25 Strategies to Prevent Plagiarism

March 17, 2017

As part of the workshops the research team and I have been offering on plagiarism, we give participants a copy of this handout, with 25 strategies on how to prevent plagiarism in their classes.

25 Strategies to Prevent Plagiarism

We talk about some of these strategies during the workshops. Participants report that they do not know how to prevent plagiarism. Sometimes, participants tell us that it has never occurred to them that they could incorporate prevention strategies into their teaching practice, but instead, they have only thought about — and struggled with — how to address plagiarism after it has occurred. In the workshops, we talk about how instructors can implement plagiarism prevention strategies in their own courses. The discussion becomes more productive and more positive when we focus on what we can do to help students cultivate their understanding of academic and research integrity, as part of developing their reputation as emerging professionals.

Workshop participants report back that they have appreciated having these strategies on a single-page handout. So, I am sharing the handout here with you, so you can use it, too. The audience for our workshops is instructors in higher education institutions, but many of the strategies can be adapted for K-12 and other contexts, too.

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

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Workshop for Educators: Academic Integrity – Opening Up the Conversation Around Plagiarism

March 15, 2017

Today my research assistants, Jenny and Ian, collaborated with me to facilitate a workshop to faculty members and grad students in the Werklund School of Education, University of Calgary, on plagiarism. This workshop is part of the knowledge sharing and mobilization for a research project on plagiarism in our school of education.

Here’s a photo of the group discussing their experiences with plagiarism in their professional practice in higher education contexts.

2017-03-15 - Worshop photo 1

We brainstormed ideas about why students plagiarize:

2017-03-15 - Workshop photo 2

Then, we talked about the reasons why students plagiarize, as informed by the research literature, and compared participants’ responses to what is evident in the literature. There were numerous parallels between participants’ experiences and what we found in the literature.

2017-03-15 - Workshop photo 3

Finally, we shared strategies about how to prevent plagiarism and also how to address it if you encounter it in a student’s work.

You can find a copy of our slides from the workshop here:

You can download a copy of the supplementary materials guide that we gave out to participants here: http://hdl.handle.net/1880/51859

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Here are some other posts related to this research project:

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Plagiarism Workshop for Hokkaido University of Education Exchange Students

March 13, 2017

Today I co-presented a workshop on plagiarism for exchange students from Hokkaido University of Education who are at the University of Calgary for a one-month stay to improve their English language skills.

My co-presenter was Benedict “Kojo” Otoo, a graduate research assistant working with me on the academic integrity research project.

You can find a copy of our slides online here: https://youtu.be/zBnqdGM36P0

Related posts:

Here are some other posts related to this research project:

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How to develop your Knowledge Mobilization Plan (KMP)

March 8, 2017

This week in one of my courses, I’m working with doctoral students to help them understand and figure out how to develop a Knowledge Mobilization Plan (KMP) for their research projects. The KMP is a required element of their project this term.

Here are some resources I shared to help them understand what KMPs are and how to build one:

https://research.usask.ca/documents/Knowledge_Mobilization.pdf

http://www.oise.utoronto.ca/research/UserFiles/File/Amanda%20Cooper%20Building%20KM%20Plans%20UT%20Final%20Post%20Version.pdf

https://www.edu.uwo.ca/research/documents/Thinking_About_Knowledge_Mobilization_Plans.pdf

http://www.sshrc-crsh.gc.ca/funding-financement/policies-politiques/knowledge_mobilisation-mobilisation_des_connaissances-eng.aspx

http://www.slideshare.net/sreibling/how-to-write-a-knowledge-mobilization-plan

https://www.mta.ca/uploadedFiles/Community/Research_and_creative/Research_Office/Mount_Allison_Connects/Institute_events/Building%20a%20Knowledge%20Mobilization%20Strategy.pdf

I also shared my approach to knowledge mobilization for my own research. I use a multi-dimensional approach that includes four different audiences:

  1. Academic – Academic (peer-reviewed) articles, academic conferences
  2. Professional – Professional journal articles (edited); Professional reports; professional conferences (e.g. teachers’ conventions); professional development workshops
  3. Social media – My blog Twitter (@DrSarahEaton); LinkedIn; Research Gate & Academia.edu. (Note: Those last two are are like LinkedIn, but directed towards those working in research).
  4.  Community – This can include public presentations or workshops. The key is to tailor these to a broad general audience.

I am to get my work out to as many different audiences as possible and to create a digital footprint for the work, so that if someone comes across it years down the road and they are interested long after I have moved on to new projects, they can still find out about the project.

I also look for ways to link the “products” or “outputs” of my projects. For example, I just led a project on signature pedagogies for e-learning in Higher education. I had the report archived on the University’s digital repository, so the citation looks like this:

Eaton, S. E., Brown, B., Schroeder, M., Lock, J. & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51848

I then blogged about the report on this blog: Signature pedagogies for e-learning in higher education and beyond http://wp.me/pNAh3-1MP

I then Tweeted about the report, which then got Re-tweeted by two of the co-authors:

RT

Brown RT.jpg

I also posted or submitted a copy of the report at:

  • Research Gate:
  • Academia.edu
  • LinkedIn.
  • ERIC (When there is a full report available).

Basically, I try to get the word out in any many ways as possible.

All this, by the way, took less than two hours to do. I have had these accounts set up for some years now and this has been a fairly consistent process for me when I want to mobilize knowledge about a project.

Here is an infographic I created to help you visualize how you might develop your own KMP. Not all the elements I talked about in this post fit onto the infographic, so don’t think of the visual as exhaustive:KMP.jpg

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EDER 708.01 Collaboratory of Practice II: Post-Secondary Leadership

February 15, 2017

U of C logo - 2015I usually post copies of my course outlines here on the blog, both for current students and for future ones. I realized that I forgot to post this earlier, so I am adding it now. This winter I have the pleasure to work with an awesome cohort of students specializing in post-secondary leadership. Here’s what the course is about:

Course Description:

Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories.  A collaboratory is a new-networked organizational form involving structured experiences of authentic, real-world practice that serve as sources of active inquiry and professional learning.  Using a studio or “collaborative laboratory” learning design, this course facilitates the application of knowledge in real world settings and to investigate and learn from inquiry in the field.

The goal of this second collaboratory is to promote critical inquiry that addresses high-leverage problems of practice related to teaching, learning, and leading in order that service and collaboration among colleagues and the professional communities can be enhanced.  It will provide students the opportunity to critically apply theoretical and technical knowledge, to develop and refine professional skills, and to integrate theoretical, research, and practical knowledge through a focus on data collection and analysis.

Learner Outcomes:

By the conclusion of this course each learner will:

  1. evaluate and select a research methodology to address the research questions.
  1. determine a setting, sample and data sources applicable to the research problem and purpose.
  2. develop methods of data collection and data analysis to address the research problem and purpose within the ethical requirements of the Research Ethics Board.
  3. write a draft Research Methods and Methodology section for an EdD Research Proposal.

Throughout this course each learner will:

  1. contribute to an online scholarly community;
  2. provide constructive feedback on colleagues’ work in collaboratory (studio) groups and incorporate feedback into one’s own work; and
  3. develop and enhance scholarly writing skills through ongoing cycles of feedback from peers, the instructor and the supervisor.

Here’s a copy of the course outline: eder_708-01_l01_eaton_w2017-final-approved

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Focus Groups: Training Manual for Research Assistants

February 13, 2017

ra-training-manual-cover-001As the research project on academic integrity and plagiarism gets underway, I prepared a training manual for the research assistants I am working with.

This manual is an open source document and I am making it freely available as a .pdf for other scholars and research assistants.

Here is the link to the manual: ra-training-manual-focus-groups-2017-02-10

Here is the complete citation for the manual:

Eaton, S. E. (2017). Research assistant training manual: Focus groups. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51811

The research team is grateful to the Office of Teaching and Learning, Werklund School of Education, University of Calgary, who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.

I have to give a special shoutout of appreciation to Yvonne Kjorlien, Research Facilitator, Werklund School of Education, and Benedict “Kojo” Otoo, Research Assistant, for their review of drafts of this manual and feedback for improvement.

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New research project: Student learning in synchronous online classes

January 23, 2017
Image courtesy of patrisyu at FreeDigitalPhotos.net

Image courtesy of patrisyu at FreeDigitalPhotos.net

Are you involved with online learner as a student or an educator? Have you ever wondered how effective those real-time synchronous (webinar) sessions are for students?

A couple of colleagues and I were wondering the same thing, so we set up a research project to study it.

The primary research question guiding this inquiry is:

  1. How do online synchronous sessions support student learning in professional graduate programs engaging in research active opportunities for scholarship of the profession?

Secondary research questions include:

  1. To what extent do online synchronous sessions impact student learning in researching authentic problems of practice through distance delivery courses?
  2. How do the online synchronous sessions align with the learning outcomes for research design courses?
  3. What signature pedagogies make for successful learning during online synchronous sessions?

Check out our full research brief here:

Eaton, S. E., Brown, B., & Schroeder, M. (2017). Student learning in synchronous online classes: Research project brief. Retrieved from http://hdl.handle.net/1880/51792 doi:10.13140/RG.2.2.29667.55844

We are grateful to the Office of Teaching and Learning, Werklund School of Education, University of Calgary, who awarded funding for this project under the Scholarship of Teaching and Learning Grant, 2016-2017.

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