1. Barry Gilmore Write from Wrong: Strategies for Addressing Student Plagiarism

2. Today’s Plan One: Thinking Backwards / Culture Lunch Two: What We Assign and Why Three: How They Plagiarize—and Why Four: Responding to Plagiarism

5. The Parking Lot: Questions / Concerns

6. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation

7. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Classroom results: 25% plagiarism

8. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Classroom results: 25% plagiarism Student/parent contract

9. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Administration / school board response Classroom results: 25% plagiarism Student/parent contract

10. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) The project: research, writing, presentation Administration / school board response Classroom results: 25% plagiarism Student/parent contract Long-term consequences

11. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) A. Teacher/Administration: Students receive a zero B. Parents/Students: Students should be given another chance (rewrite) C. School Board: Students receive a zero, but reduce the value of the assignment

12. Plagiarism What Are We Talking About?

13. Plagiarism What Are We Talking About? Student Choices

14. Plagiarism What Are We Talking About? Student Choices Turnitin.com Failing, rewriting? Punitive response

15. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response

16. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices

17. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) Merit and Purpose of Assignment Failure vs. Zero Plagiarism Instruction vs. Assumptions

18. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations

19. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent

20. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture

21. Case Study: Take It Or Leave It (The Christine Pelton Leaf Project) Merit and Purpose of Assignment Failure vs. Zero Plagiarism Instruction vs. Assumptions Alignment of Policy: School and Class Consistency from Classroom to Classroom

22. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture Systems Honor Codes Ethics Gap

23. Study Guide Questions 7.1 and 7.2

24. WHEN PRIVATE CAMPUSES WITH HONOR CODE LARGE PUBLIC UNIVERSITY WITH MODIFIED HONOR CODE CAMPUSES WITH NO HONOR CODE On tests23%33%45% On written work45%50%56% School Culture: Honor Codes

25. TEACHERS DID NOT DISCUSS PLAGIARISM TEACHERS DISCUSSED PLAGIARISM Grades 3-5 (understood) 49%61% Grades 6-12 (felt it was acceptable) 37%22% School Culture: Ethics Gap

26. Reduces PlagiarismIncreases Learning

27. Reduces PlagiarismIncreases Learning Honor Code Honor Code as a part of school culture

28. Reduces PlagiarismIncreases Learning Honor Code Honor Code as a part of school culture Turnitin.com Turnitin.com as a teaching tool

29. Reduces PlagiarismIncreases Learning Honor Code Honor Code as a part of school culture Turnitin.com Turnitin.com as a teaching tool Strict Consequences Standardized Expectations and Response

30. What’s the Usual Response to Plagiarism in Your School? A. Ignore it B. Deal with it in classroom C. Report it to the administration D. Add to shared files for a two-strike system

31. School Culture: What’s Going On? Students who cheat tend to: Worry about school Research by Eric M. Anderman

32. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Research by Eric M. Anderman

33. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Believe they’ll receive rewards for grades Research by Eric M. Anderman

34. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Believe they’ll receive rewards for grades Attribute failure to outside circumstances Research by Eric M. Anderman

35. School Culture: What’s Going On? Students who cheat tend to: Worry about school Perceive school as focused on grades Believe they’ll receive rewards for grades Attribute failure to outside circumstances Avoid deep-level cognitive strategies in problem solving Research by Eric M. Anderman

36. School Culture: Who’s At Risk? Athletes Boys Low achievers and high achievers Those who perceive it as common (in one study, 25% admitted to regular plagiarism, but 90% said their peers plagiarized regularly) Those who perceive teachers as plagiarists

37. Plagiarism What Are We Talking About? Student Choices Pressure: Grades Ease Intent Pressure: Time Turnitin.com Failing, rewriting? Punitive response Teacher Choices Assignments Assumptions Expectations Pressure: Time Ease Intent Culture Systems Honor Codes Ethics Gap

38. Top Ten Values of Ethical Schools Plagiarism-Proofing the Classroom