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Journals ACM SIGCSE Bulletin Volume 35 Issue 3

High-Tech Dishonesty: Cheating, Plagiarism and Detection Christopher D. Cera Bruce Char Nira Herrmann Robert N. Lass Aparna Nanjappa Jeffrey L. Popyack Paul Zoski DUPLEX Research Group Departments of Mathematics and Computer Science Drexel University, Philadelphia, PA 19104 Introduction Advances in computing and telecommunication technology provide an abundant number of new opportunities for academic dishonesty. Anecdotal evidence suggests that students are more aware than faculty of various mechanisms for cheating on exams, plagiarizing assignments, and soliciting work for pay. Fortunately, technological advances also provide an alert instructor with tools for combating academic dishonesty. Many professors are aware of "paper mills" where students can download essays on a variety of topics. This poster will discuss the CS equivalent of such sites. We will also present the results of a survey we conducted of SIGCSE members. C ountermeasur es The intention of this poster is to inform faculty about various ways that students may commit high-tech academic fraud; and tools and approaches that are available to reduce their effectiveness. We will also provide a bibliography of articles about high-tech academic dishonesty, software tools and services for detecting plagiarism (including shared code in programming assignments), and Internet resources. We will also discuss the results of our work with plagiarism detection services, including how to deal with false positives. Survey of Methods for Cheating This poster will provide accounts of how calculators, cell phones, beepers, and other handheld technology are used to cheat on exams; how the Internet is used to match students with sources for dishonest solutions to their assignments; and what I mean here, is copying programs and changing them is easy how students can "share" source code more easily than traditional assignments. This work supported in part by Drexel University, the National Science Foundation Division of Undergraduate Education through grant DUE#0089009 and the Pew Learning and Technology Program at the Center for Academic Transformation as part of the Pew Grant Program in Course Redesign. Email contact: jpopyack@cs.drexel.edu, Website: http://duplex.mcs.drexel.edu. Copyright is held by the author/owner(s). ITiCSE'03, June 30-July 2, 2003, Thessaloniki, Greece ACM 1-58113-672-2/03/0006.

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