1	Assignment Design that Promotes Critical Thinking and Academic Integrity Gloria Holland and Rachel Walker Towson University October 26, 2006
2	Objectives To identify instructional approaches that model best practices for research and citation. To employ teaching techniques to avoid plagiarism.
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4	Assignment Challenge #1 Assignment for a 100-level course– with 200 students: Write a two-page paper on eating a high fat diet the week before a big race rather than the typical high carbohydrate diet. The “coach” indicates that a high fat diet will be better for energy reserves than high carbohydrate. Is the coach right or wrong? Guidance: Cite scientific evidence to support your position; provide a one-page list of references annotated with a search log (how did you find the information, what was the rationale for choosing one source over another, and is the information reliable.)
5	Assignment Challenge #2 Assignment for a 100-level English Course: Explore a topic by reviewing print scholarly journals; develop criteria for choosing 5-7 “good” journals; present findings to class. Guidance: Go to the journal stacks on the 4^th floor and browse journals; journals must be scholarly and criteria must be logical.
6	Assignment Challenge #3 Assignment for a 100-level Sociology course: Write a five-page paper to determine the involvement of campus in military-industrial complex (how many researchers working on defense-related projects, etc.). Guidance: Provided sample research questions; suggested interviewing students, professor, administrator and calling the Pentagon library.
7	Assignment Challenge #4 Assignment for Composition I: Pick a topic and find books/journal articles/news articles on topic. Guidance: Record the number of books on the topic; book title/call number or article title/journal, newspaper title or article.
8	Assignment Challenge #5 Assignment: Find 25 sources on topic and annotate; write author analysis for each source used; and write paper using sources gathered. Guidance: Use a variety of resources
9	Discussion Board Activities Example 1 Original Quote: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2^nd ed.). San Francisco, CA: Jossey-Bass. “In many fields, particularly the professions and the service sector, success depends on one’s ability to translate highly specialized information into language that clients or customers will understand.” Cited in Paper: Angelo and Cross (1993) suggest translating highly specialized information to a level so others will be able to interpret the communication.
10	Discussion Board Activities Example 1 Original Quote: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2^nd ed.). San Francisco, CA: Jossey-Bass. “In many fields, particularly the professions and the service sector, success depends on one’s ability to translate highly specialized information into language that clients or customers will understand.” Cited in Paper: Angelo and Cross (1993) suggest translating highly specialized information to a level so others will be able to interpret the communication.
11	Discussion Board Activities Example 2 Original Quote: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2^nd ed.). San Francisco, CA: Jossey-Bass. “In many fields, particularly the professions and the service sector, success depends on one’s ability to translate highly specialized information into language that clients or customers will understand.” Cited in Paper: To be successful, one must be able to translate highly specialized information into language customers and clients understand --especially in the professions and service sector fields.
12	Discussion Board Activities Example 2 Original Quote: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2^nd ed.). San Francisco, CA: Jossey-Bass. “In many fields, particularly the professions and the service sector, success depends on one’s ability to translate highly specialized information into language that clients or customers will understand.” Cited in Paper: To be successful, one must be able to translate highly specialized information into language customers and clients understand --especially in the professions and service sector fields. (Source?)
13	Discussion Board Activities Example 3 Original Quote: Angelo, T. A., & Cross, K. P. (1993, p.232). Classroom assessment techniques: A handbook for college teachers (2^nd ed.). San Francisco, CA: Jossey-Bass. “In many fields, particularly the professions and the service sector, success depends on one’s ability to translate highly specialized information into language that clients or customers will understand.” Cited in Paper: Communicating directly to your audience in terms they can understand is important.
14	Discussion Board Activities Example 3 Original Quote: Angelo, T. A., & Cross, K. P. (1993, p.232). Classroom assessment techniques: A handbook for college teachers (2^nd ed.). San Francisco, CA: Jossey-Bass. “In many fields, particularly the professions and the service sector, success depends on one’s ability to translate highly specialized information into language that clients or customers will understand.” Cited in Paper: Communicating directly to your audience in terms they can understand is important. (Source?)
15	Direct Plagiarism Instruction Plagiarism Instruction Online: Assessing Undergraduate Students' Ability to Avoid Plagiarism (Jackson, 2006) Use a plagiarism tutorial Define plagiarism Examples of proper citation and paraphrasing Allows more class time for practice paraphrasing Plagiarism: The Crime of Intellectual Kidnapping http://tutorials.sjlibrary.org/tutorial/plagiarism/index.htm
16	Annotated Bibliographies Format Citation in appropriate format (either MLA or APA) Annotation begins on line following citation Annotations are usually 150 words, but may vary based on instructions (Engle, Blumenthal, & Cosgrave, 2005)
17	Annotated Bibliographies According to Lyons (2005), information in annotation may include Purpose and scope of the work Format and content Basis and validity of argument Credentials of author Intended audience Value and significance to field Bias or problems Student’s impression
18	Annotated Bibliographies Samples: Annotated Bibliography for Journal Article http://www.library.cornell.edu/olinuris/ref/research/skill28.htm Science and Writing http://owl.english.purdue.edu/handouts/WAC/science_writing.html Critical Annotation http://www.library.mun.ca/guides/howto/annotated_bibl.php
19	Annotated Bibliographies Instructional reasons Guide students in developing a thesis (Stacks & Karper, 2001) Demonstrate scope and quality of student research (Lyons, 2005) Place research in a context (Stacks & Karper, 2001 ; Lyons, 2005) Provides opportunity for critical thinking (Engle, Blumenthal, & Cosgrave, 2005, Lyons, 2005) Deter plagiarism (Harris, 2004)
20	Annotated Bibliographies Prevent plagiarism Allows instructor to assess whether or not students have used or understood cited references Remedy problem prior to final paper Require certain source material Few papers require them, making it more difficult to purchase the paper (Harris, 2004)
21	Annotated Bibliographies Assessing annotated bibliographies Annotated Bibliography Rubric http://people.sunyit.edu/~boylank/frc104_ab.pdf#search=%22rubric%20annotated%20bibliography%22 Annotated Bibliography http://www.uwec.edu/markgrjs/lmed/Rubric.pdf#search=%22rubric%20annotated%20bibliography%22 Annotated Bibliography Marking Rubric http://www.ucalgary.ca/%7enatsci/science503/503ABrubric.pdf
22	Reputable Resources Define this for your students Provide examples via a bibliography Teach skills to critically analyze sources Indicate what is not acceptable
23	Analyzing Information Sources http://www.library.cornell.edu/olinuris/ref/research/skill26.htm “Initial Appraisal: Author Date of Publication Edition or Revision Publisher Title of Journal” “Content Analysis: Intended Audience Objective Reasoning Coverage Writing Style Evaluative Reviews”
24	Evaluating Web Sites http://www.library.cornell.edu/olinuris/ref/research/webeval.html In addition to that for books and journals, consider: Comparability with other sources Stability of Information Objectivity Currency URL Authenticity
25	Staging Possible stages, according to Harris (2004) Topic Annotated Bibliography Outline Research materials Rough draft or introduction Final draft Incorporate the opportunity for feedback and interaction throughout the writing process, such as sharing resources or topics in class or orally defending an argument (Nowakowski, 2006)
26	Staging Instructional reasons Improves quality of writing (Harris, 2004; Council of Writing Program Administrators [CWPA], 2003) Support at multiple steps in writing process (CWPA, 2003) Opportunity to recognize and correct weak points in writing or research (Harris, 2004; CWPA, 2003) Allows for more advising opportunities through “low stakes” writing (CWPA, 2003) Familiarizes instructor with student’s original work (CWPA, 2003) Deters plagiarism (Harris, 2004)
27	Staging Prevents plagiarism Familiarizes instructor with student’s original work (CWPA, 2003) Allows instructor to spot potential problems with citation (Harris, 2004) Provides opportunity to discuss proper citation (Harris, 2004) Interaction and feedback ensures students are familiar with resources and work (Nowakowski, 2006) Difficult to “reverse engineer” paper (Harris, 2004) Reduces procrastination Procrastination may be linked to plagiarism (Roig & DeTommaso, 1995)
28	Staging Isn’t it more work for the instructor? Yes Manage additional work by Presenting some stages in class/small groups Starting project early Allows time for revision by student Allows time for review by instructor Keeping copies of draft material Using rubric for grading The end result will be a better learning experience and product for students.
29	Bibliography Council of Writing Program Administrators (2003). Defining and Avoiding Plagiarism: The WPA Statement on Best Practices. Retrieved September 25, 2006, from http://www.ilstu.edu/~ddhesse/wpa/positions/WPAplagiarism.pdf. Engle, M., Blumenthal, A., & Cosgrave, T (2005). How to Prepare an Annotated Bibliography. Retrieved September 25, 2006, from http://www.library.cornell.edu/olinuris/ref/research/skill28.htm. Georgetown University Honor Council (2006). What is Plagiarism? Retrieved September 11, 2006 from http://gervaseprograms.georgetown.edu/hc/plagiarism.html. Harris, R. (2004). Anti-Plagiarism Strategies for Research Papers. Retrieved September 25, 2006, from http://www.virtualsalt.com/antiplag.htm.
30	Bibliography (cont.) Jackson, P. A. (2006). Plagiarism Instruction Online: Assessing Undergraduate Students' Ability to Avoid Plagiarism. College & Research Libraries, 67(5), p 418-428. Lyons, K. (2005). How to Write an Annotated Bibliography. Retrieved September 25, 2006, from http://library.ucsc.edu/ref/howto/annotated.html. Nowakowski, F. (2006). Assignment Design Strategies. Retrieved September 25, 2006, from http://plagiarism.dal.ca/faculty/assignment.html. Olin & Uris Libraries (2004). Critically Analyzing Information Sources. Retrieved September 26, 2006 from http://www.library.cornell.edu/olinuris/ref/research/skill26.htm.
31	Bibliography (cont.) Olin & Uris Libraries (2005). Evaluating Web Sites: Criteria and Tools. Retrieved September 26, 2006 from http://www.library.cornell.edu/olinuris/ref/research/webeval.html. Olin & Uris Libraries (2006). The Seven Steps of the Research Process. Retrieved September 26, 2006 from http://www.library.cornell.edu/olinuris/ref/research/skill1.htm. Roig, M and DeTommaso, L. (1995). Are college cheating and plagiarism related to academic procrastination? Psychological Reports, Vol 77(2), 691-698. Stacks, G. and Karper, E. (2001). Annotated Bibliographies. Retrieved September 25, 2006, from http://owl.english.purdue.edu/handouts/ general/gl_annotatedbib.html.
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