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PROMOTING ACADEMIC INTEGRITY IN THE CLASSROOM

PROMOTING ACADEMIC INTEGRITY IN THE CLASSROOM. Agenda. The Problem of Academic Dishonesty New Understandings of Academic Integrity Confronting Common Areas of AI Confusion in the Classroom Using Technology to Identify Plagiarism and Cheating What to Do If You Suspect Academic Dishonesty

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PROMOTING ACADEMIC INTEGRITY IN THE CLASSROOM

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  1. PROMOTING ACADEMIC INTEGRITY IN THE CLASSROOM

  2. Agenda • The Problem of Academic Dishonesty • New Understandings of Academic Integrity • Confronting Common Areas of AI Confusion in the Classroom • Using Technology to Identify Plagiarism and Cheating • What to Do If You Suspect Academic Dishonesty • Resources at Trent

  3. ACADEMIC DISHONESTY AS A MAJOR EDUCATIONAL CHALLENGE

  4. HOW BIG IS THIS PROBLEM? What percentage of high school students self-report cheating on at least one assignment? What percentage of university students self-report cheating on at least one assignment or exam? What percentage of university students consider copying from the internet to be plagiarism?

  5. ACADEMIC DISHONESTY AT THE HIGH SCHOOL LEVEL • 73% of students cheat on at least one written assignment in high school. • 62% of high school students copy from written sources without citing. • 57% of high school students copy from web sources without citing. • 50% of students use false or fabricated lab data. (Hughes & McCabe, 2006)

  6. ACADEMIC DISHONESTY AT THE UNIVERSITY LEVEL 2010 study of 14,000 undergraduates: • Cheating on some form on assignments and exams: 61% • Copying a few sentences or more on assignments they handed in: 40% • Students who believed that copying from the web was an act of serious cheating:29% (Gabriel, 2010)

  7. NEW UNDERSTANDINGS OF THE PROBLEM OF ACADEMIC DISHONESTY

  8. THE MOVEMENT FOR ACADEMIC INTEGRITY • Academic Integrity is “more than the absence of misconduct, but rather ‘a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility.’” (Hughes & McCabe, 2006, p.51) • Shift from a sole focus on catching cheating (turn-it-in.com) to a broader attempt to understand the factors that enable cheating and educate students about the value of academic integrity.

  9. The “Teaching and Learning Approach” “The essence of this strategy is the reframing of the main practical question from ‘how do we stop students from cheating,’ to ‘how do we ensure students are learning’” (Bertram-Gallant, 2008, p. 87). • increased attention to learning will lead to decreased need for cheating • reduce class size • less focus on memorization and facts - more on application and analysis • more supports for students • more explanation of why academic integrity matters to individual faculty

  10. SUPPORT A CULTURE OF INTEGRITY • Talk to your students about why academic integrity matters to you. • Be clear with students about areas of common confusion: • Group Work • Collaboration • Online quizzes and tests • Involve students in the writing process

  11. DESIGNING ASSESSMENTS TO PROMOTE AI Research suggests that professors can promote AI by using assessments that “involve choice, challenge, control, and collaboration” (Donald as cited in Bertram-Gallant, 2008, p. 89). Boyne, M., Glassco, D. and Scharfe, E. 2003. "Strategies to discourage plagiarism." Instructional Development Centre Workshop, Trent University, January 20.

  12. CONFRONTING COMMON AREAS OF STUDENT CONFUSION ABOUT ACADEMIC INTEGRITY

  13. ACADEMIC INTEGRITY AT TRENT • Academic Integrity Policy and web site • Online documentation guide created • Academic Integrity Module • Academic Skills Instruction • And you!

  14. USING SOURCES AND RESEARCH • The concept of synthesising sources is often new to students. • Some students have never researched beyond the internet Many students do not understand what is “theirs” in an essay and to realize that they need to use sources to build their own argument.

  15. TAKING NOTES ON SOURCES • Many students do not take notes on sources before they begin writing an essay. • At worst this means they cut-and-paste passages into their essay, and at best it means that they write their essay while looking directly at the source. THIS CAUSES THEM TO BE TOO CLOSE TO THEIR SOURCES.

  16. STRATEGIES • Explain your methods for research, notetaking, and organizing your notes. • Require that students keep/hand in notes on sources. • Make sure that they understand what you mean when you assign them to write a “paper” or a “lab”

  17. PARAPHRASING Many students mistakenly believe that they only need to change a few words in a sentence to synonyms in order to avoid plagiarism. Some students lack the critical skills to “put it in their own words” This leads to: • A lack of synthesis • Copying sentence structure and a majority of the words in a sentence, i.e. plagiarism

  18. INSTRUCTION IDEAS • Teach and model proper paraphrasing • Have students practice paraphrasing in class. Try strategies such as: • say what you think the passage says out loud and record it. • Try starting the sentence, with “The author’s main point is…” or “This illustrates my argument because…” • Insist on less quoting in papers to give students practice with paraphrasing.

  19. Quotations The concept of quotation marks appears to be confusing to many students. They do not understand when and why they need to use quotation marks. They also have trouble understanding when and how to use quotations in their writing. This leads to: • Sentences with copied words and a citation but no quotation marks (plagiarism) • A paper that is made up almost entirely of quotations

  20. Instructional Strategies • Point out how authors use and explain quotations within course readings • Teach the art of quotation: • when to quote • how to give context for the quotation • how to punctuate a quotation • how to analyse the language in a quotation

  21. CONFUSION OVER REFERENCING SOURCES • Uncertainty about what to cite and how to cite it. • Confusion over the need for a works cited/ references/bibliography

  22. STRATEGY • Be clear with students about what referencing style you require/prefer. • Point out references within course readings. • Promote the ASC’s Online Documentation Guide. • Use our sticky notes!

  23. USING TECHNOLOGY TO IDENTIFY PLAGIARISM AND CHEATING

  24. Plagiarism Detection Technologies • SafeAssign - What it is • SafeAssign - How it works • Setting up SafeAssign • Grading SafeAssign • Using Direct Submit • The downfalls of SafeAssign

  25. What is SafeAssign SafeAssign is a Blackboard proprietary application that’s integrated with the Learn platform to provide seamless plagiarism detection for submitted assignments.

  26. Demo! Setting up SafeAssign

  27. Demo! Grading a SafeAssign!

  28. Demo! Using DirectSubmit!

  29. The Downfalls of SafeAssign • Processing time • Browser Compatibility • Off-site • Computers

  30. WHAT TO DO IF YOU IDENTIFY CHEATING OR PLAGIARISM

  31. TRENT’S ACADEMIC INTEGRITY POLICY Trent’s Academic Integrity Page has a complete explanation of Trent’s AI Policy and Procedure including: • Trent’s Undergraduate Academic Integrity Policy • Trent’s Exam Procedures • An outline of the steps for integrity cases • Recommended email templates for each step of the process

  32. RESOURCES AT TRENT

  33. RESOURCES • Trent’s Academic Integrity Page: www.trentu.ca/academicintegrity • Academic Skills Centre • Academic Integrity at Trent MLS Module

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