1 / 12

WHY MY STUDENTS DON’T PLAGIARISE: A CASE STUDY

WHY MY STUDENTS DON’T PLAGIARISE: A CASE STUDY. George MacDonald Ross Director, PRS Subject Centre University of Leeds, 09.01.09. Programme. Evidence that my students don’t plagiarise Designing plagiarism out Discussion. Evidence.

ida
Download Presentation

WHY MY STUDENTS DON’T PLAGIARISE: A CASE STUDY

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. WHY MY STUDENTS DON’T PLAGIARISE: A CASE STUDY George MacDonald Ross Director, PRS Subject Centre University of Leeds, 09.01.09

  2. Programme • Evidence that my students don’t plagiarise • Designing plagiarism out • Discussion University of Leeds

  3. Evidence • Evidence that my students don’t plagiarise (apart from 2 out of 350): • Turnitin • Anonymous questionnaire • Long experience of assessment, and professional interest in plagiarism • Talking with students University of Leeds

  4. Designing it out (1) Don’t give students the idea that HE is about memorising and reproducing facts: • Don’t lecture (instead: seminars, group work, projects) • Don’t set unseen exams • Focus on intellectual skills (problem solving, criticism, argumentation) • Make students show their working (as in maths) University of Leeds

  5. Designing it out (2) Assessment: • Set tasks that can’t be solved by copying from the internet. . . • . . . or from course handouts • Set clear assessment criteria, including demonstration of skills • Discuss work with students (even negotiate marks) • Celebrate diversity rather than singing from same hymn-sheet • Don’t provide model answers University of Leeds

  6. Designing it out (3) Tell students that all sources must be acknowledged and evaluated: • Course handouts are secondary sources • Anything said in class is a secondary source • Get students to publish minutes of seminars University of Leeds

  7. Designing it out (4) Personalise teaching and assessment (people are much less likely to cheat those they know): • Give students brief individual tutorials • Learn and use students’ names • Avoid titles (you are mainly helping them learn rather than judging them) • Don’t mark coursework anonymously University of Leeds

  8. Designing it out (5) Foster a culture of learning for its own sake: • De-emphasise grading • De-emphasise detection and punishment • (But do use Turnitin unostentatiously) • Don’t give the message that plagiarism is a naughty good to be desired University of Leeds

  9. Designing it out (6) Some tips: • Require literary forms not on the internet (e.g. dialogue) • Provide materials unique to your module • Set tasks that are achievable University of Leeds

  10. Conclusion • No magic bullet • Plagiarism-free teaching is just good teaching • Detection and punishment are not a solution • But for some teachers, a major culture shift is needed University of Leeds

  11. Further resources My plagiarism webpages are at: http://www.philosophy.leeds.ac.uk/GMR/teachingepubs/plagiarism/plagindex.html Published version: Plagiary 2008 3(5): http://www.plagiary.org University of Leeds

  12. Thank you for participating George MacDonald Ross Department of Philosophy, University of Leeds, Leeds LS2 9JT, UK g.m.ross@leeds.ac.uk http://prs.heacademy.ac.uk University of Leeds

More Related