Teaching and Learning Academy Highlights from the week of November 3-5, 2004 Focus on case “Plagiarism or Innovation?” 37 people participated across the four study groups. COMMON PLACES/RECOMMENDATIONS LINGERING QUESTIONS Wednesday @ 3:00 Idea ownership is not universal across cultures; professors must be explicit in their expectations and definitions of what constitutes cheating/plagiarism Need to teach documentation as a strong way to establish authority as a writer. Possible idea for TLA: publish a set of recommendations for WWU on plagiarism/cheating—a set for faculty and a set for students and then use faculty manual as basis for workshop(s). Responsibility for academic integrity needs to be shared by the institution, faculty, and students. How common is plagiarism at WWU? (See 1994-95 Academic Integrity Study conducted by the Office of Assessment.) What are some strategies faculty are currently using to prevent plagiarism? What are some *strategies* students are currently using to plagiarize? Thursday @ 2:00 The University has a responsibility to the community to preserve the quality of the education students receive and the integrity of the degrees that are offered—through preserving their reputation and maintaining high standards. There are different degrees of plagiarism (copying vs. incorrect citation), so there should also be different kinds of consequences for plagiarism. The University should play a role in ethical reasoning in terms of ensuring that students are educated on plagiarism whether it is through Summer-start, individual professors, introductory writing courses, requiring a writer’s handbook, etc. Should one person have complete authority when deciding the consequences of plagiarism? Is an introduction to proper citation and plagiarism enough? How might instructors assume more responsibility to make sure students are thoroughly educated on the subject? To what extent can teachers determine a student’s intent when plagiarism happens? Is it even their responsibility to try? Thursday @ 3:00 It would be a good idea to attach a plagiarism brochure to every syllabus. Teachers should model good citation practices when even speaking in class The threshold for noticing academic dishonesty varies across departments; largely this is due to the varying type of contact teachers have with students (in terms of writtem products.) Is it enough just to fulfill an ethical minimum by notifying students of the policy regarding plagiarism, or should teachers focus more on a clear understanding—a best practices approach? How do you achieve a balance between trying to prevent academic dishonesty with professional vigilance and maintaining an environment of trust in the classroom? To what extent does high-stakes and competitive environment result in more cheating? Friday @ 12:00 The University has few agreed-upon standards for citation; faculty should be clear about their expectations and should put aside time to show exactly what they want, especially since citation style and documentation expectations vary between departments and disciplines. Students need to be taught that citing sources makes their arguments more legitimate. Citing is currently treated as more of a policing tactic than something writers do to establish authority. Students often paraphrase pieces of others’ ideas/language without citing and it’s hard to track. Discipline based citing seminars as well as a more general citation seminar for the university would be useful Why is citing so different across disciplines? To what extent do student writers understand the dangers/benefits of using information from websites? To what extent do students understand how citation guidelines have changed with internet access? How can professors create assignments that encourage students to approach them ethically? We need to have a discussion about motivation – what factors prompt students to plagiarize/cheat? Civil Discourse-in-Action Project Updates Critical Moments Group: the first meeting with the Anthropology class went well; there was lots of conversation without any lull period. The story used was one about a girl from Laos who had a Professor that kept referring to her as “Chinese.” Communication Group: trying to get AS review to a Critical moments meeting; they have been successful at getting more information out about the Outdoor Learning Space. Outdoor Learning Space: Saturday 11/6/04 at 12pm they will begin clearing the rock query. Student Panel: the criteria for evaluations are mostly set; they are currently working on a evaluation style and who they will evaluate Campus Community Coalition: Whole group (75 members total from campus and community) has met, but report not available at this time.