Highlights from Plagiarism Education Week 2015

Over 17,000 educators and students registered for the Plagiarism Education Week 2015 virtual conference, which took place April 20-24. Twelve speakers conducted eight online sessions based on the theme “Copy/Paste/Culture.” Although the conference had 10 sessions in 2014, this was our largest audience since the conference began in 2013.

Based on the feedback we received, and our own opinions, the talks were thought-provoking, the audience questions were insightful, and we learned quite a few things about how to build a culture of integrity.

Starting Grassroots Initiatives at Your School

Institution-wide adoption strategies blog by Cindy Freed, English Dept. Chair at Pinellas Park High School

Cynthia Freed 2

The motivation to further the agenda of a grassroots effort takes initiative. With that being said, it also takes persistence, credibility and a passion for what is being extolled by the efforts. As an English Chair of a high school located in a county that has over 101,000 students and state standards that profess the need to prepare students for college and career, I have been a firm believer in accessing the 21st century skills required of students in order to be successful in our global society. As a result of this maxim, over the past seven years, I have been a huge proponent of turnitin.com as an online platform for allowing students and teachers to interact in a manner in which technological skills are enhanced and time and energy are saved.

2015 All-Stars

All-Star thoughts by Audrey Wick, Winner of the 2015 All-Stars Awards and English Professor at Blinn College


In 2014, I earned the Turnitin Higher Ed MVP All-Star award for actively promoting the use of Turnitin inside and outside Blinn College in the central Texas region where I teach English as a full-time professor. This year, it was my honor to serve as a judge for the 2015 All-Star Awards, which recognize dedicated educators who have a passion for teaching.

Q&A on Changing Culture to Promote Integrity: Why Progress Is Possible

david callahan 100 round Plagiarism Education Week Q&A with David Callahan, author of The Cheating Culture: Why More Americans Are Doing Wrong to Get Ahead.

In this 2015 Plagiarism Education Week webcast, "Changing Culture to Promote Integrity: Why Progress Is Possible," Callahan explores key drivers of the cheating culture and outlines what it will take to dismantle that culture.

Here are Callahan's thoughts on several questions from our audience members:

Q&A on Improvisation and Plagiarism: Fostering a Culture of Integrity

teddi fishman 100 roundPlagiarism Education Week Q&A with Teddi Fishman, the Director of the International Center for Academic Integrity (ICAI).

In this 2015 Plagiarism Education Week webcast, "Improvisation and Plagiarism: Fostering a Culture of Creativity," Fishman shares her thoughts on how to promote a culture of creativity through improv exercises, role-play workshops, and other student engagement activities to help students understand what is "original."

Here are Teddi's thoughts on several questions (with some links to more resources!) from our audience members:

Make an Impact with Class Stats

Tony Russell-square Guest classroom practices blog post written by Tony Russell, English Professor at Central Oregon Community College

I make full use of Turnitin’s QuickMarks and Audio Comment features, but nothing has had a greater impact on my students than the Class Stats feature. With Class Stats, I can identify patterns of both concern and progress, and I find that students value both.

Becoming a Better Chess Player

Jessica Cooke-square Guest classroom practices blog post written by Jessica Cooke, Lecturer, Department of English, University of North Georgia, Oakwood Campus

I stopped playing chess with my husband a few years ago after we had our second child (but, truthfully, it was because he kept beating me resoundingly). I regret giving it up because what I’ve discovered since is that teaching writing-intensive classes require a certain amount of strategy and forward thinking, much like playing chess. To handle my substantial grading load, I embrace practical technologies through Turnitin.com, particularly voice comments. What I am able to say to individual students in three recorded minutes is impressively detailed, and the students appreciate them. They like the audio comments for several reasons.

What Students Say About Turnitin

jennifer-haber-square Classroom practices blog post written by Jennifer Haber, Professor of Communications at St. Petersburg College

As someone who has been teaching English classes for about eighteen years, I am oftentimes looking for new ways to engage students—to encourage my students to write, to help them understand the value of writing, and to prepare them for future writing experiences. Actually, I guess what I want to do is to transform my students into writers.

Student QuickMark Competitions

david-sawyer-square Guest classroom practices blog post written by Alan Reid, an Assistant Professor of First-Year Writing and Instructional Technologies at Coastal Carolina University

As Assistant Professor of First-Year Writing and Instructional Technologies, I constantly seek new methods to engage students in reading and reviewing peer work in class. I implement a bring-your-own-device (BYOD) model in my undergraduate composition courses, where students are asked to bring a laptop or tablet to every class meeting. This affords students the ability to submit and peer review work digitally, and I provide written and audio feedback on their writing using GradeMark in Turnitin.

3 Things to Think About When Creating Voice Comments

jennifer-haber-square Classroom practices blog post written by Jennifer Haber, Professor of Communications at St. Petersburg College

A few years ago, I gave my online writing students an assignment that asked them to look at the feedback I provided and answer three questions based on my feedback. Since I wasn’t sure some of my students were reading my comments, I thought this strategy would be a great way to ensure that they were engaged in the process. I asked them three questions:

What Makes Feedback Effective?

In this blog, you can explore preliminary findings from over 1000 students in our most recent 2015 study “From Here to There: How Students Use Feedback.”


Since our most recent study, “Instructor Writ Large: Student Perceptions on Effective Feedback,” we are continuing the investigation into the effectiveness of feedback with our latest survey, which is currently out and collecting data from students. This questionnaire delves more deeply into how students interact with feedback. Here are some intriguing, preliminary results we are seeing:

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