1. Thursday 1 assignment 1 assignment Information literacy learning objectives Information literacy learning objectives Behavior or product Behavior or product Condition-performance Condition-performance Criterion--assessment Criterion--assessment

2. 10:15 this morning Information Literacy objectives Information Literacy objectives Potential assignment Potential assignment Information resources Information resources

3. Fostering Student Learning and Academic Integrity

4. Why do Students Cheat? “It seemed like a good idea at the time.”

5. Why Students Plagiarize Confusion about documentation Confusion about documentation Panic “under the gun” Panic “under the gun” Temptation Temptation Pressure to achieve Pressure to achieve Lack of writing & research skills Lack of writing & research skills Fear of appearing unscholarly Fear of appearing unscholarly U of Pennsylvania

6. Why Students Cheat Tasks are too difficult Tasks are too difficult They are not capable of doing the task They are not capable of doing the task Capable, but not sufficiently organized Capable, but not sufficiently organized Capable, but want a better mark Capable, but want a better mark Not prepared to devote the time needed Not prepared to devote the time needed Put in the time, but feel they deserve better Put in the time, but feel they deserve better

7. Why Students Cheat Number of tasks is unreasonable Number of tasks is unreasonable Everyone else is cheating Everyone else is cheating Cheating has become a habit Cheating has become a habit They do not agree that they are cheating They do not agree that they are cheating Resources required were not available Resources required were not availableCulwin

8. Why Students Cheat Do not want to do the work Do not want to do the work Ignorance & misunderstanding Ignorance & misunderstanding Provides them with more time Provides them with more time Fear of failure Fear of failure Poor management & organization skills Poor management & organization skills Cultural differences Cultural differences Education as a commodity, career focus Education as a commodity, career focus

9. Why Students Cheat Higher education regarded as a game Higher education regarded as a game A high score by any means is acceptable, A high score by any means is acceptable, as long as no one is hurt or caught Grade is more important than the learning Grade is more important than the learning Pressure to perform overrides other considerations Pressure to perform overrides other considerations U of Alberta

10. What Encourages Dishonesty Assignment is too general & too broad Assignment is too general & too broad Assignment is too narrow or restrictive Assignment is too narrow or restrictive Instructions are unclear Instructions are unclear Assignments do not engage students Assignments do not engage students We make assumptions & do not prepare students We make assumptions & do not prepare students Unnecessary restrictions on what resources they may use Unnecessary restrictions on what resources they may use

11. What Encourages Dishonesty We do not suggest what types of information sources are available and what sources might be helpful We do not suggest what types of information sources are available and what sources might be helpful Assignment does not answer the question: Assignment does not answer the question: “What does this assignment have to do with anything?” “What does this assignment have to do with anything?” Evaluation criteria are unclear Evaluation criteria are unclear

12. What Encourages Dishonesty Assignment is a one shot deal--due end of semester Assignment is a one shot deal--due end of semester When we fail to challenge it When we fail to challenge it

13. Other Examples?

14. How to Inhibit Plagiarism Explain the nature of good scholarship Explain the nature of good scholarship Educate students about documentation Educate students about documentation Include the assignment’s process & product Include the assignment’s process & product Decrease the temptation Decrease the temptation Inform students about support services Inform students about support services Develop students’ writing & research skills Develop students’ writing & research skills U of Pennsylvania

15. How to Inhibit Plagiarism Meaningful assignments Meaningful assignments Students write a paragraph describing why they chose their specific topic Students write a paragraph describing why they chose their specific topic Require specific formatting guidelines Require specific formatting guidelines Require photocopies or annotations Require photocopies or annotations Limit sources to last five years Limit sources to last five years Require specific sources or combinations Require specific sources or combinations U of Saskatchewan U of Saskatchewan

16. How to Inhibit Plagiarism Use Narrow topics, rather than broad ones Use Narrow topics, rather than broad ones Use series of steps, outlines, drafts and incorporation of feedback in final version Use series of steps, outlines, drafts and incorporation of feedback in final version Peer review, with written comments, in class Peer review, with written comments, in class Define the nature of the collaboration Define the nature of the collaboration Oral reports, with discussion of process Oral reports, with discussion of process Require submission of electronic versions Require submission of electronic versions U of Saskatchewan

17. Other Examples?