Susan D. Blum Analysis
According to Susan D.Blum, There is some headlines alarming like classroom cheats turn to computers or faking the grades. She also thinks that Professors are reminded almost daily that many of today's college students operate under an entirely new set of assumptions about originality and ethics. Practices that even a decade ago would have been regarded almost universally as academically dishonest are now commonplace. In a book that dismisses hand-wringing in favor of a rich account of how students actually think and act, Susan D. Blum discovers two cultures that exist, often uneasily, side by side in the classroom.
In her conclusion, Although this is unlikely to reassure readers who hope that increasing rates of plagiarism can be reversed
with strongly worded warnings on the first day of class, This statements opens a dialogue between professors and their students that may lead to true mutual comprehension and serve as the basis for an alignment between student practices and their professors' expectations.
In her evidences she has explained factors each have a role to play in explaining why students might pursue good grades by any means necessary. These incentives have arisen in the same era as easily accessible ways to cheat electronically and with almost intolerable pressures that result in many students being diagnosed as clinically depressed during their transition from childhood to adulthood. However, Blum suggests, the real problem of academic dishonesty arises primarily from a lack of communication between two distinct cultures within the university setting. On one hand, professors and administrators regard plagiarism as a serious academic crime, an ethical transgression, even a sin against an ethos of individualism and originality. Students, on the other hand, revel in sharing, in multiplicity, in accomplishment at any cost.
I agree with her conclusions. The way she was giving punishment as rewriting. a second violation would like to suspension or expulsion. The solution, for Blum, is to take the time to engage issues around plagiarism and citation directly with our students. It may be necessary to craft different types of assignments, such as media mashups, ones that speak more directly to the cultural (and future employment skill concerns) of students. We should face the problem head on, and involve our students in coming up with a solution.
In her conclusion, Although this is unlikely to reassure readers who hope that increasing rates of plagiarism can be reversed
with strongly worded warnings on the first day of class, This statements opens a dialogue between professors and their students that may lead to true mutual comprehension and serve as the basis for an alignment between student practices and their professors' expectations.
In her evidences she has explained factors each have a role to play in explaining why students might pursue good grades by any means necessary. These incentives have arisen in the same era as easily accessible ways to cheat electronically and with almost intolerable pressures that result in many students being diagnosed as clinically depressed during their transition from childhood to adulthood. However, Blum suggests, the real problem of academic dishonesty arises primarily from a lack of communication between two distinct cultures within the university setting. On one hand, professors and administrators regard plagiarism as a serious academic crime, an ethical transgression, even a sin against an ethos of individualism and originality. Students, on the other hand, revel in sharing, in multiplicity, in accomplishment at any cost.
I agree with her conclusions. The way she was giving punishment as rewriting. a second violation would like to suspension or expulsion. The solution, for Blum, is to take the time to engage issues around plagiarism and citation directly with our students. It may be necessary to craft different types of assignments, such as media mashups, ones that speak more directly to the cultural (and future employment skill concerns) of students. We should face the problem head on, and involve our students in coming up with a solution.