better share instances of
cheating to create awareness of the problem. Right
now, we implicitly seem to follow a "don't tell" policy.
Faculty suggestions institutional deterrence
• More education of faculty… Older faculty do not pay
attention to policy changes, while younger ones may be
overwhelmed during orientation.
• Quit treating this like some sort of legal deal in which the
instructor has to prove that the student cheated. By making
it harder on the teacher than on the student, the university
creates an incentive to ignore cheating. When was a faculty
member ever rewarded for reporting a cheater…
• Increase visibility for and streamline access to resources
like turnitin.com & reporting to the Dean of Students office.
Faculty ideas for promoting
integrity at institutional level
(My bias)
• I think the culture of having students sign
an honor code and using a student driven
judicial hearing with Dean of Students as an
advisor will improve climate.
• Use an honor code pledge like [School X]
with continual reminders in all syllabi and
exam cover sheets of the student's
responsibility to maintain academic integrity.
Common elements in
any system?
• Some aspects of a school’s plan are likely to be unique to
that school depending on the larger college/university
context as well as other factors (e.g., size, religious
affiliation if any, campus honor code, mix of majors, etc.).
• But are there elements that might be common to all/most
schools that we can discuss?
• Can we tie academic integrity in any way to the
development of a code for the business profession? (The
absence of such a code is not lost on students.)
• What about country differences? Country rivalry?
Student role (My view)
• Students should have, and sense, some degree of
ownership vs. having a system imposed on them.
• Orientation – peer to peer. Most students expect
administrators to support the ‘party’ line. Hearing
it from their peers can have a stronger impact.
• I believe students should have the majority vote on
judicial boards.
• Let students build a ‘new’ tradition on campus –
vs. simply building on ‘older’ ones (few exceptions).
Work on school culture
• Peer culture seems to be a key.
• While increased student involvement may well be
the best first step, faculty probably need to stay
involved at least initially and maybe longer. We
need some institutional memory.
• Can schools develop systems that build on or rely
on ‘local’ values/beliefs? Might this make the
code more credible to local students? There is
evidence in some student comments that this
could help. International implications.
My bottom line on faculty
• Many (at least some) faculty contribute to the
problem by their lack of action – either
developmental or punitive.
• In spite of this inaction, faculty still want to be in
‘control’.
• I believe we (faculty like me and administrators
such as yourselves) need to let students have a
bigger role. A worthwhile risk? It beats what
we’re doing (not doing) now.
Your view?
Your questions?