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CREATING A CULTURE OF ACADEMIC INTEGRITY Wilmington University October 3, 2009


Goal and Objective 

Goal: To create a culture that supports academic integrity in traditional and online classrooms Objectives Identify 9 general strategies  Identify 7 proactive strategies in regard to writing and research assignments  Identify 12 proactive strategies in regard to tests 


General Traditional 

Clearly define criteria for evaluating student performance Give examples of plagiarism or impermissible collaboration at the start of each new class and teach them how to appropriately cite their work. Educate the students about the distinction between plagiarism, paraphrasing and direct citations. Educate students about Wilmington University’s Academic Integrity Policy http://www.wilmu.edu/studentlife/acaddishonesty.a spx Make students aware of Smarthinking and the Student Success Center and encourage them to use their services. http://www.wilmu.edu/ssc/onlinetutoring.aspx Possibility? Develop 5-10 minute mini-lessons around the above topic-present one mini-lesson per week.

Online 

Clearly define criteria for evaluating student performance Give examples of plagiarism or impermissible collaboration at the start of each new class and teach them how to appropriately cite their work. Educate the students about the distinction between plagiarism, paraphrasing and direct citations. Educate students about Wilmington University’s Academic Integrity Policy http://www.wilmu.edu/studentlife/acaddishones ty.aspx Make students aware of Smarthinking and the Student Success Center and encourage them to use their services. http://www.wilmu.edu/ssc/onlinetutoring.aspx Possibility? Develop 5-10 minute mini-lessons around the above topic-present one mini-lesson per week.


General Traditional 

Assign work that is relevant and valuable; avoid busy work. Assign work around “essential questions” so that students are required to use critical thinking skills. Ask students to read, sign, and agree to the Academic Integrity Policy. In many cases students do not know they are cheating, this will ensure that students understand the policy. Grade often-don’t make any one assignment a “high stakes” assignment.

Online 

Assign work that is relevant and valuable; avoid busy work. Assign work around “essential questions” so that students are required to use critical thinking skills. Ask students to read, sign, and agree to the Academic Integrity Policy. In many cases students do not know they are cheating, this will ensure that students understand the policy. Grade often-don’t make any one assignment a “high stakes” assignment.


Research/Writing Traditional 

Change the topics or assignments from semester to semester Assign specific, rather than general topics During the course- schedule a variety of short in-class papers. This will allow the instructor to get a feel for the student’s writing style. Assigning only one paper does not give instructors a baseline for judging if it is the students own work.

Online Change the topics or assignments from semester to semester

Assign specific, rather than general topics During the course- schedule a variety of short in-class papers. This will allow the instructor to get a feel for the student’s writing style. Assigning only one paper does not give instructors a baseline for judging if it is the students own work.


Research/Writing Traditional 

During the course-require the students to submit their work in increments-topic, outline, draft, final paper. Hold writing conferences with students throughout the course so that you can see student’s ideas progress. Keep a copy of the corrected papers each semester After handing in the final paper, ask students to write a reflection paper. Have them reflect on the process and the things that they have learned by writing the paper. Support the students by continually referring them to Smarthinking or the Student Success Center.

Online  

During the course-require the students to submit their work in increments-topic, outline, draft, final paper. Hold writing conferences with students throughout the course so that you can see student’s ideas progress. Keep a copy of the corrected papers each semester After handing in the final paper, ask students to write a reflection paper. Have them reflect on the process and the things that they have learned by writing the paper. Support the students by continually referring them to Smarthinking or the Student Success Center.


Research/Writing Traditional 

If space allows, seat students in alternate chairs

Online 

Develop a test bank of questions and change the exam questions as often as is practical.

Return exams and assignments to students in person.

Number the exams and make sure that all are accounted for at the end of the class.

Provide alternate versions of the test and color code each version. Strategically hand out the tests so that students seated next to each other do not receive the same test. Provide in-class tests, rather than take home tests.

 

Use test formats that require more than recall of facts (short answer, essay, etc.) Develop a test bank of questions and change the exam questions as often as is practical. Place all questions in the test in a pool and randomize the pool. Ask questions that do not have set answers (essential question strategy/inquiry based learning). Use timed tests. Utilize the “Lockdown Browser” feature in Bb. http://www.wilmu.edu/instructionaltec h/PDF/Using_the_LockDownBrowser_fo r_Students.pdf Use personal reflection questions.


Questions

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Academic Integrity  

Promoting a culture of academic integrity

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