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Jude, Thanks for your comments. I'd stress that the news items on this subject are very much addressed to those who are not as engaged in these issues as you and your colleagues are. They are designed to encourage debate and specifically to engage non-specialist readers who might not otherwise be involved in the debates and who are less aware of the issues/complexities. The more surprising or "shocking" elements that I have focused on from the conference this week are the very elements which tend to be most effective in encouraging debate, as they are noticed, and read, and hopefully, they encourage people who may not otherwise have done so start to engage with the issues. I feel it is important for me to use this list so that I get a full and balanced picture. That's also why I spent two full days in Gateshead this week. At least I haven't reported, as the Mail did on Monday, that 90 per cent of students cheat (based on Fintan Culwin's paper which showed no such thing) Phil -----Original Message----- From: Plagiarism [mailto:[log in to unmask]] On Behalf Of Jude Carroll Sent: 23 June 2006 16:02 To: [log in to unmask] Subject: a request for help by Phil Baty Dear Phil, I know you have several times used messages exchanged between listholders to create THES stories about plagiarism. You have now asked the list members for help with another article, including asking me by name. I have not seen today's THES issue but I have seen an electronic version of one story that appears in it. The story arose from this week's conference that you mention and concerns academics' willingness to deal with cases when they spot them. The tone of the electronic version I have seen is very similar, in my view, to many such articles previously run in the THES. I can only speculate as to the reason for this but here's my guess: where plagiarism is concerned, I think THES articles are aimed at those who, unlike list members, do not spend their time dealing with the complexity of the issues surrounding plagiarism. Articles like the one I read today seem to overlook how my colleagues around the UK and internationally are trying to do something constructive about the issue. I know that plagiarism is a complex issue requiring a complex response. I know that universities are complex places which are hard to change. I do not find a 'shock of the week' approach appropriate in these circumstances and wonder if what you are writing about this time on assessment might go that way, too. The signs are there: Your message already mentions lazy and traditionalist assessors. That's not how I see it. I have found over 5 years of working with my colleagues on changing assessment (and for the record, what I advocate is getting students, when they see an assignment, to think, 'How can I make that?' rather than 'Where can I find that?'. You encourage this by designing tasks that can only be generated in this way). Every week, I meet academics who genuinely cannot see that their assessment tasks are possible to find and copy. Those same assessors, with a bit of help, are intrigued to think about it differently. They pounce on alternatives. That's a positive message and that's all I would be willing to share. Jude Carroll Baty, Phil wrote: >Dear List, >Following last week's Gateshead conference, I'm working on a piece >about the pressure to move away from traditional assessment like >essays/dissertations in order to "design out" the potential/temptation >for plagiarism. >I'd welcome thoughts/contributions from the list. It seems to me that >there is concern among this community that lazy thinking/traditionalism >is perpetuating assessment techniques that are out of date, no longer >fit for purpose and in some cases actively invite the student to >plagiarise. Is that a fair assessment? >I'd particularly like thoughts on Jude Caroll's line about making >rather than discussing. Jude, perhaps you can explain to me directly? >And also -- are there any institutional moves to reform assessment >methods in this way, or is there still general resistance/apathy? > >Thanks in advance for any assistance, > >Phil Baty >Chief Reporter >The Times Higher Education Supplement >66-68 East Smithfield, London E1W 1BX >Tel: 020 7782 3298 >Fax: 020 7782 3300 > > > >-----Original Message----- >From: Plagiarism [mailto:[log in to unmask]] On Behalf Of >Macdonald, Ranald F >Sent: 23 June 2006 11:20 >To: [log in to unmask] >Subject: Re: Teaching remission for Academic Conduct Officers? > >Denize > >Working with Jude Carroll a couple of years ago we came up with a >system of Academic Conduct Panels where the Chairs are often the Head >of Quality in the Faculties. There are also Secretaries to the panels. >They are supported by my unit, the Learning and Teaching Institute, and >we have twice-yearly meetings to discuss statistics, case studies and >try to work out why there might be difference between Faculties. > >Our main concern is to ensure consistency and fairness across the >University. An annual report is fed back to the Academic Development >Committee and we have amended our regulations as a result of the >experience to recognise that many (but not all) first year students do >not have the necessary skills and understanding of the appropriate >conventions. Our whole emphasis is on Academic Integrity with leaflets >distributed to staff and students and a dedicated website. > >We are totally committed to seeing the solution as better academic >practice and not police and punish. Some students will cheat and we >have the appropriately robust regulations to deal with them. However, >our main emphasis is on staff providing the appropriate information and >designing it out of assessment as far as possible and that students >have the necessary skills and understanding. > >Hope that helps > >Ranald > >************************ >Professor Ranald Macdonald >Head of Academic Practice >Learning and Teaching Institute >Sheffield Hallam University > >Tel: 0114 225 4759 >email: [log in to unmask] >************************ > >-----Original Message----- >From: Plagiarism [mailto:[log in to unmask]] On Behalf Of >Mcintyre D A (CELT) >Sent: 23 June 2006 10:27 >To: [log in to unmask] >Subject: Re: Teaching remission for Academic Conduct Officers? > >I'm really grateful for that, Suzanne, thanks very much. I'm quite >keen for my Uni to at least consider it but I'm likely to need the >backup of comments such as yours to do it! If I have enough responses >to put together, I'll put up a generalised response. >Thanks again. >Regards >Denize. > >-----Original Message----- >From: Plagiarism [mailto:[log in to unmask]] On Behalf Of >Suzanne Ryan >Sent: 23 June 2006 10:06 >To: [log in to unmask] >Subject: Re: Teaching remission for Academic Conduct Officers? > >Dear Denize, >We use it at the University of Newcastle Australia and it, along with a >raft of other measure, has made a major difference to consciousness of >academic integrity among both academics and students. At first all >SACOs were allocated the equivalent of one day per week but over time >we have realised that for some it is not a big job, ie not much >business especially in sciences and law and medicine, while for >others, like my graduate school of business with offshore and online >courses it is worth two days per week. > >S > >Suzanne Ryan >Teaching, Learning and Quality Coordinator Newcastle Graduate School of >Business University of Newcastle Callaghan NSW 2308 Australia > >Phone +61 2 49 216015 >Fax +61 2 49 217398 > >www.gsb.newcastle.edu.au > > > >>>>[log in to unmask] 23/06/06 7:01 PM >>> >>>> >>>> >Dear All >Following on from something I learned at the Newcastle Conference this >week, we don't currently use a system of Academic Conduct Officers and >I'd like to do a quick tour through the pros and cons of it all. If >any colleagues has strong opinions for the system one way or the other, >I'd be really glad of an e-mail. In particular, would you mind letting >me know what kind of remission on teaching hours the role attracts? I >will obviously anonymise this and be happy to provide some concise >collated info to anyone who would like to see it. > >Best wishes > >Denize McIntyre >Support Manager >Centre for Excellence in Learning & Teaching The University of >Glamorgan >Tel: 01443 482791 >Fax: 01443 483667 >Web address: http://blendedlearning.glam.ac.uk ><http://blendedlearning.glam.ac.uk/> > > > > >*********************************************************************** >* >* >You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, >change your subscription options, or access list archives, visit >http://www.jiscmail.ac.uk/lists/PLAGIARISM.html >*********************************************************************** >* >* > >*********************************************************************** >* >* >You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, >change your subscription options, or access list archives, visit >http://www.jiscmail.ac.uk/lists/PLAGIARISM.html >*********************************************************************** >* >* > >*********************************************************************** >* >* >You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, >change your subscription options, or access list archives, visit >http://www.jiscmail.ac.uk/lists/PLAGIARISM.html >*********************************************************************** >* >* > >*********************************************************************** >* >* >You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, >change your subscription options, or access list archives, visit >http://www.jiscmail.ac.uk/lists/PLAGIARISM.html >*********************************************************************** >* >* > >This e-mail and all attachments are confidential and may be privileged. If you have received this e-mail in error, notify the sender immediately. Do not use, disseminate, store or copy it in any way. Statements or opinions in this e-mail or any attachment are those of the author and are not necessarily agreed or authorised by TSL Education. TSL Education may monitor emails sent or received for operational or business reasons as permitted by law. TSL Education accepts no liability for viruses introduced by this e-mail or attachments. You should employ virus checking software. TSL Education Limited, Admiral House, 66 - 68 East Smithfield, London E1W 1BX is registered in England No 2017289. > >*********************************************************************** >** You are subscribed to the JISC Plagiarism mailing list. To >Unsubscribe, change your subscription options, or access list archives, >visit http://www.jiscmail.ac.uk/lists/PLAGIARISM.html >*********************************************************************** >** > > -- Jude Carroll Deputy Director, ASKe Oxford Brookes University Wheatley, OXON OX33 1HX +44 (0)1865 485827 ************************************************************************ * You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, change your subscription options, or access list archives, visit http://www.jiscmail.ac.uk/lists/PLAGIARISM.html ************************************************************************ * This e-mail and all attachments are confidential and may be privileged. If you have received this e-mail in error, notify the sender immediately. Do not use, disseminate, store or copy it in any way. Statements or opinions in this e-mail or any attachment are those of the author and are not necessarily agreed or authorised by TSL Education. TSL Education may monitor emails sent or received for operational or business reasons as permitted by law. TSL Education accepts no liability for viruses introduced by this e-mail or attachments. You should employ virus checking software. TSL Education Limited, Admiral House, 66 - 68 East Smithfield, London E1W 1BX is registered in England No 2017289. ************************************************************************* You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, change your subscription options, or access list archives, visit http://www.jiscmail.ac.uk/lists/PLAGIARISM.html *************************************************************************