Refreshing institutional policies around academic integrity: a focus on student training

1. Refreshing institutional policies around academic integrity: a focus on student training Dr Neil Morris Faculty of Biological Sciences

2. Aims of the session • Institutional training package (10+10) • Subject-specific training (5+10) • Online submission of coursework (5+10)

3. 40% overall

4. 49% overall

5. Defences offered • Ignorance about what plagiarism is and the extent to which copying is allowed • Ignorance about referencing – claims that a reference in the bibliography means content can be copied; concept of citations • Carelessness: Mistake made with draft document (taken verbatim from source) becoming final submission. • Poor time management: lack of subsequent paraphrasing • Copying from peers:  worked together on the practical therefore work together on report – sat next to each other in cluster – these are complex cases that take time to unpick • Use of quotations – not a common need to do this with scientific writing – excessive use of unnecessary quotations • Denial without explanation – a mystery as to how this could have happened

6. Example of local student training • All first year / new* students in the School are required to complete VLE plagiarism training (started 0809). • Definitions / policies in UG School Handbook and Code of Practice on Assessment • All students informed of rules etc at Induction Meeting with DUGS / programme leaders • All level 1 students receive some form of lecture/tutorial on academic writing • Many level 1 students now submit a formative assessment to Turnitin and are shown the Originality Report as a training exercise (once only). * Includes all advanced standing students; JYA / Erasmus; Intercalating medical students

7. Online VLE plagiarism training

8. Introduction of a compulsory, institution wide, generic online plagiarism tutorial • Reviewed external packages • Decided on bespoke in-house solution based on existing Skills@Library material • Currently being developed: • Issues: Pass mark; recording /compliance systems; broad range of test questions / content;

9. Guiding principles • Accessible language for all students • Simple and generic information relevant for new undergraduates • Covers major issues of plagiarism, collusion, academic integrity and malpractice • Provides advice on how to get local advice / further information • Use and performance recorded

10. Introduction of a compulsory, institution wide, generic online plagiarism tutorial • Issues • Pass mark; • Recording /compliance systems; • Broad range of test questions / content; • Relevance to all disciplines

11. http://skills.library.leeds.ac.uk/tutorials/plagiarism_tutorial/http://skills.library.leeds.ac.uk/tutorials/plagiarism_tutorial/

12. Possible discussion points:Does local or central training work best?Is online training in academic writing and plagiarism avoidance sufficient for most students?How early in the degree can students be realistically expected to fully understand academic integrity issues?What kind of online training packages work best for this kind of training?

13. Subject specific training • Very different requirements for e.g. arts versus science • All generic training needs some subject specific context • E.g. science: Quotations • How do individual disciplines tackle this? • Supplementary online training • Induction events • Small group teaching • Written materials

14. Biological Sciences – case study • Tutorial setting – set essay assignment: • Discussion about how to find sources, how to collate information, how to structure essay, how to use notes / sources to construct essay, proper referencing • Not about plagiarism rules, policies or procedures • Computer class – Turnitin: • Write short assignment and submit via VLE • View Turnitin originality report • Discuss matching process; sources

15. Standard format for all plagiarism investigation meetings • Panel introduced; supporters asked to identify themselves • Student asked to define plagiarism • Student asked to describe plagiarism training received • Student asked to confirm academic integrity form signed • Chair explains Turnitin report and areas of interest • Student asked to explain plagiarism • Panel questions student on specific examples • Student asked to admit / deny offence of plagiarism • Student asked if any other circumstances to be considered • Student leaves meeting • Panel decides outcome / penalties etc • Chair informs student of outcome, penalty, requirements (work / quiz), right to appeal, letter / minutes to be sent • Chair advises student to seek pastoral support from tutor or SU

16. Possible discussion points:How much subject specific training is needed and in which disciplines?How does understanding of plagiarism differ between disciplines?What is the best route to deliver subject-specific training?How should local plagiarism investigations help with training?

17. Online submission of coursework - procedures • Module handbooks inform students of requirements for submission (e.g. paper copy and electronic submission). • Coursework upload area provided in VLE with standard instructions. • All written work checked for plagiarism • Module manager formally responsible for checking Turnitin Originality reports (SOP, guidance and email reminder provided). Staff required to report suspicions to Teaching Support Manager.

19. Online submission of coursework - complications • Archiving of online work – VLE / Turnitin • Non-standard work – how submit (e.g. Arts) • Extent / nature of online marking • Students viewing originality reports - policy

20. Possible discussion points:What are the advantages/disadvantages of online submission of coursework with automated plagiarism detection?Should all coursework be screened for plagiarism?Should students be able to review originality reports before submission of coursework?

21. Thank you! Dr Neil Morris Faculty of Biological Sciences Email: n.p.morris@leeds.ac.uk