DOI - Vydavatelství Mendelovy univerzity v Brně

Identifikátory DOI

DOI: 10.11118/978-80-7509-772-9-0009

ACADEMIC INTEGRITY TEACHER TRAINING: PREVENTIVE PEDAGOGICAL PRACTICES ON THE COURSE LEVEL

Sonja Bjelobaba
Center for Research Ethics and Bioethics & Department of Modern Languages, Uppsala University, Sweden

More often than not, academic integrity as a discipline is defined by stating what it is not. Instead of focusing on what we want our students to do, we tell them that they should not cheat, plagiarize, collude, falsify or fabricate data, or engage in contract cheating. When defined in this way, academic integrity focuses on corrections of students’ behaviour, detection, and punishment, still generally managing to avoid explaining to students what we want them to do instead. Academic integrity can – and should – be defined in other ways, as a set of positive values or an agreement with ethical and professional principles, standards and practices that involve the whole institution. Such a change in the definition inevitably changes our teaching of academic integrity: instead of correcting students’ behaviour, different methods of the preventive and pedagogical promotion of academic integrity can be explored. One of them is an integration of academic integrity across the curriculum thus permeating all higher education. In order to achieve that, educational measures should not only be aimed at students, but to their teachers as well. In this paper a structure of an academic integrity teacher training workshop is presented with a focus on the integration of academic integrity in curriculum through constructive alignment and the examples of different preventive pedagogical practices.

stránky: 9-18



Reference

  1. ANDERSON, L. W., KRATHWOHL, D. R., & AIRASIAN, P. W. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
  2. BEITZ, J. M. (2019). Padlet. Nurse Educator, 44(3), 169. doi: 10.1097/NNE.0000000000000648. Přejít k původnímu zdroji...
  3. BERTRAM GALLANT, T. (2008). Academic Integrity in the Twenty-first Century: A Teaching and Learning Imperative. https://www.peterlang.com/view/9783631781593/xhtml/chapter10.xhtml
  4. BERTRAM GALLANT, T. (2016). Leveraging Institutional Integrity for the Betterment of Education. In BRETAG, T. (eds.) Handbook of Academic Integrity. Springer, Singapore, 979-994. Přejít k původnímu zdroji...
  5. BIGGS, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364. https://doi.org/10.1007/BF00138871 Přejít k původnímu zdroji...
  6. BIGGS, J. (2003). Aligning teaching and assessing to course objectives. Teaching and Learning in Higher Education: New Trends and Innovations, 2, 13-17.
  7. BJELOBABA, S., MUMTAZ, S., & FISHMAN, T. (forthcoming 2020). The Challenge of Understanding Plagiarism: How do we know what we don't know?
  8. BLOOM, B. S., KRATHWOHL, D. R., & MASIA, B. S. (1984). Taxonomy of Educational Objectives. The Classification of Educational Goals: Cognitive Domain Handbook 1. New York: Longman
  9. BLOXHAM, S., & BOYD, P. (2007). Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead: McGraw-Hill International (UK) Ltd.
  10. BREEN, L., & MAASSEN, M. (2005). Reducing the incidence of plagiarism in an undergraduate course: the role of education. Issues in Educational Research, 15(1), 1-16.
  11. BRETAG, T. (2019a). Contract cheating will erode trust in science. Nature, 574(7780), 599. doi:10.1038/d41586-019-03265-1 Přejít k původnímu zdroji...
  12. BRETAG T., HARPER R., BURTON M., ELLIS C., NEWTON P., HAERINGEN K., SADDIQUI S., & ROZENBERG P. (2019b) Contract cheating and assessment design: exploring the relationship, Assessment & Evaluation in Higher Education, 44:5, 676-691, DOI: 10.1080/02602938.2018.1527892 Přejít k původnímu zdroji...
  13. BRETAG, T., MAHMUD, S., WALLACE, M., WALKER, R., JAMES, C., GREEN, M., EAST, J., MCGOWAN U., &
  14. PATRIDGE, L. (2011). Core elements of exemplary academic integrity policy in Australian higher education. International Journal for Educational Integrity, 7(2). https://doi.org/10.21913/IJEI.v7i2.759 Přejít k původnímu zdroji...
  15. BRETAG, T., MAHMUD S., WALLACE M., WALKER R., MCGOWAN U., EAST J., GREEN M., PARTRIDGE K., & JAMES C. (2014). Teach Us How to Do It Properly! An Australian Academic Integrity Student Survey. Studies in Higher Education, 39(7): 1150-1169. doi: 10.1080/03075079.2013.777406 Přejít k původnímu zdroji...
  16. CARROLL, J., & ZETTERLING, C. M. (2009). Hjälp studenterna att undvika plagiering: Guiding students away from plagiarism. Stockholm: KTH Learning Lab.
  17. CARROLL, J., & APPLETON J. (2001). Plagiarism: A Good Practice Guide. Accessed 25 May 2020. https://goo.gl/wUx2wG
  18. CLARKE, R., & LANCASTER, T. (2006). Eliminating the successor to plagiarism: Identifying the usage of contract cheating sites, in Paper Presented at the Second International Plagiarism Conference. Gateshead.
  19. COLLINS, M. E., & AMODEO, M. (2005). Responding to Plagiarism in Schools of Social Work: Considerations and Recommendations. Journal of Social Work Education, 41(3), 527-543. https://doi.org/10.5175/JSWE.2005.200303131 Přejít k původnímu zdroji...
  20. COURT, K. (2014). Tutor feedback on draft essays: developing students' academic writing and subject knowledge. Journal of Further and Higher Education 38(3): 327-345. Přejít k původnímu zdroji...
  21. CURRIE, P. (1993). Entering a disciplinary community: Conceptual activities required to write for one introductory university course, Journal of Second Language Writing, 2(2), 101-117, https://doi.org/10.1016/1060-3743(93)90012-R. Přejít k původnímu zdroji...
  22. DAVIS, M., & CARROLL, J. (2009). Formative feedback within plagiarism education: Is there a role for text-matching software? International Journal for Educational Integrity, 5(2), 58-70, DOI https://doi.org/10.21913/IJEI.v5i2.614 Přejít k původnímu zdroji...
  23. EAST, J. (2009). Aligning policy and practice: An approach to integrating academic integrity. Journal of Academic Language and Learning, 3(1), A38-A51.
  24. EAST, J., & DONNELLY, L. (2012). Taking Responsibility for Academic Integrity: A collaborative teaching and learning design. Journal of University Teaching & Learning Practice, 9(3). Retrieved from http://ro.uow.edu.au/jutlp/vol9/iss3/2 Přejít k původnímu zdroji...
  25. FERGUSON, K., MASUR, S., OLSON, L., RAMIREZ, J., ROBYN, E., & SCHMALING, K. (2007). Enhancing the
  26. Culture of Research Ethics on University Campuses. Journal of Academic Ethics, 5(2-4), 189-198. https://doi.org/10.1007/s10805-007-9033-9 Přejít k původnímu zdroji...
  27. FOLTYNEK, T., DLABOLOVA, D., ANOHINA-NAUMECA, A., RAZI, S., KRAVJAR, J., KAMZOLA, L., GUERRERO-DIB, J., ÇELIK, O., & WEBER-WULFF, D. (2020). Testing of Support Tools for Plagiarism Detection. arXiv Publisher (Open Access): https://arxiv.org/pdf/2002.04279.pdf Přejít k původnímu zdroji...
  28. GARNHAM, W., & BETTS, T. (2018). The Padlet Project: Transforming student engagement in Foundation Year seminars. Compass: Journal of Learning and Teaching, 11(2). doi:https://doi.org/10.21100/compass.v11i2.714 Přejít k původnímu zdroji...
  29. GULLIFER, J., & TYSON, G. (2014). Who has read the policy on plagiarism? Unpacking students' understanding of plagiarism. Studies in Higher Education, 39(7), 1202-1218. Přejít k původnímu zdroji...
  30. HOWARD, R. M. (1995). Plagiarisms, Authorships, and the Academic Death Penalty. College English, 57(7), 788-806. doi:10.2307/378403 Přejít k původnímu zdroji...
  31. HUISMAN, B., SAAB, N., VAN DRIEL, J., & VAN DEN BROEK, P. (2018). Peer feedback on academic writing: undergraduate students' peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education 43(6): 955-968. Přejít k původnímu zdroji...
  32. INTERNATIONAL CENTRE FOR ACADEMIC INTEGRITY. (2014). Fundamental Values Project. Retrieved 31 May 2018, from https://academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf
  33. MACDONALD, R., & CARROLL, J. (2006). Plagiarism - A complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education, 31(2), 233-245. https://doi.org/10.1080/02602930500262536 Přejít k původnímu zdroji...
  34. MCCABE, D. L. (1993). Faculty responses to academic dishonesty: The influence of student honor codes. Research in Higher Education, 34, 647-658. Přejít k původnímu zdroji...
  35. MCCABE, D. L., & TREVINO, L. K. (1993). Academic dishonesty: Honor codes and other contextual influence. Journal of Higher Education, 64, 522-538. Přejít k původnímu zdroji...
  36. MCCABE, D. L., TREVINO, L. K., & BUTTERFIELD, K. D. (2001). Dishonesty in academic environments: The influence of peer reporting requirements. Journal of Higher Education, 72, 29-45 Přejít k původnímu zdroji...
  37. MORRIS, E. J., & CARROLL, J. (2016). Developing a Sustainable Holistic Institutional Approach: Dealing with Realities "on the Ground" When Implementing an Academic Integrity Policy. In BRETAG, T. (eds.) Handbook of Academic Integrity, 449-462. https://doi.org/10.1007/978-981-287-098-8_23 Přejít k původnímu zdroji...
  38. MORRIS, E. J. (2016) Academic Integrity: A Teaching and Learning Approach. In BRETAG, T. (eds.) Handbook of Academic Integrity. Springer, Singapore, 409-412, https://doi-org.ezproxy.ub.gu.se/10.1007/978-981-287-098-8_11 Přejít k původnímu zdroji...
  39. NEWTON, P. (2018). How Common Is Commercial Contract Cheating in Higher Education and Is It Increasing? A Systematic Review. Frontiers in Education, 3, https://doi.org/10.3389/feduc.2018.00067 Přejít k původnímu zdroji...
  40. PARK, E., & CHOI, B. (2014). Transformation of classroom spaces: traditional versus active learning classroom in colleges. Higher Education (00181560), 68(5), 749-771. https://doi-org.ezproxy.its.uu.se/10.1007/s10734-014-9742-0 Přejít k původnímu zdroji...
  41. PECORARI, D. (2013). Teaching to Avoid Plagiarism: How to Promote Good Source Use. Maidenhead: Open University Press.
  42. SUTHERLAND-SMITH, W. (2008). Plagiarism, the Internet, and Student Learning: Improving Academic Integrity. Routledge.
  43. TAUGINIENE, L., GAIZAUSKAITE, I., GLENDINNING, I., KRAVJAR, J., OJSTERSEK, M., RIBEIRO, L., ODINECA, T.,
  44. MARINO, F., COSENTINO, M., & SIVASUBRAMANIAM, S. (2018, January 31). Glossary for Academic Integrity. Retrieved 20 May 2020, from http://www.academicintegrity.eu/wp/wp-content/uploads/2018/02/GLOSSARY_final.pdf
  45. WEBER-WULFF, D. (2015). Plagiarism Detection Software: Promises, Pitfalls, and Practices. In BRETAG, T. (eds.) Handbook of Academic Integrity. Springer, Singapore, 625-638. Přejít k původnímu zdroji...
  46. WEBER-WULFF, D. (2019) Plagiarism detectors are a crutch, and a problem, Nature, 567, 435, doi: 10.1038/d41586-019-00893-5 Přejít k původnímu zdroji...