Center for Innovative Pedagogy

This tutorial from the Colby, Bates, and Bowdoin consortium walks through academic honesty issues in a way which might be more engaging (and more detailed) than a short policy statement could be. Part of a larger "plagiarism resource site."

"The study presented here explores the responses and perceptions of a group of first year students at an Irish university after their first contact with anti-plagiarism software in the context of peer-reviewed assignments. The results indicate that the use of anti-plagiarism software led to a decrease in Internet plagiarism and to lower grades being awarded in peer reviews. Additionally, students were found to have a positive attitude towards the anti-plagiarism software in the context of peer reviewed assignments." - from the abstract.

In particular, see the sidebar on "Preventing plagiarism in research papers."

"When I first taught Intro­duc­tion to the Dig­i­tal Lib­eral Arts, I named it so in order to include projects going on in bio­chem­istry and the per­form­ing arts as well as those that fit the more tra­di­tional pro­file of DH, such as the­matic research col­lec­tions of writ­ers and his­tor­i­cal peri­ods. All of these fields are expe­ri­enc­ing changes due to the inno­v­a­tive use of tech­nol­ogy in both teach­ing and research, and all of them are par­tic­i­pat­ing in a com­mon move­ment that can­not be described as DH, even though the lat­ter is inti­mately con­nected with much of it."

This tutorial from Indiana University on recognizing (and avoiding) plagiarism is wordy, but the "Examples" and "Practice" sections in particular would be useful to students.

A catalog of resources for the Digital Humanities (um, sorry, Digital Liberal Arts). Use the Search feature to find entries for tools you might want to consider for your project. (Note: we cannot vouch for all of these tools, and some of them are defunct. However, this is a great starting point.)

Francis Su delivered this address as the MAA Haimo Teaching Award Lecture. In it, he talks about the role which grace plays in teaching.

"MOOCs will get better quickly. There are important reasons for some universities to do this. Soon there may routinely be as much or more learning in MOOCs. The response, however, should not be for everyone to start offering MOOCs." Enter the MBC - the Massively Better Classroom. A terrific analysis and collection of links by Jose Bowen.

Designed for economics, a number of these modules in areas like service learning and just-in-time teaching are also adaptable to other disciplines.

"based on the collective experience, over many years, of CUR members who have engaged undergraduate students in research, .... Roger Rowlett, Linda Blockus, and Susan Larson have drawn on this extensive knowledge base to design an instrument to assist institutions to self- assess the maturity of their undergraduate research programs. The instrument aspires to present the best practices in undergraduate research."

Slides from a NITLE webinar presented by Kelly McBride on encouraging a culture of originality and intellectual honesty in student writing. Recording of the event also available.

Recommended during a NITLE webinar on encouraging originality in student writing.

Recommended during a NITLE webinar on encouraging originality in student writing.

Recommended during a NITLE webinar on encouraging originality in student writing.

Recommended during a NITLE webinar on encouraging originality in student writing.

This study examines the Internet sources higher education students use in their written work and the implications of their choices. It is based on an analysis of over 112 million content matches from more than 28 million student papers submitted to Turnitin between July 2011 and June 2012. Included are recommendations for educators on how to improve student research and citation skills.

Recommended during a NITLE session on encouraging original writing.

Blog post by Tracy Mitrano, NITLE Fellow.

MOOCs are in the news -- not surprising. I decided to pass along two articles from yesterday's Chronicle of Higher Education; this is the first. The title basically tells the story, but underlying the main point are two sub-points. First, the ho-hum nature of the GSU attitude: "the Georgia State University Senate had little difficulty in finding a way to provide credit for MOOCs." I wonder about that. Second, the offhand announcement of what could significantly ratchet up departmental work loads: "academic departments (will) determine if (students completing MOOCs) have the required understanding of the material."

This is the second of two MOOC-related stories in the Chronicle yesterday. I am "taking" a MOOC at the moment, which is taught by a professor at Duke University. I do get the feeling that he is treating me (and all the students in the MOOC) with respect, but I can imagine a situation in which this may not be the case. The conveners of the meeting that drafted this "Bill of Rights" clearly want to send the message that online educators should have the best interests of their students FIRST and foremost in their minds. I stress FIRST here because the drafters of the document want to avoid having MOOC students become a commodity that can be sold such as with social media participants (e.g., Facebook).