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Vol. XX, No. 1
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CABRINI COLLEGE, RADNOR, PA.
October 2, 1973
HONESTYTHEBESTPOLICY? What can be done about the problem of cheating at Cabrini? That is the question that all segments of the campus community have been addressing themselves to follpwing the results of last spring's Council or College Affairs poll on cheating. Now that everyone is in agreement that a problem exists, the still greater problem remains of how to deal with it and who should decide what should be done. Result of Poll It is interesting to note that in a poll of 188 students, participants of the poll replied that they had noticed 474 instances of cheating on final exams, mid-terms, tests, quizzes, and papers. I asked several students what they thought about this and if they felt that it was a startlingly high number. Most agreed that it did indeed constitute a big problem. Two students commented, however, that perhaps these 474 instances were actually the same instances of cheating reported by many students. They agreed nevertheless that cheating still is a problem that needs to be dealt with at Cabrini. A couple of interesting points concerning the poll demonstrates a major misunderstanding on the part of the student body. The poll asked, "Would you support an honor system?" to which 125 students replied "yes." The poll then asked, "If you knew that someone was cheating, would you report it?" to which 125 students said "no." This points out the fact that the idea of an honor system is still unclear to many students. In an honor system, the student who realizes that someone is cheating and fails to report it is considered equally guilty. In talking to students I discovered that almost everyone agreed that they were not in favor of an honor system, mainly because they disliked the idea of turning in a fellow student. Another comment was that in an honor system, which would also leave room for unproctored exams, there would be no opportunity for the person being tested to ask questions during the course of the test. One discrepancy that I ,......__ disc overed between the faculty ;poll and the student poll was that the students felt, by a three-to-one margin, that the unavaila bility of blue books before and after testing perio ds would help control the situation. This may indicate that the students are aware of one aspect of cheating that the teachers are not. Tentative Propo sal Because no one seemed to know where to start in initiating a cheating policy, Dean Brown looked into the policies of other colleges for some guideli nes. The dean then presented to faculty and student leaders a mo dified version of a "Regulation on Academic H onesty" used at the Delaware County Community College. She emphas ized that this was only
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something to start from in order to develop Cabrini's own policy. Basically the policy deals with all types of cheating; plagiarism, "cribbing," and cheating on examinations or quizzes. It includes a definition of what cheating is at the beginning of
each semester by the instructor . Also, during tests, books would be placed on the floor or at the front of the room, and all exams would be proctored. If a student were to behave improperly, the teacher would issue a warning. If an infraction occurred, the student would be notified immediately and told what action would be taken. Penalties for cheating would be, briefly, failure of the test or paper
by Ma ry Lynn Carone for the first infraction, failure for the course for the second infraction, and possible dismissal from school for the third infraction. After the first offense, the Department Chairman would be
notified in writing of the incident and he in turn would notify the Academic Dean. After a second offense, the Department Chairman, the Academic Dean, and the Dean of Students would be informed and the Academic Dean would meet with the student and advise him of the seriousness of his situation. After a third offense, the student ~ould be called by the Academic Dean before the Student Conduct Committee, which would
Cabrini'sMaster Plan by Carol Mele While Cabrini freshmen adjust
to the first year of their college career, they may well look to the college at large for akin activity. Cabrini College is now underway with the first year of a five-year plan for its development. According to Dean Brown, the idea for the five-year plan was conceived about four years ago. At that time, academic circles in general were beginning to feel growing pains. Thus, with the period of transition upon them, Cabrini's Master Plan Committee undertook a re-examination of the college. The result was the drafting of a five-year development program with goals and projects. Already publicized is the five year projection with regard to the college's financial status and student enrollment. The goal, as outlined in a summary of the financial plan, is to increase the college's income by ten percent annually. This is to offset expenses which are foreseen to increase by seven percent annually. Thus, the annual deficit, which for 1973- 74 is recorded at 125,000 dollars is to diminish each year with the prospects of reaching a balanced budget by 1977- 78. During this past summer the
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Missionary Sisters of the Sacred Heart approved this part of the plan, which means that they have agreed to pick up the yearly deficit if the college meets the figures that the plan proposes. As a result, the college will now be obliged to pay off only the interest incurred, which will go to the Motherhouse, rather than having to pay off principal plus interest to a loan association. Related to the proposed annual ten percent increase in the college's income is a proposed annual ten percent increase in student enrollment. The expected equivalent of full time students for 1973-74 is set at 444 students, of which 235 is the figure for resident students. The goal is to increase the full-time-equivalent figure by approximately ten percent annually, with the residents remaining at a constant 235, the maximum capacity for the college's present facilities. The goal for 1977-78 is stated at the equivalent of 600 full-time students (two part-time being equivalent to one full-time student). According to Dr. Brown, the proposed income increase is not (Continued on page 6)
make recommendations to the Academic Dean, who would decide what action to take based on this recommendation. This system does allow for an appeal by the student. It should be repeated that this system is not the college policy, rather, Dean Brown issued it in order to elicit suggestions and criticism from the college community. Student Response At class meetings, the class presidents were asked to get responses from their classmates . Some of the reactions were interesting. The majority of students agreed that no official record of incidents of cheating should be made, although a more informal file could be kept. A great number of other students also felt that the incident should remain a private one between the individual involved and his instructor . This would, however, eliminate anyone from knowing just how many infractions had been incurred by the same student. One question brought up by one group of students was, "How can we, the students, prove that we didn't cheat?" They felt that if a teacher
said, for example, that a paper was plagiarized, it was the teacher who would be believed, rather than the student. They stated that in the past they have been accused and failed for what they did not consider plagiarism. Perhaps in answer to such questions, the English Department has recently issued "A Definition of Plagiarism," which should clear up any questions or misconceptions a student may have. Students also criticized the lack of freedom in the classroom that the sample cheating policy allowed. They felt that it was too harsh . and that it did not allow them "to breathe." Teacber Respoase Faculty suggestions or criticisms receiwd thus far by Dean Brown ranged from support for an honor system to an acceptance of the modified system introduced by the dean. Most of the departments liked the proposed policy with a few minor alternations.. They seemed to agree with the students that the matter of cheating should not go on a st_udent's formal reco.._rd, but
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A New Kindof C O P by Joanne Barbano C.O.P.! At a glance, these three letters may appear as the slang term for a policeman. But, at Cabrini College they hold a different connotation. C.O.P . are the initials for the Career Opportunities Program of which many of CahTini students are participants. An interview with Mrs. Elaine Spain, Training Coordinator of
a federally funded tri-pod under HEW, the Philadelphia School District and the Model Cities Program. Who is elipble? Those eligible for this program include paraprofessionals working as classroom aides within the school district and, also, persons from indigenous communities such as the Model Cities area.
the Career Opportunities Program, revealed the answers to the following questions. C.O.P. - What is it? The Career Opportunities Program is a work-study program aiding inner city reside1'ts in pursuing a career in education. It came about as a result of the Title I Program of the Educational Professions Development Act under the Department of Health, Education, and Welfare. C.O.P. is
C.O.P. is made up of primarily Blacks although there are some Puerto Ricans and Whites. It consists of both females and males some of which are Vietnam Veterans and the ages vary from nineteen to sixty with the average age being thirty-five. Which Colleges are involved? As of now, there are only three colleges associated with C.O.P. (Continued on page 4)
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