How Can I Minimize Cheating in the Classroom?
Technology and punishment alone are not solving the problem of cheating. This program will show you real world-tested techniques to help you minimize cheating by inspiring a growth mindset in your students and encouraging them to change their goals from getting good grades to mastery learning.
Change the Cheating Mindset
Academic dishonesty is a particularly challenging problem.
It’s common to focus on using technology to detect plagiarism or on mandating severe punishments for students caught breaking the rules.
What if you’re more interested in changing the mindset that leads to cheating in the first place?
How Can I Minimize Cheating in the Classroom?, a Magna 20-Minute Mentor, tackles the issue from this perspective. Presenter James M. Lang, author of Cheating Lessons: Learning from Academic Dishonesty and director of the Center of Teaching Excellence and an English professor at Assumption College, draws on his experience and his extensive research to show you how learning environment design plays a significant role in whether or not students cheat.
In just 20 minutes you’ll learn:
- The three key elements of your course that affect student cheating
- How those three elements shape student learning
- Specific practices you can implement to increase student learning and decrease academic dishonesty
You’ll see how making modifications in your course design can help students adopt a growth mindset and encourage them to change their goals from getting good grades to mastery learning.
Technology and punishment alone are not solving the problem of cheating.
Try taking a different, more practical approach to academic integrity by purchasing this Magna 20 Minute Mentor today!
Product Code: PM14KA | Recorded 8/18/14
Studies have shown that three out of four college students will cheat at least once in the course of their four-year college careers.
In How Can I Minimize Cheating in the Classroom?, you’ll learn that it’s not just your students’ moral character or our hypercompetitive society that leads to these high rates of academic dishonesty.
It could be your course design. In this presentation, you’ll see how to prevent cheating by promoting better learning. You’ll explore:
- The classes, courses, and kinds of assessment most likely to promote cheating
- Assessment practices proven to emphasize mastery rather than performance
- Course design principles to promote self-efficacy
- Feedback strategies to promote growth mindset
- 15 specific actions in key course areas to promote learning and prevent cheating
By the time you’re done with this session, you’ll understand how you can use everything, from your syllabus to your high-stakes assessment assignments, to encourage academic integrity and discourage cheating.
After participating in this Magna 20-Minute Mentor, you’ll be able to:
- Recognize aspects of your courses that can influence academic dishonesty
- Use effectively designed assessments to help students develop mastery of learning goals
- Create opportunities for students to choose how they demonstrate their mastery of course content
- Explain growth mindset success strategies to students
- Use feedback to guide students toward a growth mindset
How Can I Minimize Cheating in the Classroom? will show you real world-tested techniques to help you minimize cheating by encouraging a growth mindset in your students. Because cheating is such a widespread problem, it doesn’t matter what kind of institution you teach in or what your discipline is – you’ll find material you can use right away to change your approach to course design and assessment.
This presentation will be particularly helpful for faculty with an intermediate level of experience in higher education teaching – in other words, those who have already had encounters with cheating, plagiarism, and other forms of academic dishonesty.
James M. Lang, Ph.D. is professor of English and the director of the Center for Teaching Excellence at Assumption College.
He is the author of Cheating Lessons: Learning from Academic Dishonesty (Harvard UP, 2013), On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2013), and Life on the Tenure Track: Lessons from the First Year (Johns Hopkins UP, 2005).
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