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Thursday. 1 assignment Information literacy learning objectives Behavior or product Condition-performance Criterion--assessment. 10:15 this morning. Information Literacy objectives Potential assignment Information resources. Fostering Student Learning and Academic Integrity.

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Thursday l.jpg
Thursday

  • 1 assignment

  • Information literacy learning objectives

  • Behavior or product

  • Condition-performance

  • Criterion--assessment


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10:15 this morning

  • Information Literacy objectives

  • Potential assignment

  • Information resources


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Fostering Student Learningand Academic Integrity


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Why do Students Cheat?

“It seemed like a good idea at the time.”


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Why Students Plagiarize

  • Confusion about documentation

  • Panic “under the gun”

  • Temptation

  • Pressure to achieve

  • Lack of writing & research skills

  • Fear of appearing unscholarly

    U of Pennsylvania


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Why Students Cheat

  • Tasks are too difficult

  • They are not capable of doing the task

  • Capable, but not sufficiently organized

  • Capable, but want a better mark

  • Not prepared to devote the time needed

  • Put in the time, but feel they deserve better


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Why Students Cheat

  • Number of tasks is unreasonable

  • Everyone else is cheating

  • Cheating has become a habit

  • They do not agree that they are cheating

  • Resources required were not available

    Culwin


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Why Students Cheat

  • Do not want to do the work

  • Ignorance & misunderstanding

  • Provides them with more time

  • Fear of failure

  • Poor management & organization skills

  • Cultural differences

  • Education as a commodity, career focus


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Why Students Cheat

  • Higher education regarded as a game

  • A high score by any means is acceptable,

    as long as no one is hurt or caught

  • Grade is more important than the learning

  • Pressure to perform overrides other considerations

    U of Alberta


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What Encourages Dishonesty

  • Assignment is too general & too broad

  • Assignment is too narrow or restrictive

  • Instructions are unclear

  • Assignments do not engage students

  • We make assumptions & do not prepare students

  • Unnecessary restrictions on what resources they may use


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What Encourages Dishonesty

  • We do not suggest what types of information sources are available and what sources might be helpful

  • Assignment does not answer the question:

    • “What does this assignment have to do with anything?”

  • Evaluation criteria are unclear


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What Encourages Dishonesty

  • Assignment is a one shot deal--due end of semester

  • When we fail to challenge it



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How to Inhibit Plagiarism

  • Explain the nature of good scholarship

  • Educate students about documentation

  • Include the assignment’s process & product

  • Decrease the temptation

  • Inform students about support services

  • Develop students’ writing & research skills

    U of Pennsylvania


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How to Inhibit Plagiarism

  • Meaningful assignments

  • Students write a paragraph describing why they chose their specific topic

  • Require specific formatting guidelines

  • Require photocopies or annotations

  • Limit sources to last five years

  • Require specific sources or combinations

    U of Saskatchewan


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How to Inhibit Plagiarism

  • Use Narrow topics, rather than broad ones

  • Use series of steps, outlines, drafts and incorporation of feedback in final version

  • Peer review, with written comments, in class

  • Define the nature of the collaboration

  • Oral reports, with discussion of process

  • Require submission of electronic versions

    U of Saskatchewan