Many instructors have struggled to address plagiarism in the rise of generative AI, but these technologies may simply be revealing long‑standing gaps in how students understand the work of learning. This two‑part workshop explores how transparency about the cognitive work required in assignments and how students perceive that work can strengthen assessment validity and reduce the reliance of AI in coursework. By the end of this workshop, participants will be able to:

• Identify the current literature regarding why students plagiarize.
• Discuss the differences between assessment security and assessment validity.
• Examine a class assessment’s cognitive load, germane load, and extraneous cognitive load.
• Revise a class assessment to improve its assessment validity and clarify the learning process.

Instructors

Teresa Hooper, University of Tennessee-Knoxville
Chris Kilgore, University of Tennessee-Knoxville

Workshop Schedule

This two-session online workshop meets in Zoom on Tuesday, October 13th and 14th at 9-10:30pm Gulf / 1-2:30pm Eastern / 12-1:30pm Central / 10-11:30am Pacific/Arizona.

Audience

This workshop is designed for anyone interested in teaching and learning developments. Graduate students, postdoctoral scholars, and instructors actively designing or revising courses may find this workshop a valuable resource in plagiarism concerns, AI‑supported learning, or questions about assessment validity with the rise in Generative AI use.

Registration

Request a registration reminder

This workshop has no cap, and registration opens on Monday, September 21st at 10am CT. Once registration opens, it will remain open until the workshop begins on Tuesday, October 13th.

Accessibility

If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this event, 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 event to support accessibility for all our students:

• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants improving evidence-based teaching.

This course supports the following CIRTL learning goals:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
• Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.