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Encouraging Active Classroom Discussion of Academic Integrity Issues Dr. Mark Baetz, Dr. Eileen Wood, Encouraging Active Classroom Discussion of Academic Integrity Issues Dr. Mark Baetz, Dr. Eileen Wood, Lucia Dillon Wilfrid Laurier University caribexams. org http: //balancingacts. wordpress. com ABSTRACT Have you wondered how to tackle the issue of academic misconduct in your class without appearing to be threatening? Have you thought about substituting your usual brief lecture on the rules associated with academic misconduct with a new approach involving classroom dialogue about the various issues associated with academic misconduct? In fact, research found that classroom discussion of issues related to academic misconduct results in fewer students committing plagiarism (Soto, Anand & Mc. Gee, 2004). This exhibit presents an innovative discussion-oriented presentation on academic integrity developed for classroom use by faculty with the learning objective of promoting academic integrity. The presentation entitled *Reflections of Academic Integrity Ambassadors* is innovative because it is both discussion-oriented and based on student input and a peer to peer approach. The exhibit will provide copies of the presentation slides as well as student and faculty feedback following delivery of this presentation in 15 classes at different stages of an undergraduate program. DEFINITION DETECTION CONSEQUENCES IMPORTANCE REFLECTION “I know and have seen people cheating… Knowing that the university is trying to do something about this makes me feel better about my school and the integrity of my degree. ” (Baetz & Nitsch) “ The reality of the consequences …I never really knew that it did happen (here) and that real students experience huge life changes…” (Baetz & “I told my friends about the different ways someone can be academically dishonest, as some were surprising to me. ” (Baetz & Nitsch) Student Feedback “Most people don’t see it as being as big an issue or problem as it is. Some students feel that academic misconduct occurs in a vacuum and that the misconduct of others doesn’t reflect as poorly on them as it actually does. ” (Baetz & Nitsch) Student Feedback “I think in term of test taking, most people would know exactly what is considered academic misconduct. I think its more the projects and other things that involve team work that lines get blurred. ” “I had never observed people cheating until last year and in every exam I observed people cheating. That was the first time. People were like pulling out a piece of paper and putting it back in their pockets. I saw a ton of stuff, I was really surprised. ” “It really depends… in some classes they tell you (that it’s unacceptable to collaborate with other group members) and in other classes for example in accounting, they would recommend that we work together especially if we are working on the same case, as long as we don’t have overlapping information. But I feel like that’s the problem because just by talking and discussing that right there is (causing the overlapping information. )” “Well, if there’s an easy opportunity, where you can cheat easily and the risk of getting caught is very small, so logically speaking, again, well it would make logical sense to cheat. ” Student Feedback newmedia. umaine. edu “Well I know right now if I were to get caught with AM and I got a zero on that test, and I failed the course because I got a zero and I didn’t get this course and I had to take another course. It would just push everything back. I’ve got a job already lined up for September then it wouldn’t happen. That would make a huge difference to my life. ” http: //gaianicty. blogspot. com/2008/02/loose-rulesundermine-ethics. html “I am an international student so sometimes my definition is different. So I might have a different understanding and to me some things are not serious and others are. In first year I felt so unaware, later of course I found out. Of course its big (a big deal), cheating is wrong obviously. ” http: //www. bradfordvts. co. uk/MRCGP/plagiarism. h tm DISCUSSION • Faculty-student dialogue is important for promoting Academic Integrity. REFERENCES 1 Baetz, M. , Nitsch, D. , “Student-Led Sessions on Academic Integrity in Orientation: An Innovative Institutional Response to Academic Misconduct”, under review, The Journal of College Orientation and Transition. Soto, J. G. , Anand, S. & Mc. Gee, E. (2004). Plagiarism Avoidance: An empirical study examining teaching strategies. Journal of College Science Teaching, 33(7), 42 -48. 1 • Non threatening dialogue can be achieved through the use of student reflections of personal experiences. • Faculty may discover through dialogue with their students that there can be significant student misunderstanding of what constitutes academic misconduct.