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View excerpts from our November 6, 2003 Faculty Development Seminar on academic integrity led by Alison Baird Lovell, Senior Communication Fellow.
Strategies for Faculty
- Include a brief statement about academic integrity on your syllabus, as relevant to your discipline.
- Encourage discussion in class about academic integrity and plagiarism, and allow students to ask questions about appropriate use of sources.
- Monitor how students are learning -- do they understand the material? Do they know exactly what you expect of them in the course? This may be done through class journals, in-class assignments involving low-stakes writing, or online discussion threads. It will give you a sense of the students' writing styles as well, which you can compare later with their submitted work.
- If you assign a big term project/paper, guide students through its stages, including research and drafts -- emphasize the assignment's stages and the process of putting it together.
- Ask students to write a short report about their research or an annotated bibliography to accompany the assignment.
- Structure student research and guide them in learning to perform it -- for example, suggest or assign useful resources (books, articles, links, databases).
- Consider multiple, small-scale assignments instead of one term project/paper due at the end of the semester.
- Consider alternatives to the multiple-choice exam: What is the pedagogical value of the multiple-choice exam? How can you assess students' progress in a way that encourages them to think critically and apply what they are learning?
- Assignments that are specific, closely related to class discussions, or involve a comparison can help deter plagiarism, since material is less likely to be found online that conforms to it exactly.
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For additional information and links to other Academic Integrity related resources available online, please see our Academic Integrity resource page.
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Prepared by Alison Lovell, David Lavictoire, Mikhail Gershovich and Milena Djibankova.
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