1. 28 May 2007 AMICAL Conference, Ifrane Plagiarism Detection and Prevention at AUI: Approaches and Attitudes Drs. Lynne Dahmen and Nancy Hottel Assistant Professors, SHSS

4. How many times have you actually "caught" someone plagiarizing with this service? “It is the fact that turnitin exists which causes students not to plagiarize anymore. Before, it was a lot more frequent.” “…not so important how many times we've caught someone, but how many times we've deterred someone.”

5. “I have had no more problems with plagiarism since last Spring Semester” (2006) “It is a deterrent, and it provides a report for them to use to help avoid plagiarism; as many of them do not really understand, this is a consciousness raising device.”

6. How has turnitin helped you to educate your students about avoiding plagiarism? “All in all, it's a great teaching tool in this day and age where students believe that research means scavenging the net for snippets...” “Once students know that their work will be submitted to the system, they start to become more careful about using quotations and about paraphrasing.”

7. “I confess that I am not sure that it has helped to ‘educate’ them, so much as dissuade them. It is the case that it has enabled me to clarify for them what plagiarism is, and perhaps that has been helpful. But I believe that the service works because it ‘polices’ our students.”

8. … “The use of Originality Reports with first and second drafts has helped a great deal to allow students to see their with their own eyes how they have done sloppy jobs of documenting and paraphrasing. Even such things as incorrect quotation punctuation is clearly visible and they are able to correct this more easily. Also, students know that TII is helping AUI professors to build a database of student work; thus, they are less likely to use work from other students from previous semesters, and it has also awakened them to the concept of ‘recycling’ of their own work, which seems to be something not really emphasized by those introducing them to plagiarism (CAD? Orientation?).”

9. Attitudes Is the faculty/student relationship a factor in plagiarism? Do faculty and students perceive trust to be central to this relationship? Does plagiarism damage this relationship or trust? Does it have to? Do faculty and students share perceptions?

10. Statement 1 Checking for plagiarism suggests a lack of trust that damages the faculty/student relationship.

11. Faculty Response

12. Student Response

13. Counterstatement Faculty check for plagiarism because they don’t trust students.

14. Faculty Response

15. Student Response

16. Statement 3 Plagiarism, when caught by a faculty member, damages the faculty/student relationship.

17. Faculty Response

18. Student Response

19. Future Considerations… Correlations between responses and educational background Do the findings hear correlate with those in other areas or types of schools? …