CASPer: ethical q's - school/cheating/classmates/group projects

One member of your student group, Sue, is showing up unprepared and not contributing. She blames this shortcoming on a paper she had to write, but the other members argue that they were responsible for the same paper yet still managed to show up prepared. Two other members begin confronting Sue about the problem. -You are a member of the study group and have not participated in the interaction so far, but now the group is looking to you. How would you defuse this situation? -Do you agree with the two male students who are upset with Sue? Why or why not? -What suggestions can you make to help the group function better going forward?

1. As a member of the group, my primary concern is diffusing the tension to complete the project. There is a clear difference in perspectives and its important to mediate the conversation. The most important first step is to actively listen to both sides, so I would ask questions to understand why the different parties feel the way they do to understand everyone's perspectives and priorities. For everyone to be able to voice their concerns, they must feel that they are in a safe, fair, and accepting space. I would validate the members' feelings with regards to their frustrations about feeling that Sue doesn't come prepared; but I would also validate Sue's feelings around being occupied with other material. Sue has also indicated that she has been under a lot of stress, so I would speak privately with her, to determine whether it was a personal matter or emergency. I would help her identify any barriers which may be impeding her ability to prepare for these sessions. Based on the information provided, I would refer her to campus resources for support, if appropriate. After speaking with all parties, I would help reset group expectations by reaffirming our goals, expectations, and roles within the group, while showing respect and understanding. After everyone's expectations are established, I would follow up with my colleagues at our next study session to ensure we are all on track. As well, I would again speak with Sue privately to check in on her overall wellbeing. 2. I can understand where the two male students' frustrations are stemming from, and their feelings need to be validated. But, both the perspectives of Sarah and the male students needs to be explored and shared with each other. After, common ground needs to be established regarding expectations. If Sarah has indeed not been preparing for the sessions, and this was not due to extenuating circumstances, then I would agree with the two male students' feelings, because, as a member of the group, everyone needs to contribute equally. However, it is important to obtain Sarah's perspective and to help her overcome barriers that are hindering her contribution. While I understand the other students' frustrations, they may be upset over something completely out of Sarah's control. 3. Airing of grievances is important followed by establishing clear expectations. Airing grievances gives everyone an equal opportunity to share their perspective. Setting expectations allows everyone to be aware of minimum requirements to be part of the group. Such expectations can be determined collectively, with everyone offering input on their perceived "best practices" for group membership. Finally, exploring barriers which are hindering group members from participating is in everyone's favor and should be pursued as a group. Then, strategies to overcome these barriers can be implemented, allowing all group members to be contribute. If at any time I felt as though professional support or advice would be beneficial to this process, I would reach out to our professor, TA, or other authority, to see what advice they might have for ensuring group cohesion.

You are professor. student come to office hours, making small talk, flirting? -what would you do? -Is it over okay for a professional to have a personal relationship with one of their students? -How would you handle the situation if the student did not respond to one of your initial attempts to resolve the problem?

1. As a professor I do not want to jump to any conclusions that the student is flirting or trying to get together with me over the weekend. I would focus my attention on asking why she needed to come to office hours and what she needed help with in the class, as the student could be simply making small talk. However, if the student continued to flirt or cross any boundaries then I would tell her that is prohibited as this a student-teacher relationship and it would be crossing professional boundaries. I would then let my supervisor know of the situation. If the student was simply having a difficult time and wanted to talk, then I would recommend different campus resources that could help her. 2. Due to the nature of the relationship between a professor and student, I do not believe it is okay to have a personal relationship as it is a conflict of interest. Regardless of if you knew a student beforehand, it is essential to keep the relationship professional during the course of the class. if it becomes personal, this type of relationship can result in abuses of power creating harm to both the student and the professor. It could potentially harm and defame the university as well as hurt families involved. Due to the negative consequences, professional relationships between a professor and a student should not be allowed. 3. If the student did not respond to any initial attempts to stop the flirting or being inappropriate then I would report the incident to the supervisor and go from there. A solution could be to place the student in another class and maintain close supervision so this situation does not happen again.

Describe the major differences between schoolyard bullying and cyberbullying. -How would you respond to this act of cyberbullying? -What are a few strategies to detect, monitor, and confront acts of cyberbullying?

1. Cyberbullying is often found on social media, whereas schoolyard bullying is in a public area. In cyberbullying, the perpetrator is behind the comfort of their screen, and will often say things that they may not say in person. The mean comments I cyberbullying can also be spread more easily. Alternatively, in schoolyard bullying, individuals are forced to confront each other in person. Another difference is that schoolyard bullying tends to involve a group and is more public. 2. I would confront the girl who posted the picture and ask if I could speak with her. Since cyberbullying is often done behind a screen, the perpetrators often feel more confident to say hurtful things. When speaking with her I would express how hurtful the post was, and if she could take it down. I would explain that I was not on a date and simply with my family. I would then listen to her side of the story. She might have really felt like it was a date and was worried about the guy. However, I would urge her not to jump to conclusions or talk to me personally before posting online. If she refused to take the picture down, then I would confront the principle of our school and explain how difficult the situation was. 3. A few strategies to detect acts of cyberbullying is to encourage students to speak up to their teachers or other supervisors about it when they see it. They should let individuals know the harmful effects that cyberbullying has on people and that it is necessary to report when one has seen it. Also, it is important to confront the person that is doing the cyberbullying in person. By speaking to them one on one, it is easier to resolve conflict as well as let the other person know their feelings and concerns. If the person continues to cyberbully, then it is necessary for individuals to report it to adults who can take more serious measures.

You and your friend Sarah are walking down the street on your way home from a tough day of university classes. Sarah is complaining angrily to you about a particular professor and his teaching methodology. Furthermore, Sarah is threatening to submit a formal complaint about the professor to the university administration to initiate disciplinary action for his teaching style. You happen to enjoy the professor's way of teaching. -Given your opinion about the professor, how will you counsel Sarah about her desire to submit a complaint to the university administration? -If Sarah's submission of the complaint would lead to a permanent blemish on the professor's record, would you change your answer to question 1? Why or why not?

1. First I would tell Sarah that I am sorry she is having a difficult time with the professor. Then I would tell her that everyone learns and teaches differently and that rather than submitting a complaint that she should discuss her problems with her professor. Perhaps the professor could teach her in a different style that was more helpful to how she learns. I would encourage her to express her thoughts to the professor before complaining because the professors want their students to succeed. 2. It would not change my answer. I would first encourage her to discuss any issues she was having with the professor. Then the professor could have a chance to help her in the course, and help her learn the material that she was having difficulties with. However, if the teacher was completely unwilling to help her then I would understand why she wanted to discuss it with the university. If the professor is unwilling to help them and other students were feeling the same way, then it might be a good idea to bring it up to the university.

You are a professor teaching organic chemistry to first year students at a prestigious university. Throughout the year you notice that Sally is consistently late for class, and often times is missing altogether. A few days prior to a major exam you pass by Sally in the hallway and decide to ask the cause of her behavior. She confides in you that adjustment from high school to university has been difficult for her and asks for an extension on the exam. -What do you do? -What services do you think that universities should offer students experiencing difficulties transitioning from high school? -Considering that individuals learn using different methods and at various paces, should universities consider offering exams in different mediums (for example, written, oral or via demonstration where applicable)?

1. I would first express gratitude that she shared that with me and let her know how difficult the transition could be. I would explain that though I could not give her an extension on the exam, I would help her. I would suggest for her to come by my office hours and we could go over anything that she was having trouble with before the exam. After she takes the exam, we could also go over what she missed together. Lastly, I would suggest different campus resources that could help with her adjustment from high school to college. If I allowed the extension, then that would be unfair to other students who might be going through something similar. 2. There should be a counseling service for students on campus that individuals could go to if they are having a difficult time. There should also be a program that helps freshmen adjust such as a mentoring program where older students can help them with the transition. On-campus housing RAs could be another resource available to them. 3. Since everyone does learn differently, I think it would be beneficial for universities to use a variety of testing methods. For example, a course could do a combination of written, oral, etc. exams so that students are graded on a wholistic scale. This could prepare students for professional life because they would learn how to communicate their knowledge through different mediums.

Two girls tell other member of the group about terrible BO and say that he needs to talk to her or else they wont come to the group -what would you say to the two girls -What would you say to Jenny -In your experience how do you deal with uncooperative group members?

1. I would say that I understand where they are coming from as that can be difficult. However, I would also remind them of the responsibilities and roles that we each have on the project and encourage them to continue coming to the meetings. I would remind them of the importance of the group and the assignment. If they still refuse, then I would approach my professor and explain the situation. 2. I would speak to her privately and thank her for the contributions to the group. I would find a way to bring up this issue delicately. Since it is such a sensitive topic, I would be as kind as possible ad ask if there was anything way I could help her. I would suggest a few good deodorants that could help. If she refused to do so, then I would approach my professor and explain the situation. 3. When dealing with an uncooperative group member, I always try to see from their point of view. This helps me understand where they are coming from. I will then talk to them privately to see if anything was going on and how I could help. I would work towards obtaining a compromise and continue moving forward.

group project, possible plagiarism -What would you suggest they do? -Assuming he is an international student (raised and attended high school in China), is cultural difference sufficient reason for his difficulties? -Grades are immensely important to students aiming to get into competitive programs. What does it say that positive team-centric attitudes could potentially be heavily penalized in the supposed ivory tower of academics?

1. I would suggest that they talk to the student. It is important to not jump to any conclusions that the student plagiarized or that they are simply not wanting to participate since there is a chance that he is going through a difficult time that they do not know about. The students should have a private conversation with him in a nonaccusatory manner and ask if everything is okay and explain their concerns. If he dismisses them and explains that everything is fine then the students should reestablish group expectations and have everyone sign off on them. If something serious is going on then I would have the group offer campus resources and potentially talk to the professor and explain the situation. I would make it clear that the team is relying on him, and that while we could help cover for him this time, he needs to improve his performance. If he needs help, we can either dedicate some time to helping him or direct him to tutoring resources he may not be taking advantage of. Perhaps there are areas that he has more expertise in and we can make sure he is assigned those sections. 2. Cultural differences can be a big hurdle, and students should be understanding of that. Thus, it is important for the students to talk to him and figure out what is going on and if they can help him with anything. If he does express difficulties, then I would suggest campus resources that could help him with this transition. It is possible that the standards of conduct were not made clear to him or he didn't understand them. While everything is spelled out in writing, the reality is most of us have an understanding of what constitutes plagiarism and cheating without having to go over the policy in detail. Once he has been formally warned, he should conform to the commonly accepted standards after it has been explained by the professor or a school counselor. 3. While many academic assignments are based on individual abilities, it is necessary for individuals to be able to work as a team. Many jobs require you to work with others so that is an essential skill that should be learned. Though it is necessary to be competent individually, teamwork abilities should not be penalized as this is a critical behavior that is used in the workforce. It helps us learn from others, how to solve conflict, and rely on each other.

You are a university student and you are writing a final exam when you notice the student sitting in front of you glancing repeatedly at his neighbor's paper without them noticing. The proctors fail to notice as well. -What would you do in this situation? -How would your answer be affected if you know that the neighbor was intentionally allowing the student to look at his exam? -What do you think would be an effective method of reducing cheating among university students?

1. In this situation I would feel obligated to let the test proctors know of the student that was cheating because it is agaist my morals. Even if they investigated further and found out the student was not cheating it would be better to let them know. If I did not, I would be allowing cheating which could potentially hurt me as I would be accountable for not reporting it. Cheating hurts the other students since the exam is no longer fair. Cheating also can ruin a university's reputation. Thus, I would let the supervisors know. 2. I would still confront the test proctors and let them know of the situation. In this case, two students would be cheating. If I did not report it then I could potentially be in trouble by allowing it and it would not be fair to the other students as well as defame the university or school. Thus my response would still be the same to let the proctors know that two people were cheating. 3. An effective method would be for a university to have a clear stance and clearly defined consequences on cheating, and let students know that they do not condone it an any manner. Also testing centers should use proper techniques to ensure there is no cheating like having a rule on cell phones, separating the desks far apart, and having several test proctors monitoring the situation.

If a student fails a test, is it the student's fault or the teacher's fault?

I believe it's most likely the students fault. Everyone learns differently, and the teacher's methods may work better for other students. The student can try to put in more effort and hard work, if that's what they are lacking. The student can also go to office hours and ask the teacher to explain in a different way or in more detail. If the teacher is unwilling to work with the student, then failing would also be the teacher's fault.

A friend in your class tells you his mother was recently diagnosed with breast cancer. He is overwhelmed by his studies and may drop out of the program to spend time with his mother. How do you counsel your friend?

I would first comfort my friend and express empathy, telling him I am always there for him. I would respect his decision either way, but I would encourage him to stay in the program because he has already worked very hard to get here. I would tell him that everyone - teachers and students-is there for him and that we will help in any way possible so he doesn't get behind. I would also encourage him to talk to his advisor about the options. Maybe there is a way to take a slight break without completely dropping out of the program.

What if you caught a student cheating?

I would talk to them first and encourage them to tell the professor. If they didn't, I would because it is against with own ethics. Cheating would be unfair to the other students who prepared and studied. It would also be a good learning experience for that student and perhaps motivate them to study harder and try different learning methods next time.