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I agree heartily with both Sandra and Kim - and to give a darker turn to this thread, I've just got back from a meeting which scared me silly and made me rage- a sales pitch from Turnitin which is developing software to 'catch' contract cheaters using forensic linguistics to 'detect' significant changes in writing. Frightening on so many levels- the possibility for profiling of certain student groups, the total lack of awareness of academic literacies resulting in different kinds of writing and voice, and in fact the fundamental misunderstanding about very nature of education as development and change. They're taking a different tack to when they introduced the turnitin package, and have decided we need a more holistic approach, working with us to develop our policies and educate our academic and student services staff. All the while talking about the need to "remediate" students' skills gaps. I think we can do without that 'expertise', thanks. The Student Progress administrators were nodding along though. A simple solution to a complex problem is very appealing, but absolves us of the need to actually examine our part in this, and dumps the mess on the students to deal with. Seriously, if a ghostwriter who has never studied this course at this university and may not even be studying this subject can get a good mark on an essay we set, there is something VERY wrong with our curriculum. And if, as I suspect, they can't get a good mark- well, then that's the reward for trying to cheat... Turnitin has made my job so much harder, dealing with anxieties verging on writer's block in case they accidentally commit plagiarism, and instrumental, surface approaches to paraphrase - Consoling students who are too scared to learn and develop too much in case it marks them as 'suspicious' would seem to be the next issue! best wishes from a dystopian future, Helen On Thu, Jun 21, 2018 at 1:52 PM, Kim Shahabudin <[log in to unmask]> wrote: > Taking this twisty thread in yet another direction, we might think about > how fee-driven loans and the hegemonic narrative of employability and > (narrowly-defined by grade achievement) success is contributing to the > increase in instrumentality that most of us seem to be reporting in our > students: and as a consequence, how much more likely it is that they will > be prepared to do whatever they feel needs doing to achieve the > grade/career they want, and to see it as justified? > > > > Kim > > > ------------------------------ > > Dr Kim Shahabudin, SFHEA, Study Adviser, Study Advice & Maths Support > > University of Reading Library @ URS Building, Whiteknights, Reading > > 0118 378 4242/5222 : www.reading.ac.uk/library/study-advice twitter: > @unirdg_study > > Please note that I now work part-time and am not usually on campus on > Mondays. > > [image: B20899-teaching-fellow-email-01] > > > > *From:* learning development in higher education network [mailto: > [log in to unmask]] *On Behalf Of *Sandra Sinfield > *Sent:* 21 June 2018 12:12 > > *To:* [log in to unmask] > *Subject:* Re: Essay Banks - Providing creative learning and teaching > approaches to deter students > > > > There will always be cheaters; but we need I think to not have our > thinking about preventing plagiarism and promoting academic integrity > coloured only by the cheaters/cheating narrative. > > If we do this we are creating a hostile and distrustful HE environment for > all our students. > > > > This week Gordon Asher shared with us a powerful blogpost on why there is > no such thing as laziness: > > https://medium.com/@dr_eprice/laziness-does-not-exist-3af27e312d01 > > > > It argues that what we perceive to be laziness or disengagement in > students is often a proxy for a range of other things - including mental > illness. I know that we have had students made homeless during a course ... > without knowing a particular student's story - we cannot understand what is > motivating their behaviour. > > > > But if our default position is one of distrust, this not only further > damages students who are undergoing quite severe problems, it creates > really bad staff/student relationships. > > > > When we tackled plagiarism on our first year course - we did it by first > analysing 'Steal this poem' by Kevin Hodgson: > > http://dogtrax.edublogs.org/2014/01/16/rhizo14-steal-this-poem/ > > > > The poem itself was written as part of an online conversation, #rhizo14, > The community is the curriculum - where one of the provocative themes was > 'cheating as learning' - which attempted to problematise for us as tutors > some of our own apprehensions and misapprehensions about students as well > as about learning. > > > > Once our students had analysed and discussed every aspect of the poem - > and had conversations about learning, cheating and being a student - we > invited them to write their own poetry on cheating and/or plagiarism. The > results were powerful and moving. > > > > The majority of the students that we teach are struggling with multiple > commitments and very little time - they lack confidence with academic forms > and processes... they often just get academic writing and attribution > wrong... and their shame is overpowering. > > > > Perhaps we need to embrace again the notion of the first year as the year > of getting to grips with things - and see that errors of attribution are > often just that - errors. Errors that can be discussed, corrected and > resolved. > > > > Obviously i am not speaking here of people who deliberately set out to > cheat. > > > > But we should not conflate those people and those approaches with people > who are stumbling to find their feet and their voice; they should not be > how we define and think and talk about, and to, all our students. > > > > All best wishes, > > Sandra > > > > > > > > > > > > On 21 June 2018 at 11:49, Barry Poulter <[log in to unmask]> wrote: > > I hadn't thought to do such a search on amazon, but it does illustrate a > point. > > > > Perhaps it should become required reading for those interested in > invigilating to review potential products used to cheat? At least the > prominence of marketing can be used against the companies themselves. > > > > I don't know how much I believe we can deter students with any one > approach - there have always been cheaters, and there always will be. What > can deter these? Surely some will fall to gentle coaxing into the lands of > self-worth and self-belief, while others will desist only when the fire and > brimstone approach is prevailed upon them, but ultimately we are limited in > what we can achieve with this approach. I favour the approach that > tackling the root cause of cheating is the best way to go, whether this is > a problem with written language, engagement or ignorance of the rules, and > that is exactly what we are already doing. > > > > Of those who willfully do not engage and cheat, most, if not all of these > students are broadly aware that they are cheating when they do it, and will > do so in spite of any deterrents set up. > > > > As a footnote, I'm sure we all appreciate the irony that some of the > careers that cheating students can get into end up developing even bigger > cheaters (despite their claims around ethical/appropriateness concerns); as > we've seen with the emissions scandals and political campaign > mismanagement (I'm sure we can all think of others). I find myself > wondering how much of a chicken/egg scenario this may be ... > > > > Kind regards, > > Barry Poulter > > MA, TEFL-i, AFHEA > > > > *Professional and Academic Development Trainer* > > Professional and Academic Development Team > > University of Bedfordshire > > Luton > > > > 01582 489027 (ext. 9027) > > [image: cid:image001.jpg@01D28DDF.A1668680] > > Visit the University of Bedfordshire Repository > <http://uobrep.openrepository.com/uobrep/> > for free, open access to our research. > > > ------------------------------ > > *From:* learning development in higher education network < > [log in to unmask]> on behalf of Peter Hartley <[log in to unmask]> > *Sent:* 21 June 2018 10:54:32 > *To:* [log in to unmask] > *Subject:* Re: Essay Banks - Providing creative learning and teaching > approaches to deter students > > > > Off on a slight tangent … > > > > Some students are obviously checking out all sorts of strategies, e.g. the > item on the Radio 4 ‘More or Less’ programme where a student asked how many > topics they could safely revise to have a 90%plus chance of answering at > least 3 questions out of the 12 on the examination paper. > > See at: https://www.bbc.co.uk/programmes/b0b53dmy > > [image: Image removed by sender.] > <https://www.bbc.co.uk/programmes/b0b53dmy> > > How to Reduce Exam Revision with Maths, Infant Mortality ... > <https://www.bbc.co.uk/programmes/b0b53dmy> > > www.bbc.co.uk > > Tim Harford explains how maths can help lazy students reduce their > revision workload. > > > > > > You may not wish to tell students the answer! > > > > And if you look up ‘exam cheating tools’ on Amazon, you will find 17 PAGES > of items. As well as revision guides and less dodgy items, there is an > interesting range of devices - watches, pens, invisible earpieces etc - to > make invigilation just that bit more challenging, > > > > Best wishes > > Peter > > > > > > On 21 Jun 2018, at 10:04, Lee G Fallin <[log in to unmask]> wrote: > > > > I cannot believe a student actually wrote to newspaper consumer champions > in hopes they were going to help fight for a refund! > > > > Funnily enough, the site that last contacted me has a ‘Directors Notice on > Social Responsibility’ proudly declaring they would not write for law, > engineering, criminology, medicine, nursing, architecture and other > professions as misuse by the customer could lead to fake or unearned > degree. I’m not sure how they justify this statement when they clearly > would write for many other subjects… > > > > It annoys me that any site could event pretend to be responsible or > ethical. What other purpose could someone have for a curated essay other > than to cheat… > > > > Best wishes, > > Lee > > > > <image002.jpg> > > *Lee Fallin | Library Skills Adviser | Skills Team* > > Brynmor Jones Library > University of Hull > > Hull, HU6 7RX, UK > > [log in to unmask] 01482 466306 | www.hull.ac.uk/skills > > <image003.png> @HullUni_Library <https://twitter.com/HullUni_Library> > <image004.png> /HullUniLibrary > <https://www.facebook.com/HullUniLibrary/> <image005.png> > hulluni_library <https://www.instagram.com/hulluni_library/> > > > > > > *From:* Hudson, Karen M <[log in to unmask]> > *Sent:* 21 June 2018 09:56 > *To:* [log in to unmask] > *Subject:* Re: Essay Banks - Providing creative learning and teaching > approaches to deter students > > > > Hi – just a couple of thoughts from here: > > > > I use this illustrative letter to the Guardian’s Money section as part of > a full session on academic integrity and authorship – while I work with > student nurses, not lawyers, it’s pretty effective in highlighting the > pitfalls, academic, professional and financial, of using such sites. > > > > https://www.theguardian.com/money/2016/jul/09/essay- > bought-online-errors-refund > > > > I also use a couple of screengrabs from marketing tweets for these > services, highlighting that they’re full of dodgy spelling and grammar – > not only are these sites cheating, many also appear to be doing quite a > poor job of cheating, and ripping students off in the process. The > ‘absolute waste of your money’ angle seems every bit as powerful as any > other. > > > > I’m only aware of one approach to a professional in my School – a subject > specialist lecturer who has been approached and offered work as an essay > mill writer. Pleased to say they definitely picked on the wrong one there! > I’ve been targeted by them on Twitter, generally within a few minutes of > posting anything about my recent dissertation writing experience. We also > tend to get them trying to join our staff-curated student social media > groups, but they’re very swiftly kicked out if they do slip through. > > > > Kind regards, > > Karen. > > > > Karen Hudson BA PGCE QTLS FHEA > > Literacy, Language & Numeracy Tutor > > School of Health & Social Care > > University of Essex > > > > T +44 (0)1702 328443 > > E [log in to unmask] > > ► www.essex.ac.uk/hhs/ <http://www.essex.ac.uk/government> > > > > WE ARE ESSEX > > *TOP 10 FOR STUDENT SATISFACTION* > > *TOP 20 FOR RESEARCH EXCELLENCE* > > *TEF GOLD 2017* > > > > *<image011.png>* > > <image012.png> <https://www.facebook.com/uniofessex><image013.png> > <https://twitter.com/Uni_of_Essex><image014.png> > <https://vimeo.com/uniofessex> <image015.png> > <https://scholar.google.co.uk/> > > > > Mental Health Matters > > *If you or someone you know is in crisis, call** - * *(Mon – Fri)* *01702 > 456800* *(Out of hours)* *03005551201* > > *Alternatively, if you are a student in student accommodation call** > - **07827988085* > > *If you are worried about a student’s welfare please use this link:* > > *https://www1.essex.ac.uk/students/contact/report-concern.aspx* > <https://www1.essex.ac.uk/students/contact/report-concern.aspx> > > > > *From:* learning development in higher education network [ > mailto:[log in to unmask] <[log in to unmask]>] *On Behalf Of *Kim > Shahabudin > *Sent:* 20 June 2018 13:44 > *To:* [log in to unmask] > *Subject:* Re: Essay Banks - Providing creative learning and teaching > approaches to deter students > > > > Crossing two threads, a useful activity would be to get a critical group > discussion going on articles like the one Sandie Donnelly just posted ( > https://www.bbc.co.uk/news/education-43956001), with one group arguing > for and another against, then a plenary discussion. Critical thinking and > academic integrity boxes both ticked in one go. > > > > Best wishes, > > > > Kim > > > ------------------------------ > > Dr Kim Shahabudin, SFHEA, Study Adviser, Study Advice & Maths Support > > University of Reading Library @ URS Building, Whiteknights, Reading > > 0118 378 4242/5222 : www.reading.ac.uk/library/study-advice twitter: > @unirdg_study > > Please note that I now work part-time and am not usually on campus on > Mondays. > > <image016.jpg> > > > > *From:* learning development in higher education network [ > mailto:[log in to unmask] <[log in to unmask]>] *On Behalf Of *Chris > Martindale > *Sent:* 20 June 2018 12:24 > *To:* [log in to unmask] > *Subject:* Essay Banks - Providing creative learning and teaching > approaches to deter students > > > > Hello colleagues, > > > > I would appreciate your suggestions of how to deter students from > resorting to these. > > Any creative interactive methods would be welcomed. > > > > Thank you > > > > Chris > > > > Chris Martindale > > Centre for Student Life > > University of Derby > > Tel. 01332-591212 > > [log in to unmask] > > > > > > > > The University of Derby has a published policy regarding email and > reserves the right to monitor email traffic. > If you believe this was sent to you in error, please reply to the sender > and let them know. > > Key University contacts: http://www.derby.ac.uk/its/contacts/ > > > ------------------------------ > > To unsubscribe from the LDHEN list, click the following link: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 > > > ------------------------------ > > To unsubscribe from the LDHEN list, click the following link: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 > > > ------------------------------ > > To unsubscribe from the LDHEN list, click the following link: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 > > > ------------------------------ > > To unsubscribe from the LDHEN list, click the following link: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 > > > > > ------------------------------ > > To unsubscribe from the LDHEN list, click the following link: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 > > > ------------------------------ > > To unsubscribe from the LDHEN list, click the following link: > https://www.jiscmail.ac.uk/cgi-bin/webadmin?SUBED1=LDHEN&A=1 > > > > > -- > > Sandra Sinfield > University Teaching Fellow > ________________________________________________________ > Centre for Professional & Educational Development > LC-213 London Metropolitan University, > 236-250 Holloway Road, N7 6PP > <https://maps.google.com/?q=236-250+Holloway+Road,+N7+6PP&entry=gmail&source=g> > . > (020) 7 133 4045 > Association of Learning Development in HE: www.aldinhe.ac.uk > Essential Study Skills: the complete guide to success at university: > https://study.sagepub.com/burnsandsinfield4e > <https://study.sagepub.com/burnsandsinfield4e> > http://lastrefugelmu.blogspot.co.uk/ > Find me on Twitter - or use #studychat & #loveld > > > London Metropolitan University is a limited company registered in England > and Wales with registered number 974438 and VAT registered number GB 447 > 2190 51. 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