With Elana Geller (Student Learning Services at the University Library) & Heather M. Ross (GMCTE)
A session on this topic will be held during the Fall Fortnight on Wednesday August 24, 2016. Register here.
Most students will make the right choices given enough knowledge. In order to support students attaining this knowledge the University Library maintains a number of resources including a citation guide, which can be accessed at http://libguides.usask.ca/citation. Students can also ask questions about citations at the Research Help Desk and Writing Centre, either in person or online. The Library is also looking into the creation of a tool that would have more breadth and would organize academic integrity information in an easy to use format. This tool would go beyond citation styles, to include information on collaboration, possibly specific field or discipline content, and policies. This endeavour will be one of collaboration. If you have any advice about what you would like to see in such a tool please contact Elana Geller at firstname.lastname@example.org.
#2 Technologies to detect potential plagiarism (GMCTE)
Both students and instructors have an interest in preventing and detecting potential plagiarism. For instructors, cutting and pasting questionable passages can assist in detecting materials that may have been taken from websites, journals, and other resources found online. In addition, SafeAssign is a copied text detection tool available within Blackboard. While this can be used for comparing student work to other works found online for the purpose of identifying potential plagiarism, it has great power as a teaching tool. If faculty set SafeAssign so that student can submit and then make changes based on the report, students can learn from their errors. For more information about these issues, how to use SafeAssign following U of S guidelines, and how to use SafeAssign and Google for plagiarism detection and as learning tools, please contact Heather Ross at email@example.com.
#3 Assessment design (GMCTE)
When students regard what they are being asked to produce to represent relevant, valuable learning and when they believe they know what is expected and that they reasonably have the ability to do what is expected, they are more likely to invest the effort and submit authentic work for grading. With variation in disciplines for what makes an assessment appropriate and valid, not one piece of advice fits all. If you’d like to talk through some ideas for “cheat-proofing” assessments, please contact Susan Bens at firstname.lastname@example.org.
Picture courtesy of Luke Hayter and carries a CC-BY-NC license.