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Table 4 Selected Recommendations, Strategies, and Responses for Resources

From: Recommendations for a balanced approach to supporting academic integrity: perspectives from a survey of students, faculty, and tutors

Recommendations

Strategies

Responses

Provide resources and support for:

Pursuing alleged cases (especially for Tutors/Academic Experts)

Compensate tutors for the extra work involved in ensuring academic integrity (e.g., to grade re-written assignments)

The primary reason tutors don’t catch plagiarism is that they are too busy, and following up on it creates too much hassle. Easier to pass the student than to do all the paperwork and follow up required

Promoting academic integrity

Educate and discuss with faculty members what measures are available for increasing academic integrity. Obtain their viewpoints about what they think is needed and what they might be willing to do. Have some sort of interaction among faculty and/or allow access to other faculties’ Moodle sites to generate and exchange ideas about creating exams designed to minimize cheating

I believe review of existing support areas i.e. tutors, etc. need review to determine opportunities of improvement to better support students who may struggle with certain courses, assignments, tests

Educating faculty/tutors to understand the importance of course design

Change assignments and exam questions frequently

Most important is proper course, assignment and exam design

I could change assingments [sic] more often but this is slow process, and it takes time to have them changed. The same with exams

Creating solid course, assignment, and exam design

Create unique and personal assignments

Consider group work design that increases the chances that each student contributes equally

It is not necessary to have closed book exams and tests

I’m also ambivalent about throwing certain types of group work on assignments into the plagiarism bucket–peers can contribute a great deal to genuine learning

Ensure that assignments/exams are interesting, meaningful, and relevant (to students’ lives)

 

Greater diversity in assessment would … make the assessments more interesting, meaningful and relevant and hopefully create less likelihood of cheating

ensure assignments require students to conduct original and very specific material that cannot be duplicated