3 ms·

Wait, as I just noticed this: You collaborated with another student? In an individual assignment? In which you had very clear directions not to collaborate with

by Panos 15y ago

Wait, as I just noticed this: You collaborated with another student? In an individual assignment? In which you had very clear directions not to collaborate with other students? I am really sorry that I did not catch you. You would have received the penalty that all other students who "collaborated" received, which I guess would have brought your grade to a C-.

deleted 15y ago
[deleted]
sycren 15y ago
If collaboration is bouncing ideas off each other, would you still give a penalty?
ElliotH 15y ago
I speak as an undergraduate here, so I realise that there may be some things about your position that I can't really appreciate properly. I also think that if you made it very clear that NO collaboration was allowed then it is true, this student cheated. However, I would say that a no collaboration rule is something you may want to be wary of if you're keen to have a good class ethos. I have always found that classes where some level of conferring between students has seemed to bring the best out of the assigned task. Direct copying and working together is obviously outside this, here I am for instance talking about doing your work at a computer next to someone doing the same work - and discussing the task with them as you go through. The very best lecturers I've had, whose coursework I have learned the most from, have been the ones who allowed and encouraged this practice. The end result is a class ethos and atmosphere where people learn from one another and take an active interest in the subject matter. Another result is that people can become more competitive among themselves, especially if the coursework is creative enough to allow some 'flair' to take place. (For instance in a programming task 20% of the marks are often given for extensions). A side effect of this competition is that students will not tolerate other students stealing from them. They certainly won't tolerate copying from previous years solutions. Quite apart from this intolerance of cheaters the sense of competition allows a sense of personal pride, whereby students want to hand in a good piece of original work.
- ubernostrum 15y ago
  I would say that a no collaboration rule is something you may want to be wary of if you're keen to have a good class ethos. I learned about this sort of thing in a roundabout way. I did my degree in philosophy, and everyone in the department actively encouraged students to be talking to each other both in and out of class, bouncing ideas off each other, etc., and it worked out quite well. We all learned to get along with each other, and we all learned a lot more than we would have individually. Meanwhile, I had friends who were over in the various sciences, and who would talk about how that sort of thing could never happen in their classes because of strict policies against students "collaborating". One professor (and I actually got this confirmed, rather than just believing the anecdote) went so far as to state that if a student came to her -- the professor -- for something as simple as pointers to journals (not individual articles -- journals) which covered particular sub-fields, she'd bring them up on academic charges. Depressingly, I found out later that my school's science departments were not unique in this attitude; this level of hostility toward collegiality seems to be a common part of studying the sciences in many places.

by Panos 15y ago

deleted 15y ago

[deleted]

sycren 15y ago

If collaboration is bouncing ideas off each other, would you still give a penalty?

ElliotH 15y ago

I speak as an undergraduate here, so I realise that there may be some things about your position that I can't really appreciate properly. I also think that if you made it very clear that NO collaboration was allowed then it is true, this student cheated. However, I would say that a no collaboration rule is something you may want to be wary of if you're keen to have a good class ethos. I have always found that classes where some level of conferring between students has seemed to bring the best out of the assigned task. Direct copying and working together is obviously outside this, here I am for instance talking about doing your work at a computer next to someone doing the same work - and discussing the task with them as you go through. The very best lecturers I've had, whose coursework I have learned the most from, have been the ones who allowed and encouraged this practice. The end result is a class ethos and atmosphere where people learn from one another and take an active interest in the subject matter. Another result is that people can become more competitive among themselves, especially if the coursework is creative enough to allow some 'flair' to take place. (For instance in a programming task 20% of the marks are often given for extensions). A side effect of this competition is that students will not tolerate other students stealing from them. They certainly won't tolerate copying from previous years solutions. Quite apart from this intolerance of cheaters the sense of competition allows a sense of personal pride, whereby students want to hand in a good piece of original work.

ubernostrum 15y ago
I would say that a no collaboration rule is something you may want to be wary of if you're keen to have a good class ethos. I learned about this sort of thing in a roundabout way. I did my degree in philosophy, and everyone in the department actively encouraged students to be talking to each other both in and out of class, bouncing ideas off each other, etc., and it worked out quite well. We all learned to get along with each other, and we all learned a lot more than we would have individually. Meanwhile, I had friends who were over in the various sciences, and who would talk about how that sort of thing could never happen in their classes because of strict policies against students "collaborating". One professor (and I actually got this confirmed, rather than just believing the anecdote) went so far as to state that if a student came to her -- the professor -- for something as simple as pointers to journals (not individual articles -- journals) which covered particular sub-fields, she'd bring them up on academic charges. Depressingly, I found out later that my school's science departments were not unique in this attitude; this level of hostility toward collegiality seems to be a common part of studying the sciences in many places.