Hello Ecologgers, I am doing a small study on plagiarism in science courses as part of an inquiry project for a graduate course in college teaching. This study was inspired by my own experiences with plagiarism as a teaching assistant for introductory entomology courses and one of the outcomes is to hopefully gather suggestions for addressing plagiarism issues in order to improve these courses. As part of the study I am asking faculty and teaching assistants a few key questions in order to better understand how other educators approach plagiarism and whether it modifies their approach to writing assignments. If any of you have experience teaching undergraduate science courses (and particularly general education courses) I would really appreciate your input on the questions below. You can send replies to kem...@gmail.com. * *
*1) How do you define plagiarism? Are there different “degrees” of plagiarism? * *2) How do you educate your students about plagiarism? Do you encounter instances of plagiarism in your course(s)? If so, what assignments are associated with the highest rates of plagiarism?* *3) If you have encountered plagiarism, how did you detect it (software, change in student voice in a written assignment)? How did it make you feel? How did you deal with it (reprimand, academic sanctions)?* *4) If you have used plagiarism detection software, did you use it as a deterrent as well as a detection method (did your students know it was in use)? What were the positive and negative aspects of the software?* *5) Name one or two plagiarism prevention strategies you have used or heard about from colleagues. Have you tried any of these strategies (if so, how did it work out)?* *6) Have plagiarism issues motivated you to alter assignments or develop new assignments that enhance student learning about writing and the use of sources? Describe some of your approaches. * * * *Thanks for any input you can provide. * * * *-Kerry Mauck*
