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A Student-Centered Approach for Reducing Plagiarism
October 21 @ 10:30 am - 12:00 pm CDT
Consider how student-centered, accessible, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI, contract cheating, and app-based cheating, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism, one that uses a student-centered, accessible, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context, how to effectively convey those ideas to their students and, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism. By the end of this workshop, participants will be prepared to:
- Discern between deficit/theft-based and skill/labor-based approaches to plagiarism
- Develop a holistic approach to teaching scholarly citation culture and attribution
- Identify best practices that reduce risk factors for plagiarism
- Revise an assessment using best practices to reduce plagiarism
Instructors
Teresa Hooper, University of Tennessee
Robert Jacobsen, University of Tennessee
Workshop Schedule
This two-session online workshop meets on Mondays, October 21 and October 28 at 7:30-9pm Gulf / 12:30-2pm Atlantic / 11:30am-1pm Eastern / 10:30am-12pm Central / 9:30-11am Mountain / 8:30-10am Pacific.
Audience
This workshop is designed first and foremost for participants that either have previous teaching experience or are scheduled to teach in the near future, but all interested in the topic of course design and plagiarism are welcome.
Registration and Enrollment
This workshop has no cap, and registration opens Monday, September 30. Once registration opens, it will remain open until the workshop begins on Monday, October 21.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:
- Sending pre-session reminders with upcoming assignments to all students
- Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
- Enabling live captioning in synchronous sessions
- Incorporating multiple modes of interaction into synchronous sessions
Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching
- Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
- Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
Related Events
Consider how student-centered, accessible, and contextual course design can reduce students’ propensity to cheat and improve learning for all. With the advent of generative AI, contract cheating, and app-based cheating, fears about preventing plagiarism are running high. This two-part workshop offers attendees a comprehensive look at a different paradigm for preventing plagiarism, one that uses a student-centered, accessible, and contextual course design to reduce students’ propensity to cheat. Participants will learn about adapting the concept of plagiarism to a Gen Y context, how to effectively convey those ideas to their students and, how they can take steps to design assignments that reduce the circumstances that lead to plagiarism. By the end of this workshop, participants will be prepared to:
- Discern between deficit/theft-based and skill/labor-based approaches to plagiarism
- Develop a holistic approach to teaching scholarly citation culture and attribution
- Identify best practices that reduce risk factors for plagiarism
- Revise an assessment using best practices to reduce plagiarism
Instructors
Teresa Hooper, University of Tennessee
Robert Jacobsen, University of Tennessee
Workshop Schedule
This two-session online workshop meets on Mondays, October 21 and October 28 at 7:30-9pm Gulf / 12:30-2pm Atlantic / 11:30am-1pm Eastern / 10:30am-12pm Central / 9:30-11am Mountain / 8:30-10am Pacific.
Audience
This workshop is designed first and foremost for participants that either have previous teaching experience or are scheduled to teach in the near future, but all interested in the topic of course design and plagiarism are welcome.
Registration and Enrollment
This workshop has no cap, and registration opens Monday, September 30. Once registration opens, it will remain open until the workshop begins on Monday, October 21.
Accessibility
If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:
- Sending pre-session reminders with upcoming assignments to all students
- Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
- Enabling live captioning in synchronous sessions
- Incorporating multiple modes of interaction into synchronous sessions
Learning Outcomes
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-based teaching
- Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
- Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.