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.”

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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:

Giving Students a Fighting Chance

Read how Jennifer Schroeder, Associate Professor of Biology at Millikin University, helps her students 'get' proper citation practices.

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Time and time again, my students amaze me with their ability to learn. However, the mistakes they often make with citation come not from being unable or unwilling to properly cite, but from not knowing how to make the right changes.

Helping Students Develop their Argument

Read how Rachel Pezold, English and Creative Writing Teacher at Washington High School, gives targeted feedback in Turnitin to help students develop their argument.

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The CEW (Claim, Evidence, Warrant) QuickMarks allow teachers to give students feedback about their evidence writing. They are useful in ensuring that students are really understanding how to use evidence as support to their argument - and then making that evidence useful in the paper.

Quick Tip: Targeted Feedback for Better Conclusions

Read how Matthew Davidson, English teacher at Sutherland High School, provides feedback to better improve student conclusions.

Matthew-Davidson

My "Conc." QuickMark. Description: A conclusion should leave your reader with a sense that your paper, while defending an initial premise, has been building toward an important idea.

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