Since March 2020, instructors and students have been facing a lot of stress, which turned into something even more devastating—despair and burnout. But what could motivate them to overcome these?
In our latest, inspiring conversation with Dr.Tricia Bertram Gallant, we dived into many burning questions like that one. We touched on the ways remote instruction influences academic honesty, essential arrangements for reconnecting with students, navigating between teaching students to use tools, and how educators can use these tools to discourage academic honesty violations. So many questions, so many great insights!
What makes complex problems complex? Obviously, it’s their messy and unpredictable side. However, when we start examining it by posing the right questions and finding the answers – we’re already halfway there.
In this part-two conversation with Dr. Irene Glendinning we’re ruminating on who takes bigger responsibility in fighting academic dishonesty cases as well as the reasons pushing students to search for shortcuts.
Research and practice go hand in hand. One may give thousands of inspiring speeches on procedures for academic integrity, but some proposed solutions may be far from feasible.
Our interviewee, Dr. Irene Glendinning, has both theoretical and practical knowledge, having conducted a series of research projects into pedagogy and academic integrity in higher education. One of them, funded by the Erasmus, had been carried out throughout 2010-13 to learn effective institutional plagiarism policies and find ways to put them to good use.
What makes a successful scientist or academic? Research findings, contributions made, or a deep understanding of what’s being researched? It seems to be everything, and we know the type of person who can meet them.
For just under 20 years, Dr. Thomas Lancaster’s been studying academic integrity and how to nurture and preserve it. He’s been recognized for his strong commitment to inventing plagiarism detection methods as well as ways to avert the risks of contract cheating. His research led to him and Robert Clarke creating the first published material that emphasized the many dangers of contract cheating.
Dr. Thomas Lancaster completed a thesis, Effective and Efficient Plagiarism Detection, collaborated with international academic integrity councils, delivered multiple keynote presentations and webinars, and still initiates research and public activities with equal enthusiasm.
In our interview with Thomas, we ran through the most burning questions: how to ensure students feel educators’ support in the online environment, what may encourage and motivate them, how plagiarism detection has transformed, and a few more. Proceed to explore his observations.
Over the past five years, we have made plagiarism detection more reliable and more intuitive for more than 1,000 education institutions across the globe.
Today, I am pleased to announce that Unicheck has joined Turnitin. Together, we will further promote academic integrity by investing in technological excellence.
Traditional academia is gone. We don’t need to be in a specific location to be learning. A couple of clicks and we’re already “in the classroom.” Technology plays a vital role in this change. What’s more, Generation Z, for whom tech has been an integral part of their lives since birth, are now students. Not to mention, “life-long learning” has become a new normal too. All these scholars have added a lot of work to academic institutions as they digest information differently from previous generations, and value mobility and freedom of choice over restrictions.
When investigating new instances of academic misconduct, it’s pretty easy to get buried in the minor facts and lose track of a large-scale problem.
The problem usually happens to be on the surface and signals to the instructor or course designer that a particular course requires tweaks to deliver a more personalized experience.
We contacted a true advocate of academic integrity to learn how academic dishonesty cases are now being treated in the class and tactics that every institution can apply to motivate academic integrity growth.
Please meet Dr. Zeenath Reza Khan, Assistant Professor at the University of Wollongong in Dubai, an academic integrity and cyber ethics champion, and a skillful developer of student-centered learning.
Here are the highlights of our conversation.
To help you forge through the uncharted territories of remote learning more easily, we interviewed the leading experts in various domains of education. They are sharing their stories caused by this abrupt switch to 100% online in education to let you know we’re in this together. Also, they’ll be sharing some tactics and tools that have helped them during the days of social isolation and remote teaching.
Interestingly enough, we’ve been gathering student records for over 200 years now in the United States schools. This evolution has been impressive to observe, given that it started as a practice to keep general records and attendance for each student.
Doctor Susan Nash is designing and administering online, hybrid, and face-to-face educational programs for energy, technology, and innovation industries.
Her prior experience in the academic field provided her with invaluable expertise and the skills to not only spread education that’s effective but also communicate the value of authentic, self-reflexive learning with her students.
In this interview, we tackle different techniques and ways of pulling students out of the mindset of stealing someone else’s work and into that of personalizing their own learning experience by incorporating their own experience into the paper.