Why Do Students Cheat?
This webinar addresses the different concerns about—and definitions of —“originality” across the units within higher-education institutions; provides a framework of three key types of academic-integrity strategies and matches those strategies to the needs of instructors, departments, and institutions; and offers examples of each academic-integrity strategy, best practices for each, and practical implementation tips.
Faculty members utilize many tactics to help ensure that the work their students perform is conducted under rigorous conditions, and is created by or carried out by the students themselves. Especially with the rise of online learning, academic integrity has created a business model, with companies like Turnitin offering to compare student submissions against large databases of previous student work.
A lot of campuses, though, are finding that the big-database approach to academic integrity isn’t a one-size-fits-all solution (Lancaster & Culwin, 2007). That’s because there are various definitions of “originality” across the units of higher-education institutions.
Faculty members can undertake several specific actions to foster academic integrity across campus and in their courses. This webinar will share concrete practices you can use tomorrow to communicate expectations clearly for ethical conduct, which is much more effective than it is to have to catch cheaters after the fact.
Moving from “I caught you” to “I taught you” involves more than just sending student work to a database, but it’s worth the effort to understand originality regarding the expectations of the various disciplines across your campus.
This webinar is based on best practices gleaned from more than 25 years of classroom and online teaching in higher education, as well as research into the most effective methods for creating a climate of academic integrity on campus. The theoretical framework is my own, developed to help match academic-integrity techniques (database-submission, sanction statements, and the like) with specific types of assessments (papers, exams, projects, portfolio and group work).
Define originality specifically for the sciences, humanities, and social sciences
Customize academic-integrity strategies to the discipline taught and level of rigor expected of learners
Adopt academic-integrity strategies to create and sustain a climate of ethical behavior
Date: Tuesday, March 28, 2023
Time: 1:00 pm – 2:00 pm
Location: Decker 117
Submitted by: Deena Price