This document discusses strategies for helping students understand and avoid plagiarism. It begins by examining challenges in defining plagiarism, such as differentiating between intentional deception and poor academic practice. The document advocates for definitions of plagiarism to explicitly mention intent and to clarify responsibilities for citing sources or reconfiguring source material. It also notes the importance of distinguishing plagiarism from producing poor quality work. The document then discusses strategies for teaching students about plagiarism, such as providing examples for analysis, modeling citation practices, and explaining institutional policies on academic misconduct. Overall, the document argues that clearly communicating expectations and actively involving students in discussions around plagiarism can help improve understanding and compliance with academic standards.
The document provides strategies for encouraging ethical student behavior such as preventing cheating and plagiarism. It recommends communicating clear expectations, actively proctoring exams, using multiple versions of exams, and constructing assignments that make plagiarism difficult through integration and specific questions. It also suggests explaining plagiarism standards, teaching paraphrasing skills, and connecting coursework to learning goals to encourage ethical conduct.
Academic Discourse Essay
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My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
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Popular Press Vs Academic Research Essay
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Essay about The Importance of Academic Integrity
Genz 5English 1069 April 2017Changes in Higher Educat.docxhanneloremccaffery
This document discusses changes that have occurred in higher education. It compares the ideas of Paulo Freire and Mark Edmondson regarding how education has become more capitalized, with institutions prioritizing private consumers over teaching. Both argue traditional "banking" education is oppressive, forcing conformity over independent thinking. Edmondson believes teachers should confront students to build character, while entertaining students to ensure engagement. The document examines debates around how higher education has relaxed interactions between students and teachers.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
Essay on Teacher in English for Kids and Students | 500 Words Essay on .... My Teacher Essay | Essay on My Teacher for Students and Children - A .... An Essay On My Teacher in English - Study Thinks. Write essay on 'An Ideal Teacher' | Essay Writing | English - YouTube. Essay On My Favourite Teacher In English For Class 6 | Sitedoct.org. Write a short essay on A Good Teacher | Essay Writing | English - YouTube. My favourite teacher essay in english || Essay about my teacher. my best teacher - GCSE English - Marked by Teachers.com. Essay about teacher in english. Essay on Teacher | Teachers | Classroom. Essay on " My Favourite Teacher" | Essay writing | English essay .... Write essay on my english teacher in english || my english teacher .... Essay The importance of teaching english in elementary school - The .... 10 Lines Essay On MY TEACHER | MY TEACHER Essay in English - YouTube. My Best Teacher Essay | Custom Writing Service. My Best Teacher Essay For Class 3 In English | Sitedoct.org. ⛔ Essay on my favourite teacher. Essay on My Favourite Teacher. 2022-10-27. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... Essay writing in english my favourite teacher. Effective Teacher - Essay - Intro to Teaching – Essay Sarah Nuich .... Essay Teacher In English | Sitedoct.org. My Teacher Essay In English For Class 2. Essay writing on teachers day in english. My Best Teacher Essay in English Short | Essay on Favorite Teacher | by .... My class teacher english essay || write essay on my class teacher in .... Teachers Essay. Being A Teacher Essay – Telegraph. English essays for teachers. My favorite teacher essay in english. seamo-official.org. The role of English teachers in student’s learning process | Second .... 006 Essay Writing In English My Favourite Teacher At School Example ... Essay On English Teacher
1. The document discusses the SIMPLE program which aims to reduce plagiarism by creating an authentic learning environment that simulates legal practice.
2. Students work collaboratively in simulated law firms on client-based tasks while being supported by practice managers.
3. When trust is high between students, learning outcomes are better as students support each other and share responsibility for their work and clients. This collaborative approach reduces plagiarism.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
The document provides strategies for encouraging ethical student behavior such as preventing cheating and plagiarism. It recommends communicating clear expectations, actively proctoring exams, using multiple versions of exams, and constructing assignments that make plagiarism difficult through integration and specific questions. It also suggests explaining plagiarism standards, teaching paraphrasing skills, and connecting coursework to learning goals to encourage ethical conduct.
Academic Discourse Essay
Perfect World Research Paper
Essay about English Academic Writing
Gac Compare and Contrast Essay
What I Have Learned About Research
Academic Ethics And Academic Integrity Essay
Reflection On Academic Reading
Importance And Purpose Of Research Essay
Essay On Academic Reflection
Perfect World Research Paper
My Academic Goals And Research Interests
My Professional And Academic Experience
Educational Research
Developing Strong Academic Study Skills
A Research Study On An Academic Research Essay
Popular Press Vs Academic Research Essay
Academic Background And Career Interest Essay
Essay about The Importance of Academic Integrity
Genz 5English 1069 April 2017Changes in Higher Educat.docxhanneloremccaffery
This document discusses changes that have occurred in higher education. It compares the ideas of Paulo Freire and Mark Edmondson regarding how education has become more capitalized, with institutions prioritizing private consumers over teaching. Both argue traditional "banking" education is oppressive, forcing conformity over independent thinking. Edmondson believes teachers should confront students to build character, while entertaining students to ensure engagement. The document examines debates around how higher education has relaxed interactions between students and teachers.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The document presents an integrated instruction framework called the Research Support Framework developed at Portland Community College to guide students' progression in information literacy. It includes 6 stages of instruction aligned with Bloom's Taxonomy that correlate to 3 categories: perceptual shifts and basic skills, information mediation, and higher-level critical thinking. Courses are placed on the framework based on their information literacy outcomes. The framework is iterative, allowing students to practice skills in different contexts. Three dimensions of information literacy instruction are described in detail with examples.
Essay on Teacher in English for Kids and Students | 500 Words Essay on .... My Teacher Essay | Essay on My Teacher for Students and Children - A .... An Essay On My Teacher in English - Study Thinks. Write essay on 'An Ideal Teacher' | Essay Writing | English - YouTube. Essay On My Favourite Teacher In English For Class 6 | Sitedoct.org. Write a short essay on A Good Teacher | Essay Writing | English - YouTube. My favourite teacher essay in english || Essay about my teacher. my best teacher - GCSE English - Marked by Teachers.com. Essay about teacher in english. Essay on Teacher | Teachers | Classroom. Essay on " My Favourite Teacher" | Essay writing | English essay .... Write essay on my english teacher in english || my english teacher .... Essay The importance of teaching english in elementary school - The .... 10 Lines Essay On MY TEACHER | MY TEACHER Essay in English - YouTube. My Best Teacher Essay | Custom Writing Service. My Best Teacher Essay For Class 3 In English | Sitedoct.org. ⛔ Essay on my favourite teacher. Essay on My Favourite Teacher. 2022-10-27. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... Essay writing in english my favourite teacher. Effective Teacher - Essay - Intro to Teaching – Essay Sarah Nuich .... Essay Teacher In English | Sitedoct.org. My Teacher Essay In English For Class 2. Essay writing on teachers day in english. My Best Teacher Essay in English Short | Essay on Favorite Teacher | by .... My class teacher english essay || write essay on my class teacher in .... Teachers Essay. Being A Teacher Essay – Telegraph. English essays for teachers. My favorite teacher essay in english. seamo-official.org. The role of English teachers in student’s learning process | Second .... 006 Essay Writing In English My Favourite Teacher At School Example ... Essay On English Teacher
1. The document discusses the SIMPLE program which aims to reduce plagiarism by creating an authentic learning environment that simulates legal practice.
2. Students work collaboratively in simulated law firms on client-based tasks while being supported by practice managers.
3. When trust is high between students, learning outcomes are better as students support each other and share responsibility for their work and clients. This collaborative approach reduces plagiarism.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
A Situative Metaphor For Teacher Learning The Case Of University Tutors Lear...Sabrina Green
This document summarizes a research study that developed a new metaphor for understanding how university tutors learn to grade student coursework and maintain academic standards. The researchers observed tutors grading coursework while thinking aloud, then interviewed them. They analyzed the data to develop a metaphor that positions tutors' learning as an "interplay between vertical, public knowledge and horizontal, practical wisdom knowledge domains." This metaphor aims to better capture tutors' complex, situated learning than the common "theory-practice gap" metaphor. It views tutors as developing professional knowing through negotiating their practice and identities within communities.
Academics Understandings Of The Authorial Academic Writer A Qualitative Ana...Nicole Heredia
This document summarizes a study that explored how academics understand authorial identity in higher education. Semi-structured interviews were conducted with 27 academics across various disciplines. The interviews aimed to identify attributes associated with strong authorial identities and processes involved in developing authorial identity, to inform pedagogical initiatives. Thematic analysis of the interviews identified main themes of "the authorial writer" and its subthemes of authorial confidence, valuing writing, ownership and attachment, authorial thinking, and authorial goals. Additional integrative themes were tacit learning and negotiating identities. The study findings provide insight into how academics perceive authorial identity to inform improving student academic writing and plagiarism prevention.
In a 1,000-1,250-word paper, consider the outcome and process measLizbethQuinonez813
In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:
At least two process measures that can be used for CQI.
At least one outcome measure that can be used for CQI.
A description of why each measure was chosen.
An explanation of how data would be collected for each (how each will be measured).
An explanation of how success would be determined.
One or two data-driven, cost-effective solutions to this challenge.
Use a minimum of three peer-reviewed scholarly references as evidence.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance
Journal of University Teaching & Learning Practice
Volume 14 | Issue 2 Article 3
2017
Developing Scholarly Identity: Variation in
Agentive Responses to Supervisor Feedback
Kelsey S. Inouye
University of Oxford, [email protected]
Lynn McAlpine
[email protected]
Follow this and additional works at: http://ro.uow.edu.au/jutlp
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
[email protected]
Recommended Citation
Inouye, Kelsey S. and McAlpine, Lynn, Developing Scholarly Identity: Variation in Agentive
Responses to Supervisor Feedback, Journal of University Teaching & Learning Practice, 14(2), 2017.
Available at:http://ro.uow.edu.au/jutlp/vol14/iss2/3
Developing Scholarly Identity: Variation in Agentive Responses to
Supervisor Feedback
Abstract
The central task for doctoral students, through the process of writing, feedback and revision, is to create a
thesis that establishes their scholarly identity by situating themselves and their contribution within a field.
This longitudinal study of two first-year doctoral students investigated the relationship between response to
supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence,
independence in research thinking, positioning the self in relation to others), through the lens of individual
agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research
thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the
research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were
used to produce in-depth portraits of the individual experiences and perceptions of each participant. There
were differences between the two individuals in their growing scholarly identities as regards their agency. The
degree of agency exhibited in engagin ...
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Purpose, theory and policy for higher educationGeorge Roberts
This document outlines the agenda and content covered in Module 1 of the Cranfield University PGCLTAHE program. The purpose is to analyze and critically reflect on higher education policy and practice. Topics discussed include the purposes of higher education, hidden curriculums, theories of learning, academic identity, and critical perspectives on higher education policy. Learning activities include discussions, card sorting exercises, and reflecting on different learning theories and models.
The document discusses using a genre approach to teaching peer review that incorporates multimodal elements. It argues that peer review must change to accommodate digital works, as professional peer review has evolved to include multimodal projects. A genre approach teaches students the conventions and rhetorical knowledge of peer review. Considering peer review as a genre in itself provides students greater awareness of genres. Multimodal peer reviews allow students to engage in public conversations and apply genre knowledge from different modes of communication.
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
Academic Integrity And Student Plagiarism Guided Instructional Strategies Fo...Pedro Craggett
The document discusses strategies that two business communication professors implemented to address the problem of student plagiarism. They conducted research on the causes of plagiarism and introduced various instructional strategies in their classes. These included explaining expectations and guidelines for assignments, discussing topics like evaluating sources and citation styles, and requiring students to submit assignments in phases for feedback. The professors found that these measures improved students' written work and increased their understanding of academic integrity. Overall, the strategies aimed to help students become better writers through guidance and support rather than punishment.
Specific Student Outcomes Should Drive The Design Of Instructionnoblex1
Through a liberal education students acquire frames of reference and the ability to analyze and reflect that influence how they view their experience and how they choose to behave. If this is a desired outcome of a liberal education, how can we as educators help students achieve it?
Source: https://ebookschoice.com/specific-student-outcomes-should-drive-the-design-of-instruction/
The document discusses several key challenges facing higher education and potential responses. The main challenges mentioned include maintaining facilities, quality of teaching and support staff, funding, flexibility of learning opportunities, and international student experience. Potential responses include reforming curriculum and assessment, developing a more flexible workforce, and rethinking quality through student engagement. The document also discusses using simulations to provide authentic learning experiences and assess skills.
150
Turkish Online Journal of Distance Education-TOJDE October 2014 ISSN 1302-6488 Volume: 15 Number: 4 Article 8
STUDENTS’ PERCEPTION and BEHAVIOR
of ACADEMIC INTEGRITY:
A Case Study of a Writing Forum Activity
Visara EKAHITANOND
Language Institute
Bangkok University, THAILAND
ABSTRACT
The use of online tools such as forum has helped instructors develop courses that are
engaging and challenging. However, instructors want to ensure that all students
maintain academic integrity when they were assigned to work in an online community.
This paper investigated students’ perception and behavior of academic integrity in an
online discussion forum. Data were collected from 160 students enrolled in a
fundamental English course who were assigned to post and respond to the topics in a
forum. A survey was administered to measure how students perceived ‘academic
integrity’ as well as to investigate students’ experience of violating academic integrity. A
semi-structured interview was further conducted with the involved participants to find
out the reasons behind their performance. The findings revealed that students perceived
some misconduct actions as not cheating, leading to behaviors of academic dishonesty.
As such, students should be informed more about what they can or cannot do in order not
to commit academic dishonesty.
Keywords: Academic integrity, online discussion, learning management system
INTRODUCTION
Technological skill, besides English language competence, is another vital qualification
expected for Thai graduates. They are required to employ information and
communications technology in data analysis, information receivability, and presentation
skills. Therefore, most educational institutions offer further supports on the use of
computer technology as a learning tool and medium. The incoming of technologies in
computer networking facilitates language instructors to alter their practice in computer
uses in classroom. Numbers of on-line tools like e-mails, synchronous CMC, and
discussion forums are more implemented in languages courses. The Internet, of course,
promotes autonomous learning (Chapelle, 2001).
Learning Management Systems (LMS) refers to server-based software that administrates
access and provides on-line learning resources via a standard web browser. Blackboard
and Moodle are commonly used in tertiary education (Schroeder, Minocha, & Schneider, 2010).
151
Most instructors consider the tools applicable and helpful for students’ learning,
activities, testing, practice, access to materials, scoring, keeping tracks, and receiving
feedback from teachers and peers. A discussion forum is a widely recognized tool in the
LMS. Instructors and learners can share their opinions on the electronic platform and
interchange .
PLAGIARISM SCAN REPORT
Date 2019-09-10
Words 404
Characters 2577
Exculde Url None
Content Checked For Plagiarism
Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for
young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break.
However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process,
the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into
the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra,
2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good
students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different
confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus
encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in
particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best
and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to
make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the
learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the
learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal
provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult
learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and
immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock,
R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons,
Inc.
Matched Source
Similarity 6%
Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives...
chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on
sel ...
This document summarizes a research study that explored student assignment production in two courses at a South African university. The study used an ethnographic methodology with a dual focus on students and the curriculum context.
The research design aimed to avoid deficit perspectives of students by validating student experiences through rich descriptions, while also examining the influence of curriculum and institutional structures. Data collection involved observing students' assignment work and interviewing lecturers about curriculum decision-making.
Findings illustrated the complex vocational education environment and how assignments signaled professional knowledge requirements. Student approaches to assignments showed flexibility and agency in engaging with requirements. The methodology provided insight into how curriculum and institutional factors shape student learning opportunities.
Creating a literate environment (presentation)alleighmartin
The document discusses creating a literate environment for students. It involves getting to know each learner through cognitive and non-cognitive assessments. It also involves selecting appropriate texts on different dimensions like narrative vs informational. Implementing interactive practices like modeling strategy use and gradually removing support helps students become strategic readers. Using critical literacy strategies like problem posing questions and character journals helps students examine perspectives. This creates a classroom environment where students comprehend deeper and think from different points of view.
Staffordshire University Conference 2008Lydia Arnold
Online work-based inquiry led learning provides benefits for learners including:
1) Conducting research projects within their workplace to directly apply their learning.
2) Participating in an online community provides peer support and focuses discussion on course content.
3) Using a "patchwork" approach including multimedia and reflection allows for personalized and relevant learning.
Lisa Smith's teaching philosophy focuses on making English courses engaging for students through creative approaches. She discusses controversial current events and films to inspire critical thinking about assigned readings. For example, she had students analyze a mass shooter's manifesto in relation to Clive Lewis' writings. At the heart of her approach is creating a safe environment where students learn from discussions led by the instructor. She aims to challenge students through higher-order thinking assignments based on Bloom's Taxonomy rather than just course objectives. She also uses reading and note-taking techniques to promote academic success and has rethought grading to focus on the learning process over grades. Her goal is for students to not only analyze the world but also reflect inward.
The document defines plagiarism as deliberately using someone else's language, ideas, or original material without acknowledgment. It discusses causes of plagiarism such as poor time management, viewing assignments as unimportant, or lack of instruction on source citation. Responsibilities are outlined for students, faculty, and administrators to address plagiarism through clear policies, designing ethical assignments, and teaching proper research practices. The document recommends best practices for instructors including explaining plagiarism policies, improving assignment design and support, focusing on sources and reading, distinguishing plagiarism from citation errors, and taking appropriate disciplinary actions.
This document provides an overview of strategies to create a literate environment for students in pre-k through 3rd grade. It discusses the importance of understanding cognitive and non-cognitive aspects of students, incorporating interactive, critical, and response perspectives in instruction, and providing an environment rich with text, language, and motivation. Specific strategies are presented, such as implementing formative assessments, selecting appropriate texts based on factors like genre and structure, and teaching students to be strategic readers. Feedback from colleagues emphasizes tailoring instruction to individual students and incorporating social learning.
This document provides an overview of Stuart Hall, one of the founders of cultural studies. It discusses Hall's background growing up in Jamaica and his academic career at Oxford University. Hall helped establish cultural studies as an interdisciplinary field focused on how culture relates to issues of class, race and power. The document also summarizes Hall's influential work on encoding/decoding in media communications, proposing that audiences can decode media messages in dominant, negotiated or oppositional ways. Hall made important contributions to cultural theory and challenged intellectuals to consider the real-world impact of their work.
The document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start the assignment.
4. Review the completed paper and authorize full payment if pleased, or request free revisions.
5. Request multiple revisions to ensure satisfaction. HelpWriting.net guarantees original, high-quality content or a full refund.
A Situative Metaphor For Teacher Learning The Case Of University Tutors Lear...Sabrina Green
This document summarizes a research study that developed a new metaphor for understanding how university tutors learn to grade student coursework and maintain academic standards. The researchers observed tutors grading coursework while thinking aloud, then interviewed them. They analyzed the data to develop a metaphor that positions tutors' learning as an "interplay between vertical, public knowledge and horizontal, practical wisdom knowledge domains." This metaphor aims to better capture tutors' complex, situated learning than the common "theory-practice gap" metaphor. It views tutors as developing professional knowing through negotiating their practice and identities within communities.
Academics Understandings Of The Authorial Academic Writer A Qualitative Ana...Nicole Heredia
This document summarizes a study that explored how academics understand authorial identity in higher education. Semi-structured interviews were conducted with 27 academics across various disciplines. The interviews aimed to identify attributes associated with strong authorial identities and processes involved in developing authorial identity, to inform pedagogical initiatives. Thematic analysis of the interviews identified main themes of "the authorial writer" and its subthemes of authorial confidence, valuing writing, ownership and attachment, authorial thinking, and authorial goals. Additional integrative themes were tacit learning and negotiating identities. The study findings provide insight into how academics perceive authorial identity to inform improving student academic writing and plagiarism prevention.
In a 1,000-1,250-word paper, consider the outcome and process measLizbethQuinonez813
In a 1,000-1,250-word paper, consider the outcome and process measures that can be used for CQI. Include the following in your essay:
At least two process measures that can be used for CQI.
At least one outcome measure that can be used for CQI.
A description of why each measure was chosen.
An explanation of how data would be collected for each (how each will be measured).
An explanation of how success would be determined.
One or two data-driven, cost-effective solutions to this challenge.
Use a minimum of three peer-reviewed scholarly references as evidence.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance
Journal of University Teaching & Learning Practice
Volume 14 | Issue 2 Article 3
2017
Developing Scholarly Identity: Variation in
Agentive Responses to Supervisor Feedback
Kelsey S. Inouye
University of Oxford, [email protected]
Lynn McAlpine
[email protected]
Follow this and additional works at: http://ro.uow.edu.au/jutlp
Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library:
[email protected]
Recommended Citation
Inouye, Kelsey S. and McAlpine, Lynn, Developing Scholarly Identity: Variation in Agentive
Responses to Supervisor Feedback, Journal of University Teaching & Learning Practice, 14(2), 2017.
Available at:http://ro.uow.edu.au/jutlp/vol14/iss2/3
Developing Scholarly Identity: Variation in Agentive Responses to
Supervisor Feedback
Abstract
The central task for doctoral students, through the process of writing, feedback and revision, is to create a
thesis that establishes their scholarly identity by situating themselves and their contribution within a field.
This longitudinal study of two first-year doctoral students investigated the relationship between response to
supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence,
independence in research thinking, positioning the self in relation to others), through the lens of individual
agency (self-assessing work, seeking and critically engaging with others’ feedback in order to clarify research
thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the
research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were
used to produce in-depth portraits of the individual experiences and perceptions of each participant. There
were differences between the two individuals in their growing scholarly identities as regards their agency. The
degree of agency exhibited in engagin ...
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
Purpose, theory and policy for higher educationGeorge Roberts
This document outlines the agenda and content covered in Module 1 of the Cranfield University PGCLTAHE program. The purpose is to analyze and critically reflect on higher education policy and practice. Topics discussed include the purposes of higher education, hidden curriculums, theories of learning, academic identity, and critical perspectives on higher education policy. Learning activities include discussions, card sorting exercises, and reflecting on different learning theories and models.
The document discusses using a genre approach to teaching peer review that incorporates multimodal elements. It argues that peer review must change to accommodate digital works, as professional peer review has evolved to include multimodal projects. A genre approach teaches students the conventions and rhetorical knowledge of peer review. Considering peer review as a genre in itself provides students greater awareness of genres. Multimodal peer reviews allow students to engage in public conversations and apply genre knowledge from different modes of communication.
DetailsBefore beginning the synthesis process, it is important .docxsimonithomas47935
Details:
Before beginning the synthesis process, it is important to become acquainted with the analysis and comparison of empirical articles. In the previous assignment, you engaged with the Comparison Matrix, a tool for analysis and comparison of empirical articles. In this assignment, you will take the next step toward synthesis and write about your observations of the articles you compared using the Comparison Matrix.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Refer to the Comparison Matrix you completed
· Review: Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.
· Review: Baker, V., & Lattuca, L. R. (2010). Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807-827.
· Review: Visser, L., Visser, Y. L., & Schlosser, C. (2003). Critical thinking distance education and traditional education. Quarterly Review of Distance Education, 4(4), 401-407.
· Doctoral learners are required to use APA style for their writing assignments.
Directions:
Locate the Comparison Matrix you completed in the Module 2 assignment. Using the outline you developed, the information from the Comparison Matrix. Write a paper (1,000 words) that compares all three of the articles. Do that by including the following:
1. A statement of common elements and themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?
WRITING ASSIGNMENT
The paper should include the following:
WORD COUNT: 1500 words max.
Introduction. The introduction should engage the reader with a strong opening statement. It should also provide context for the paper, introduce the researchers and their studies (including the purpose of the studies), and include a thesis statement that serves as a roadmap for the reader.
Comparison of Research Questions. Open the section with a sentence that engages the reader and gives a peak into your analysis. Please discuss the main ideas behind the research questions, as well as the researcher’s approach to exploring these questions. Did they use mixed methods, quantitative, or qualitative methods? Mention the number of hypotheses (quantitative) or research questions (qualitative), but do not list the research questions. Remember to compare the approaches and discuss similarities and differences.
Comparison of Literature Reviews. This section should analyze the research the authors use to support their studies. Do not take this section lightly. You want to point out the theory and/or main research the author’s used to set up their study, and if possible mention why. Did all the studies take the same approach, such as using similar authors for support? Do they al.
Academic Integrity And Student Plagiarism Guided Instructional Strategies Fo...Pedro Craggett
The document discusses strategies that two business communication professors implemented to address the problem of student plagiarism. They conducted research on the causes of plagiarism and introduced various instructional strategies in their classes. These included explaining expectations and guidelines for assignments, discussing topics like evaluating sources and citation styles, and requiring students to submit assignments in phases for feedback. The professors found that these measures improved students' written work and increased their understanding of academic integrity. Overall, the strategies aimed to help students become better writers through guidance and support rather than punishment.
Specific Student Outcomes Should Drive The Design Of Instructionnoblex1
Through a liberal education students acquire frames of reference and the ability to analyze and reflect that influence how they view their experience and how they choose to behave. If this is a desired outcome of a liberal education, how can we as educators help students achieve it?
Source: https://ebookschoice.com/specific-student-outcomes-should-drive-the-design-of-instruction/
The document discusses several key challenges facing higher education and potential responses. The main challenges mentioned include maintaining facilities, quality of teaching and support staff, funding, flexibility of learning opportunities, and international student experience. Potential responses include reforming curriculum and assessment, developing a more flexible workforce, and rethinking quality through student engagement. The document also discusses using simulations to provide authentic learning experiences and assess skills.
150
Turkish Online Journal of Distance Education-TOJDE October 2014 ISSN 1302-6488 Volume: 15 Number: 4 Article 8
STUDENTS’ PERCEPTION and BEHAVIOR
of ACADEMIC INTEGRITY:
A Case Study of a Writing Forum Activity
Visara EKAHITANOND
Language Institute
Bangkok University, THAILAND
ABSTRACT
The use of online tools such as forum has helped instructors develop courses that are
engaging and challenging. However, instructors want to ensure that all students
maintain academic integrity when they were assigned to work in an online community.
This paper investigated students’ perception and behavior of academic integrity in an
online discussion forum. Data were collected from 160 students enrolled in a
fundamental English course who were assigned to post and respond to the topics in a
forum. A survey was administered to measure how students perceived ‘academic
integrity’ as well as to investigate students’ experience of violating academic integrity. A
semi-structured interview was further conducted with the involved participants to find
out the reasons behind their performance. The findings revealed that students perceived
some misconduct actions as not cheating, leading to behaviors of academic dishonesty.
As such, students should be informed more about what they can or cannot do in order not
to commit academic dishonesty.
Keywords: Academic integrity, online discussion, learning management system
INTRODUCTION
Technological skill, besides English language competence, is another vital qualification
expected for Thai graduates. They are required to employ information and
communications technology in data analysis, information receivability, and presentation
skills. Therefore, most educational institutions offer further supports on the use of
computer technology as a learning tool and medium. The incoming of technologies in
computer networking facilitates language instructors to alter their practice in computer
uses in classroom. Numbers of on-line tools like e-mails, synchronous CMC, and
discussion forums are more implemented in languages courses. The Internet, of course,
promotes autonomous learning (Chapelle, 2001).
Learning Management Systems (LMS) refers to server-based software that administrates
access and provides on-line learning resources via a standard web browser. Blackboard
and Moodle are commonly used in tertiary education (Schroeder, Minocha, & Schneider, 2010).
151
Most instructors consider the tools applicable and helpful for students’ learning,
activities, testing, practice, access to materials, scoring, keeping tracks, and receiving
feedback from teachers and peers. A discussion forum is a widely recognized tool in the
LMS. Instructors and learners can share their opinions on the electronic platform and
interchange .
PLAGIARISM SCAN REPORT
Date 2019-09-10
Words 404
Characters 2577
Exculde Url None
Content Checked For Plagiarism
Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for
young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break.
However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process,
the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into
the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra,
2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good
students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different
confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus
encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in
particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best
and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to
make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the
learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the
learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal
provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult
learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and
immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock,
R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons,
Inc.
Matched Source
Similarity 6%
Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives...
chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on
sel ...
This document summarizes a research study that explored student assignment production in two courses at a South African university. The study used an ethnographic methodology with a dual focus on students and the curriculum context.
The research design aimed to avoid deficit perspectives of students by validating student experiences through rich descriptions, while also examining the influence of curriculum and institutional structures. Data collection involved observing students' assignment work and interviewing lecturers about curriculum decision-making.
Findings illustrated the complex vocational education environment and how assignments signaled professional knowledge requirements. Student approaches to assignments showed flexibility and agency in engaging with requirements. The methodology provided insight into how curriculum and institutional factors shape student learning opportunities.
Creating a literate environment (presentation)alleighmartin
The document discusses creating a literate environment for students. It involves getting to know each learner through cognitive and non-cognitive assessments. It also involves selecting appropriate texts on different dimensions like narrative vs informational. Implementing interactive practices like modeling strategy use and gradually removing support helps students become strategic readers. Using critical literacy strategies like problem posing questions and character journals helps students examine perspectives. This creates a classroom environment where students comprehend deeper and think from different points of view.
Staffordshire University Conference 2008Lydia Arnold
Online work-based inquiry led learning provides benefits for learners including:
1) Conducting research projects within their workplace to directly apply their learning.
2) Participating in an online community provides peer support and focuses discussion on course content.
3) Using a "patchwork" approach including multimedia and reflection allows for personalized and relevant learning.
Lisa Smith's teaching philosophy focuses on making English courses engaging for students through creative approaches. She discusses controversial current events and films to inspire critical thinking about assigned readings. For example, she had students analyze a mass shooter's manifesto in relation to Clive Lewis' writings. At the heart of her approach is creating a safe environment where students learn from discussions led by the instructor. She aims to challenge students through higher-order thinking assignments based on Bloom's Taxonomy rather than just course objectives. She also uses reading and note-taking techniques to promote academic success and has rethought grading to focus on the learning process over grades. Her goal is for students to not only analyze the world but also reflect inward.
The document defines plagiarism as deliberately using someone else's language, ideas, or original material without acknowledgment. It discusses causes of plagiarism such as poor time management, viewing assignments as unimportant, or lack of instruction on source citation. Responsibilities are outlined for students, faculty, and administrators to address plagiarism through clear policies, designing ethical assignments, and teaching proper research practices. The document recommends best practices for instructors including explaining plagiarism policies, improving assignment design and support, focusing on sources and reading, distinguishing plagiarism from citation errors, and taking appropriate disciplinary actions.
This document provides an overview of strategies to create a literate environment for students in pre-k through 3rd grade. It discusses the importance of understanding cognitive and non-cognitive aspects of students, incorporating interactive, critical, and response perspectives in instruction, and providing an environment rich with text, language, and motivation. Specific strategies are presented, such as implementing formative assessments, selecting appropriate texts based on factors like genre and structure, and teaching students to be strategic readers. Feedback from colleagues emphasizes tailoring instruction to individual students and incorporating social learning.
This document provides an overview of Stuart Hall, one of the founders of cultural studies. It discusses Hall's background growing up in Jamaica and his academic career at Oxford University. Hall helped establish cultural studies as an interdisciplinary field focused on how culture relates to issues of class, race and power. The document also summarizes Hall's influential work on encoding/decoding in media communications, proposing that audiences can decode media messages in dominant, negotiated or oppositional ways. Hall made important contributions to cultural theory and challenged intellectuals to consider the real-world impact of their work.
The document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample if wanting the writer to imitate your style.
3. Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start the assignment.
4. Review the completed paper and authorize full payment if pleased, or request free revisions.
5. Request multiple revisions to ensure satisfaction. HelpWriting.net guarantees original, high-quality content or a full refund.
This summary provides the key steps involved in requesting writing assistance from HelpWriting.net:
1. Create an account by providing a password and valid email address.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample of your writing if you want the style imitated.
3. The request is put up for bid and you review writer qualifications, history, and feedback to select a writer and place a deposit to start the assignment.
4. You can request revisions until satisfied with the final product and authorize full payment. HelpWriting.net guarantees original, high-quality content or a full refund.
The document discusses the definition of a family and how family structures have changed over time. It notes that a family traditionally consisted of parents and children but now includes various combinations such as single parents, same-sex couples, and multigenerational households. The main functions of a family are to socialize children, provide economic and emotional support for members, and give a sense of identity.
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, and the company offers refunds for plagiarized work.
Bacteria are single-celled prokaryotic organisms that lack nuclei and other membrane-bound organelles. They reproduce asexually through binary fission and can transfer genes between each other through processes like conjugation, transformation, and transduction. Bacterial cells contain a single copy of each gene and use various mechanisms to reproduce and share genetic material.
This document provides instructions on how to request and complete an assignment writing request through the website HelpWriting.net. It outlines a 6-step process: 1) Create an account; 2) Complete a 10-minute order form providing instructions, sources, and deadline; 3) Review bids from writers and choose one; 4) Receive the completed paper; 5) Request revisions if needed; 6) Choose HelpWriting.net confidently knowing your needs will be met.
The document discusses using the heat shock method to perform genetic transformation, which involves implanting a segment of DNA from one organism (a jellyfish) into another organism (E. coli bacteria) to make it display the phenotype for that DNA segment. Specifically, it describes an experiment where heat shock was used to genetically transform a piece of DNA from a jellyfish into a sample of E. coli bacteria in order to observe the effects. The heat shock method is one of three ways that genetic transformation can be done to transfer DNA between organisms.
The document provides instructions for users to request writing assistance from HelpWriting.net, including registering for an account, completing an order form with instructions and deadline, and choosing a writer to complete the assignment who will then submit a draft for the user to review and approve or request revisions before making payment. The process aims to match users with qualified writers based on bids to fulfill writing requests while allowing revisions to ensure user satisfaction.
The document discusses how the wheel and currency have significantly impacted human civilization. It notes that the wheel, invented around 3500 BC, made transporting goods and tasks much easier by reducing effort. Currency was also mentioned as contributing power and control over people, and causing conflicts by enabling trade but also corruption. Overall, the document examines how these two inventions shaped civilization.
The document discusses Mahatma Gandhi's personal mission statement, which focused on truth, non-violence, celibacy, poverty, and faith in God. It helped him prioritize his daily routine and stay motivated to achieve his goals. The document also discusses Benjamin Franklin's list of 13 virtues that he valued, such as temperance, silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, and humility. Personal mission statements outline an individual's core values and priorities to help guide their decisions and stay on track.
The document provides instructions for using the HelpWriting.net service to have papers written. It outlines a 5-step process: 1) Create an account; 2) Submit a request with instructions and deadline; 3) Review bids from writers and select one; 4) Review the completed paper and authorize payment; 5) Request revisions if needed, knowing the company guarantees original, high-quality work.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure needs are fully met. HelpWriting.net offers original, high-quality content with refunds for plagiarism.
The document discusses how Ken Kesey chose the character Bromden as the narrator for his novel One Flew Over the Cuckoo's Nest, rather than the primary character McMurphy. Bromden was selected because as a patient in the mental institution, he could observe the damage caused by the head nurse Ratched and reveal the plot's conclusion, which McMurphy could not as he becomes a vegetable at the end. Through McMurphy's rebellious actions and influence, Bromden regains his individuality and sense of self, which had been suppressed by Ratched's control over the patients.
The document provides instructions for using the HelpWriting.net service to have an assignment written for you in 5 steps: 1) Create an account, 2) Submit a request with instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction and get a refund if plagiarized.
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions if needed, and the site guarantees original, high-quality work or a refund.
50 Excellent Extended Essays Lord Of The RingsAaron Anyaakuu
The document outlines the steps to get help with an assignment from the website HelpWriting.net. It involves creating an account, completing an order form with instructions and deadline, and reviewing writer bids before choosing one and placing a deposit. The writer will complete the assignment, and the customer can request revisions until satisfied. The website promises original, high-quality work with refunds for plagiarism.
The document discusses the redevelopment of the Trowbridge Road Corridor in East Lansing, Michigan, which was identified in 2006 as an important area for future redevelopment due to its high visibility and access to Michigan State University. Redevelopment was needed for most properties along the corridor to address preexisting weaknesses like pedestrian safety issues, traffic noise, poor parking lot conditions, and pass-through traffic. River Caddis Developing is overseeing the redevelopment of the area into Trowbridge Village to better complement the surrounding land uses.
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment or request free revisions if needed.
5. HelpWriting.net allows multiple revisions until the client is satisfied, offering refunds for plagiarized work.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
A Briefing On Plagiarism
1. A Briefing on
Plagiarism
Lorraine Stefani & Jude Carroll
genericcentre
ltsn
Learning and Teaching Support Network
Assessment
LTSN Generic Centre
10
SeriesNo
2. Lorraine Stefani is a Reader at the Centre of Academic
Practice, University of Strathclyde. Lorraine has over 12
years experience as a disciplinary based lecturer and 10 years as an
educational developer. Her special interests are staff and
educational development, staff development workshops, curriculum
development, transferable skills and postgraduate student support.
Lorraine has done a great deal of personal research and writing on
innovative teaching and assessment practice in higher education.
Lorraine is an elected member of the ILT Council and Chair of the ILT
Equal Opportunities Sub-committee.
Jude Carroll works as a staff and educational developer
in the Oxford Centre for Staff and Learning
Development (OCSLD) at Oxford Brookes University.
She leads the accreditation course for newly appointed academic
staff and offers workshops on teaching and learning in higher
education institutions around Britain and internationally. A one-off
request from a Brookes colleague sparked an interest in
plagiarism that has now grown to include participation in
the JISC project on plagiarism detection tools, a
collaboration with academic colleagues on embedding
detection practices in assessment, and staff
development workshops course design in Britain and
internationally. She is a member of the ILT and Fellow of the Staff
and Educational Development Association.
3. 10
Introduction 3
The Difficulties of Defining Plagiarism 4
Helping students use definitions
of plagiarism 6
Making time for teaching students 8
Looking for other solutions 9
Looking over the Horizon 11
References 12
Contents
4. LTSN Generic Centre – Assessment Series 2001
Welcome to the Learning and Teaching
Support Network Generic Centre’s series of
Assessment Guides and Briefings. They aim to
provide a series of overviews of important
issues and practices in the field of assessment
for the higher education community.
The Assessment Guides are intended for
colleagues with particular roles and for
students, as their titles suggest. The Briefings
are primarily intended for lecturers and other
staff involved in supporting learning.
The Assessment Series is a snapshot of a field
in which development is likely to be rapid, and
will be supplemented by specific case studies
produced by the LTSN Subject Centres.
The series was developed by Brenda Smith
and Richard Blackwell of the LTSN Generic
Centre with the support of Professor Mantz
Yorke. Experts in the field were commissioned
for each title to ensure that the series would be
authoritative. Authors were invited to approach
the issue in their own way and no attempt was
made to impose a uniform template.
The series editors are grateful to colleagues in
LTSN Subject Centres and other senior
colleagues who refereed the series, and of
course to the authors for enabling its
publication.
We hope that you will enjoy the Assessment
Series and find it interesting and thought-
provoking. We welcome your feedback and
any suggestions you may have for future work
in the area of assessment.
Professor Brenda Smith
Head, LTSN Generic Centre
Richard Blackwell, Senior Adviser,
LTSN Generic Centre
Professor Mantz Yorke,
Liverpool John Moores University
November 2001
Generic Centre Guides and Briefings
5. LTSN Generic Centre – Assessment Series 2001
3
10
Introduction
In a case entitled Did She or Did She Not?
Shapira (1993) describes a student who
apparently lifted paragraphs without
acknowledging her source (in this case, an
eminent author). When challenged, the student
responded that it was not her intention to
plagiarise or cheat that this was the first time
she had done such an assignment, and that
she did not think she was guilty of wrongdoing.
The case study describes how the lecturer
believes it to be plagiarism, prevaricates, and in
the end, awards a slightly lower mark than
would have been the case. The lecturer
therefore implied the student’s actions were
poor academic practice. Like most examples
where plagiarism is involved, the bare bones of
the story provoke plenty of questions: Was this
an example of poor academic practice as
evidenced by the lower mark? Was it significant
that no one ensured the student understood
how to acknowledge and cite source material if
that is what happened? Whose responsibility is
it to determine a fair punishment, the lecturer’s?
Was the action this lecturer took fair? If the
student felt it was unfair, could the decision be
defended? These kinds of questions are
certainly back on the academic agenda.
It is probably a heightened fear of cheating
coupled with a growing interest in the
development of software tools to detect
plagiarism that has resulted in wide ranging
review of current academic practices (see, for
example, Culwin and Lancaster, 2001 and
Carroll and Appleton, 2001). Coupled with this
trend, there is a growing interest in why
students plagiarise and frequent media
attempts to find out the extent of the problem
as Carroll, has repeatedly experienced.
Statutory bodies such as the QAA (2000) have
encouraged a regulatory approach to lessening
the chances of students gaining credit for work
that is not their own. Also many authors have
explored ways of redesigning courses to lessen
opportunities for plagiarism (Carroll and
Appleton, 2001; Gajadhar, 2000).
This paper concentrates on two aspects of this
debate. It argues for clearer, more complete
definitions of plagiarism and makes a case for
accepting the research on assessment for
student-centred learning as a significant help in
lessening the impact of plagiarism. Whereas
electronic detection may seem an answer to
cheating in exams and assignments, it may be
neither the best nor the most problem-free
solution and could even lead to a culture of
suspicion detrimental to student learning. We
suggest starting with student learning and, in
particular, with ensuring students receive clear
and complete guidelines as to what constitutes
plagiarism, how it is defined at disciplinary level
and what actions are taken in the event of a
misdemeanour being identified. This paper also
advocates that academic staff should be
encouraged to review the links between
plagiarism, assessment and classroom actions
and we offer suggestions as to how this might
be done.
6. LTSN Generic Centre – Assessment Series 2001
If staff can be certain that their students
understand the meaning of plagiarism, they can
surely feel easier about expecting them to
comply with rules and recommending
consequences if they do not. The Oxford
Dictionary definition of plagiarism is ‘to take and
use another person’s thoughts, writings,
inventions etc. as one’s own’. A ‘suits all needs’
definition is usually augmented as in this
example:
‘Plagiarism’ can be defined as the attempt to
gain advantage for yourself – academic
advantage, financial advantage, professional
advantage, advantage of publicity – by trying
to fool someone, such as a teacher, an
editor, an employer, or a reader, into
thinking that you wrote something, thought
something, or discovered something which,
in actual fact, someone else wrote, thought,
or discovered. Plagiarism is sometimes
defined, aphoristically, as ‘literary theft’
(McNaughton, 1995).
This new version has much to commend it in
that it addresses the student directly, uses real
language, expands the definition beyond a
narrow classroom context and reminds the
students that plagiarism concerns more than
just using someone else’s words. Including a
reference to intention would strengthen it
further. Some definitions do so, for example:
Plagiarism is the verbatim use of another’s
work as if it is the student’s own work. If
students take the writing of a published
author and present it as their own, this
constitutes plagiarism. Sometimes this is
done unintentionally because of poor
research habits; sometimes it is quite
deliberate. In either case, plagiarism is
unacceptable.
(Faculty of Education, University of Sydney, Australia).
It is also helpful, when defining plagiarism, to
clearly differentiate between cheating and poor
academic practice. Some definitions seem to
imply a continuum of behaviour as in this
somewhat dated example:
The spectrum is a wide one. At one end
there is a word-for-word copying of
another’s writing without enclosing the
copied passage in quotation marks and
identifying it in a footnote, both of which are
necessary. (This includes, of course, the
copying of all or any part of another
student’s paper). It hardly seems possible
that anyone of college age or more could do
that without clear intent to deceive. At the
other end there is the almost casual slipping
in of a particularly apt term which one has
come across in reading and which so
admirably expresses one’s opinion that one
is tempted to make it personal property.
(Martin and Ohmann, 1963).
Students who weave together blocks of text,
citing each source correctly and adding little if
any of their own words have probably written a
very poor paper but they have not plagiarised.
Many students find this distinction hard to grasp
so suggestions in the next section about
teaching them to use the definition are
important but clearly signalling the distinction in
a definition would help.
So, in summary, it is suggested that all
definitions should mention intent. Where there is
room for more than a minimal definition, it would
be useful to remind students of their
responsibilities for either citing a source
correctly when the work is used unchanged or
reconfiguring the work using acceptable
academic practices. This could involve
paraphrasing, summarising and modifying, thus
4
The Difficulties of Defining Plagiarism
7. LTSN Generic Centre – Assessment Series 2001
10
underlining the difference between plagiarism
and poor practice. Linking plagiarism with
writing skills such as paraphrasing is probably
only effective when there is space and time to
explore these issues as they, in turn, probably
require defining and explaining, at the very least
with students who are just starting their
academic careers.
Moving slightly away from the issue of defining
plagiarism for students, there remains the issue
of helping academics clarify their own thinking
about the often-complex matters that surround
plagiarism. It is probably not helpful to share this
level of thinking with students, despite the
current push towards greater transparency
which we both endorse (overtly later in this
paper). Students can be disempowered if they
feel that they are being asked to operate in
areas of ambiguity and disputed meanings yet
being punished when they get it wrong.
However, it is helpful to remind academics that
these are often not straightforward matters. In
our experience, a ‘definition’ exercise is always
more fruitful when done with colleagues or
peers, seeking consensus, rather than done in
isolation. Rooting the discussion in a particular
discipline can also mean an easier agreement.
One problematic area in all disciplines concerns
so-called common knowledge. In many
definitions, facts that are part of everyone’s daily
life are exempt but transplanting this idea to a
disciplinary context can prove less clear cut.
When, for example, is a person “allowed” to
know some fundamental theory in their discipline
– when they arrive at university? When they
graduate? When they get their PhD? It will help
students if academic staff make clear to them
when they must cite ideas, authors and work and
when they can consider themselves sufficiently
“inducted” into the discipline to legitimately know
these things in their own right. What constitutes
common knowledge will change depending on a
student’s level and the context in which it is
expressed (e.g. external publication or a
departmental seminar, at two extremes of the
spectrum for a postgraduate student).
Academics will also need opportunities to
discuss conventions in their discipline.
Biologists, Computer Scientists and Historians
have, in our experience, very different takes on
what is and is not acceptable in student work.
The first step is for each discipline to be clear
about what it expects before seeking to inform
students, probably best done through actively
teaching the skills and through modelling
acceptable behaviour. The next section covers
these matters.
5
Assessment: A Briefing on Plagiarism
8. LTSN Generic Centre – Assessment Series 2001
Students will best understand what constitutes
plagiarism if they actively work with whatever
definitions they are offered. One easy way to
achieve this (and to encourage discussion) is to
ask them for examples or provide your own.
“Jane lifted six paragraphs from the Web the
night before her essay was due because she
was pressed for time and when challenged,
she says she believed that information on the
Web was free.” Did she intend to plagiarise?
Did she in fact plagiarise? “John bought an
essay from a commercial supplier” Did he
intend to plagiarise? “Abu and Raphael did the
work together and each handed in the answers
as his own work” Did their collusion constitute
plagiarism?
The current literature on plagiarism offers fertile
ground for useful quotes. Here are three we
have used with students:
“It’s difficult when you start out in academia,
you could not be sure what it means to be a
student. So when I first started I was again
unsure about what to do in terms of
references and that sort of thing. So you
could say that in some of my essays I did
things wrong unknowingly because I didn’t
reference it right. But that was something to
do with my lack of experience in academia.”
(Ashworth et al 1997).
“There were those times where I had 3 or 4
papers to do in the same week and I went
and found one from your sight (sic). I always
looked up more information and changed it
around a little. It’s not like I wasn’t doing any
work or using this to cheat, it was a helper.”
(A student responding to a Bulletin Board discussion on
whether using others’ essays which were available free on
the web might be cheating).
“I had this really good idea. I thought of it but
then about six months later, I found it in a
book. So my supervisor said I had to cite
this book. But I thought of it. That was MY
idea. I didn’t cite the book and so far,
nothing has happened.”
(Communication to Carroll)
Another memorable activity for students is to
watch staff modelling the behaviours expected
of students. In the context of ‘writing
workshops’ for postgraduate students
embarking on a thesis, for example, modelling a
good example will easily trigger dialogue around
the issue of plagiarism. In our experience, it is
less helpful to model ‘unacceptable’ practice
because the number of ways to not meet
requirements is very large indeed. Students
might, however, enjoy generating a checklist of
unacceptable practice(s) themselves.
Undergraduate students usually find one
exercise insufficient and need guidance and
feedback at several points in their academic
career. Numerous studies confirm students’
confusion in these matters (see, for example,
Ashworth et al, 1997).
When academics explicitly teach students how
to avoid plagiarism, it is certainly helpful to
record such activity and point out explicitly to
students that you have dealt with these matters.
It is probably useful to include information about
how the institution deals with breaches of
academic regulations. A study by Norton et al
(2001) highlights the link between students’
behaviour, their perceptions of the relative
seriousness of different modes of cheating and
their understanding of punishment and
penalties should any cheating be detected. As
student diversity in Higher Education increases,
so too does our certainty that students bring
6
Helping students use definitions
of plagiarisms
9. LTSN Generic Centre – Assessment Series 2001
10
different conceptions, expectations and cultural
mores. It follows, therefore, that we need to
present and explain ‘the rules’ of engagement in
the learning process and prepare students for
the experience of assessment.
Finally, the larger the project, the more
important it is to ensure students are clear
about expectations because it seems that
sometimes, the rules only get invoked for high
value tasks. In a case that reached the High
Court in 1995, a student successfully argued
against punishment for plagiarism in a
dissertation resulting in a third class degree with
the following:
“I was given no advice or guidance about
the format and layout of a project this size
and was certainly not told about the need for
footnotes or how to refer to source material
used. I am trying to argue it could not have
been plagiarism because I did not intend it
and I referenced the book as I had always
done.”
(Charter, 1995 quoted in Miller et al 1998)
The following extract is from a lesson designed
to teach students how to paraphrase. It is
included not because the instructions are clear
[note: some of the statements seem to mix up
copying, rewriting and cutting and pasting
others’ words] but because it attempts to share
with students the beliefs and values that
underpin the requirements we place upon
them:
Only use someone else’s writing when you
want to quote precisely what they wrote. If
this is not your goal, USE YOUR OWN
WORDS. This avoids any ambiguity about
who wrote it. After all, you do not want
someone to accuse you of plagiarism. You
need to learn how to write in your own style.
You may be influenced by authors that you
find clear and easy to understand, but your
writing needs to be YOUR writing. Mimicking
someone else is not a productive exercise.
You just learn to cut and paste. An instructor
who is reading or grading your work is
interested in YOUR understanding of an
idea. I am not interested in your ability to
copy explanations from the textbook. I know
that the author of the book understands it,
which is why I picked the textbook. I need to
know if YOU understand it.
Understanding and learning is more than
just replaying something you have heard.
Writing is a valuable exercise that tests your
ability to explain a topic. I often think I
understand something, until I try to write it
out. This is an important part of learning’.
(Van Bremmer, 1995, emphasis in the original text).
7
Assessment: A Briefing on Plagiarism
10. LTSN Generic Centre – Assessment Series 2001
Often the teachers who are most worried about
plagiarism are those most challenged to deal
with it by giving time to defining and
understanding. Academic staff, burdened with
large classes or whose focus is away from
teaching towards research may well wish that
others do the work. Those who teach subjects
which traditionally have a high demand for facts,
formulae and information may argue that time
spent teaching the rights and wrongs of
academic conduct is not time well spent. Yet
these are just the instances when plagiarism is
a real risk and needs to be treated seriously.
When staff present these arguments (and they
often do), we suggest they balance their
reluctance with anxieties about levels of
plagiarism occurring and with the knowledge
that people best placed to deal with it are the
people in the departments which report the
highest levels of suspicion. Changes at
departmental level will encourage consistency.
Changes made at the level of the individual
academic may lessen the opportunities for
students to submit work that is not their own,
whether intentionally or unintentionally. The next
section argues that the literature on teaching
and learning shows that making it less likely that
students plagiarise will also make it more likely
they will learn.
8
Making time for teaching students
11. LTSN Generic Centre – Assessment Series 2001
10
It is possible to cite a number of things
academics currently do quite unwittingly and
unintentionally that make plagiarism seem a
pragmatic option for the student. Why not cheat
when offered essays that ask them to gather
and present information that they know is just
sitting there on the Web? Why should an
individual student do their own work when
asked to do the same problem as others in the
class, or when asked to solve the same case
study that was used last year? Why make an
effort when everyone in the group gets the
same mark regardless of who does the work?
These things are not difficult to change. A
review of courses and programmes for obvious
opportunities for plagiarism is often fruitful and
could result in departmental agreement about,
for example, how often courses must change or
the balance of learning outcomes that require
collecting (as opposed to analysing)
information.
Whereas formerly, teachers could have some
idea about what the recommended booklist
contained, no one can keep up with an
electronic source which allegedly grows by
several million pages a day. Happily, there is no
need to attempt this. Instead, academic staff
could place greater onus on the skills of
analysing and evaluating information rather than
just finding it (Breivik, 1997).
Sometimes, changes to assessment need be
no more onerous than asking to see several
drafts of a piece of work. We might ask
students to seek out resources, assemble
relevant information then analyse and evaluate
it. This would make full use of students’ ability to
plunder the Web and the library, and develop
key skills such as organisation, judgement and
selecting evidence. Other possibilities include
asking students to analyse recent newspaper
articles, thereby using materials in the public
domain but using them in different ways that
allow for assessment of a range of skills other
than information retrieval and presentation.
Whilst there is much merit in reconsidering the
design of courses and coursework, another
place to start might be in reviewing assessment
and in particular, group assessment. The
department might inspect what task students
are asked to do in groups, list how that is
assessed and check what provision is in place
for recording individual effort. Asking for
electronic submissions in addition to hard copy
would allow the judicious use of electronic
detection tools for collusion. Sometimes,
making group based assessments less
susceptible to copying is as easy as offering
clear instructions, as was demonstrated by a
recent well-publicised case that involved
students in a UK university who were found to
have colluded in a computer science
assignment. The proposed punishment
outraged the students, attracted national
newspaper coverage and prompted a threat of
court proceedings. The students claimed they
had been encouraged to work together and
engage in peer learning on various tasks and
projects. They were adamant that, because the
distinction between working together and
submitting together was unclear, they had been
treated unfairly. The case was settled quickly
internally though little public information is
available as to how the situation was actually
dealt with.
Some changes seem to us less likely to
simultaneously lessen plagiarism and
encourage learning, in particular reverting to
unseen exams and cutting out group work. The
arguments about exams as a reliable and valid
measure of learning are beyond the remit of this
9
Looking for other solutions
12. LTSN Generic Centre – Assessment Series 2001
paper. However, the link between plagiarism
and coursework, especially coursework
involving groups, is often discussed when
academics meet to share concerns about the
growing number of students who plagiarise.
Group work probably encourages
collaborative/peer learning and, when well
designed, can promote deep learning by
actively engaging students in the learning
process. The goal of higher education is to
support and enable the development of the
independent learner (Boud, 1995), something
groups (paradoxically) can achieve. We would
argue that assessment in general and groups in
particular are less problematic if the criteria
allow for group and/or individual effort and if
students understand how they will be
assessed.
Formalised ways of encouraging and
documenting collaboration are possible and
need not be onerous. Where collaboration is
encouraged, clear guidance on what will be
assessed and how learning must be
documented will help students meet
requirements for individual effort. Some of our
own research and development work indicates
that students are capable of distinguishing who
contributed and who did not contribute to
project outcomes (e.g. Butcher et al 1995,
Heylings and Stefani, 1997). Assessment of the
process as well as the product of any task can
act as a motivator to involvement rather than
freeloading (Boud, 1995). An experimental tool
for assessing student effort asks students to log
electronically the way they completed a project
and how they wish it to be judged (Stefani,
Clarke and Littlejohn, 2000). Because entries
are dated automatically, student entries can be
tracked. Whilst this does not rule out the
possibility of plagiarism, it does mean that
students make some of their learning
processes public.
By agreeing with students how criteria will be
used and how assessment judgements will be
made, students can be encouraged to feel
some ownership of the assessment criteria.
Price et al (2000) confirm the importance of
actively involving students in applying
assessment criteria if they are to use and
understand them. This is not easy to achieve.
Research on student understanding (Orsmond,
P. et al 1996 and 1997) indicates that staff and
students have very different conceptions of
what is expected or what is meant by published
or documented assessment criteria relating to
assessment tasks. Actively involving students
means making real efforts to move beyond their
(often-silent) agreement. Because students
often either don’t ask questions or don’t tell us
they do understand, it may take considerable
effort to ensure students understand but the
payoffs for plagiarism may be great. Cole and
Kiss (2000) show that students cheat less
when they see tasks as worth doing, they can
see that the assessment is linked to their
learning, and they are clear about the
expectations we have of them.
10
Assessment: A Briefing on Plagiarism
13. LTSN Generic Centre – Assessment Series 2001
10
Suggestions for lessening plagiarism need not
take large amounts of academic time but they
may challenge academic values and beliefs.
Arguments about promoting student learning
through, for example, peer and self assessment
and student-designed assessment criteria do
not seem sufficient to encourage the more
traditional to adopt new ways of assessment. A
recent survey showed support for peer and
self-assessment was very low. As staff
developers, we find this interesting because we
have seen, over the past ten years, a growing
willingness to adopt new methods for teaching.
Resources relating to teaching and learning
have never been higher, with conferences,
accessible journals, the Learning and Teaching
Support Network (LTSN) and the LTSN Generic
Centre. Induction courses relating to teaching
and learning are welcomed in some places and
accepted in others as unavoidable – in contrast
to former active resistance. However, with
some notable exceptions, assessment seems
relatively untouched. We have both had the
experience of working with academic staff who
seem almost desperate to hang on to
‘traditional’ assessment techniques. In many
instances, where there has been a change in
the teaching to include for example, group work
projects, the assessment strategy has not been
changed significantly to reflect the change in
student learning (Stefani 1998). Staff often say
that they have no control over the assessment
procedures used in their departments.
Linking so called new methods of assessment
with strategies for lessening plagiarism might
increase adoption of the former however, there
are signs of the opposite happening. Often, we
hear colleagues speculate that a fear of
plagiarism might provoke a return to traditional
methods such as unseen exams and individual
project work. Yet graduates need to be able to
make objective judgements about one’s own
and others’ work (Boud, 1995) and to do so,
will need support from academic staff to
develop these skills and to know whether they
have, in fact, gained this ability. If we move in
the direction of making assessment meaningful
to our students, cheating will never be entirely
eliminated - Higher Education is hugely
imperfect, as is life! We were, after all, students
ourselves once upon a time, were we all so
saintly? But we can do more to develop
assessments that do not encourage (however
inadvertently) plagiarism by accepting the
findings of the research on student learning.
In this way, we do not encourage (however
inadvertently) an atmosphere of hostility and
suspicion by relying too heavily on detection
tools.
11
Looking over the Horizon
14. LTSN Generic Centre – Assessment Series 2001
Ashworth, P., Bannister, P., Thorne, P. with
students on the QRM Course Unit (1997) Guilty in
whose eyes? University Students’ perceptions of
cheating and plagiarism in academic work and
assessment. Studies in Higher Education. 22 (2),
187-203.
Boud, D. (1995) Enhancing Learning through Self-
Assessment. London: Kogan Page.
Breivik, P.S. (1997) Student Learning in the
Information Age. Oryx Press.
Butcher, A.C., Stefani, L.A.J., and Tariq, V. N.
(1995), An analysis of Peer and Self Assessment
Techniques in First Year University Project Work.
Assessment in Education: Principles, Policy and
Practice 2 (2), 65-185.
Carroll, J. and Appleton, J. (2001) Plagiarism: a
good practice guide [online]. Joint Information
Systems Committee.
Available from:
http://www.jisc.ac.uk/pub01/brookes.pdf
[Accessed 2 November 2001].
Charter, D. (1995) The Times Higher Education
Supplement. 4 August. Cited in Miller, A.H., Imrie,
B.W. and Cox, K, (ed.) (1998) Student
Assessment in Higher Education. London: Kogan
Page.
Cole, S. and Kiss, E. (2000) What can we do
about student cheating, About Campus,
May/June, pp. 5-12.
Culwin, F. and Lancaster, T. (2001) Plagiarism,
prevention, deterrence & detection [online].
Available for ILT members from:
http://www.ilt.ac.uk/resources/Culwin-
Lancaster.html [Accessed July 2001].
Gajadhar, J. (2000) Issues in plagiarism for the
new millennium: an assessment odyssey [online].
Available from:
http://ultibase.rmit.edu.au/Articles/gaiad1.html
[Accessed July 2001].
Heylings, D.J.A. and Stefani, L.A.J. (1997) Peer
Assessment Feedback Marking in a Large Medical
Anatomy Class. Medical Education 33, 281-286.
Martin, H C. and Ohmann, R M. (1963) The Logic
and Rhetoric of Expression. New York: Holt
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http://www.nd.edu/~art/nobar/plagiarism.html
McNaughton, W. (1995) Student Handbook on
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Norton, L. S., et al. (2001) The Pressures of
Assessment in Undergraduate Courses and their
Effect on Student Behaviours. Assessment and
Evaluation in Higher Education. 26 (3), 269-284.
Orsmond, P. Merry, S., Reiling, K. (1996) The
importance of marking criteria in peer assessment.
Assessment and Evaluation in Higher Education.
21 (3), 239-249.
Orsmond, P. Merry, S. and Reiling, K. (1997) A
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and Evaluation in Higher Education 22 (4), 357-
369.
Price, M., O’Donovan, B. and Rust, C. (2000)
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Teaching in Higher Education. London: Kogan
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Stefani, L.A.J. (1998) Assessing in Partnership
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(2000) Developing a Student Centred Approach to
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12
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