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Dr Erica Morris Senior Adviser Academic Integrity Service

Approaches and strategies to foster a culture of academic honesty: how can we help students develop an understanding of good academic practice?. Dr Erica Morris Senior Adviser Academic Integrity Service. Fourth International Plagiarism Conference 2010. Workshop objectives.

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Dr Erica Morris Senior Adviser Academic Integrity Service

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  1. Approaches and strategies to foster a culture of academic honesty: how can we help students develop an understanding of good academic practice? Dr Erica Morris Senior Adviser Academic Integrity Service • Fourth International Plagiarism Conference 2010

  2. Workshop objectives • Consider approaches, strategies and resources to help address unacceptable academic practice • Look at how resources and assessment practices can be employed to facilitate the development of students’ skills • Provide and share good practice suggestions and examples

  3. Structure of workshop • Academic Integrity Service • Educational context and dimensions • Approaches and strategies • Activity: thinking strategies • Plenary • Resources and follow up

  4. Academic Integrity Service • Raise awareness of issues relating to academic integrity • Promote a holistic approach to student academic misconduct • Improve the support provision for higher education • Run and contribute to events on academic integrity • Work with the Academy Subject Centres, JISC Services, Plagiarismadvice.org and agencies

  5. Academy’s subject networks • The Higher Education Academy subject centres • Information gathering interviews: academic integrity • Looking at assessment strategies, students’ skills development, subject-specific issues, examples of good practice, support resources for staff, guidance for students

  6. Generic themes • Increasingly diverse body of students • Prior educational experiences • Supporting information literacy and academic writing skills • Assessment practices • Teaching large groups • Innovative assessment • Using group work

  7. Approaches and strategies • UK higher education institutions • Initiatives, working groups, projects • Improving policies, practice and resources • Student support • Teaching and learning strategies • Policies and regulations • Staff development • Student engagement

  8. Example: University of Leeds http://www.ldu.leeds.ac.uk/plagiarism/index.php

  9. Plagiarism awareness website • Students • Definitions, avoiding plagiarism • Guidance on academic writing, referencing • Working with others • Plagiarism quiz • Sign-posting to services • Library, study skills workshops • Staff • Penalties and procedures • Guidelines for using Turnitin • Designing assessment • Teaching resources • Casebook: case studies http://www.ldu.leeds.ac.uk/plagiarism/index.php

  10. Example: City University London http://www.city.ac.uk/studywell/index.html

  11. Initiative and StudyWell website • Students • Terminology, student perspectives • Case studies • Advice and quiz on citation and referencing • Information on Turnitin • Sign-posting to regulations • Staff • Educational development associates • Assessment strategies • Learning activities at programme level Baughan et al (2008), http://www.city.ac.uk/studywell/index.html

  12. Activity: thinking strategies • Considering your context ... • Identify approaches, strategies and resources • Staff development, assessment practices, students’ skills development • What are the issues and challenges? • Where might the emphasis or gaps be? • Discussion in groups • Feedback for plenary

  13. Emerging issues • Strategies: interrelated? • Where might be the emphasis or focus? • Developing resources: facilitating change • Learning design: programme, course, assessment task • Student conceptions of learning • Evaluation of changes: assessing impact • Monitoring cases of student plagiarism

  14. Current developments • A guide to resources and approaches relating to academic integrity • Highlight institutional approaches that have been developed to tackle student plagiarism • Sign-post existing case studies and resources • A framework to enable higher education institutions to review and continue to improve their policies for unacceptable academic practice

  15. Academic Integrity Service http://www.heacademy.ac.uk/academic-integrity

  16. Questions and follow up Contact: Erica Morris erica.morris@heacademy.ac.uk Academic Integrity Service http://www.heacademy.ac.uk/academic-integrity

  17. References Baughan, P., Duncan, N., Dymiotis-Wellington, C., Halsall, S., Litosseliti, L., and Vielba, C. (2008) Promoting good academic practice through the curriculum and project work. In J. Fanghanel, N. Rege Colet and D. Bernstein (Eds.) The London Scholarship of Teaching and Learning 7th International Conference (2008) Proceedings, Volume 4, City University London. Sutherland-Smith, W (2008) Plagiarism, the Internet and Student Learning: Improving Academic Integrity. New York and London: Routledge. MacDonald, R. & Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment and Evaluation in Higher Education, 31(2), 233-245. The University of Leeds, Plagiarism Awareness website. Available at: http://www.ldu.leeds.ac.uk/plagiarism/index.php (accessed 10 June 2010). City University London, StudyWell website. Available at http://www.city.ac.uk/studywell/index.html (accessed 14 June 2010).

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