>> Newton Key: 
I'm Newton Key in the
History Department.
I'm introducing Dr. Thomas
Tobin, Tom Tobin, Tom, Mr. T,
I don't know, but anyway
he's the...
>> Dr. Tobin:
I pity the fool.
>> Newton Key:
He's the coordinator of
Learning Technologies at
Eastern Illinois University,
and runs the Center for
Teaching and Learning.
He teaches educational
technology, has degrees in
English and library science,
and as I learned last night,
is a bit chagrined to note
he has a depth of knowledge
in love songs of the 80s.
He's also at the center of his
university's switch to D2L,
Desire2Learn, and has a
lot to say on how the LMS
can be used most effectively,
which is also to say when
not to use it.
I had met Tom at the last
two Illinois regional D2L
conferences, Ignite
conferences, and at the last
national at Boston, Fusion,
D2L has some sort of
fire starter theme there.
He knows many folks in the
field, is well connected
and dean at the
Ignite conference.
I've urged the university as
a whole to make sure that
professors
get to these.
And Tom organized the
last Ignite conference,
which was at NEIU.
I'd never been there before, and
if EIU wants to learn about
how to work with and promote a
truly diverse student body,
we need to be in contact
with Northeastern more.
Anyway, as those of us who
met with Tom last night know,
he reads widely and thoughtfully
in this sort of sometimes
future shock field of
educational technology,
but what I like talking
about when talking with him
is that he also goes right
back to the practical, again,
with this stuff.
So today, he's tackling
the issue of integrity
in the classroom.
My own suggestion to my students
in my methods class that
citation is just smart
plagiarism is perhaps,
and therefore they should learn
to do it, is perhaps not the
only way to go forward, or at
least not the only way to
instill a culture of
integrity, so I look forward
to this workshop.
Tom Tobin.
>> Dr. Tobin: 
Thank you.
Thank you, Newton.
As Newton mentioned, I'm at
Northeastern Illinois
University, I'm the coordinator
for Learning Technologies.
Our Center for Teaching
and Learning,
we work with faculty to help
them with teaching innovations,
no matter what medium
they are using.
So, even though I have the word
"technology" in my title,
I'm really a classroom guide.
I've been an English Professor
for 20 years, and recently
made the switch over into
working as a support person.
And one of the things that
I've always come across
is when I talk with my
colleagues they say things
like, "How do we get our
students to stop cheating?"
"How do we catch cheaters?"
I hear, I even, look, people
are nodding already!
This is awesome.
I'm not going
there, by the way.
But how do we catch cheaters,
how do we make sure that
the person who is taking
this test online really is
that person?
How do we, ok, I have
an amen down here.
How do we make sure that our
students are using sources
in an ethical fashion?
How do we bar the
door a little bit?
And what I want to suggest
today is that by focusing on
the opposite side of that coin,
by focusing on creating a
culture of academic integrity,
you get better results,
you get more security, and you
also don't give up all of the
tools that we can use in
order to help stop cheating.
What do I mean by that?
Here's an assignment.
You have some notepaper, take
a couple of minutes and
write down the last one or two
instances where you suspected
somebody of being dishonest
in one of your classes.
Just a couple of sentences
about that time.
Anybody who can't write
anything down, that's ok.
You are blessed.
And if you don't teach, the
last time, if you are an
administrator or support
person, the last time you
talked with somebody about
one of these issues.
What was the issue?
[no dialogue]
>> Attendee: 
What about the last time
we cheated?
[laughs]
>> Dr. Tobin: 
That's also an option.
Yeah, when was the last
time you were dishonest
on something, ok.
We're all state employees, so we
have some guarantees.
All right.
>> Dagni Bredesen:
Oh no, no, no.
We do ethics training.
Awesome.
Thank you, Dagni.
And we do ethics training too.
Actually what's funny is if we
start thinking about how do we
model ethical behavior for our
students, that's going to
come into play in a
couple minutes here,
but for right now, just think
about what are those scenarios,
what are the possibilities.
I've named a few and if you
have some that are similar,
or some that are different,
that'd be great to
just write them down.
[no dialogue]
I see most folks have a
few lines written down.
I'm not sure I'm
pleased about that,
but at least it's progress
for what the workshop is.
Take another couple of minutes
and finish the one you are
working on.
[no dialogue]
All right.
Would anybody care to
share one of their items?
>> Dr. Stefan Eckert:
Sure.
I usually get a group
of homework that have
all the same mistakes,
and in music theory that
really rarely happens,
but if there are a bunch of the
same things that make no sense,
so that there is simply too much
that seems to, couldn't really
be explained by coincidence.
>> Dr. Tobin: 
Gotcha.
So, Stefan has introduced
himself to me earlier,
but if you say who you are so
I can get to know you folks,
as well, but he is saying that
in his music theory course,
he gets a bunch of homework that
all make the same mistakes,
so it's not coincidence, it's
obviously they are getting
together when they probably
shouldn't be getting together.
Is that a good summary?
>> Dr. Eckert: 
Yeah.
>> Dr. Tobin: 
Somebody else in the back.
>> Jinhee Lee: 
Jinhee Lee in History.
I gave a group
assignment, and they were
supposed to read each
others response
before they submitted it
as a group paper,
but two students were claiming
that that was their own idea.
And two of them had the same
point, and so when I see
students cheating from online,
it is one thing, but cheating
from one another within the
classroom, in a group,
that was even more
disheartening.
>> Dr. Tobin: 
Jinhee has just answered
one of the core questions
about academic dishonesty.
How do you cheat on
a group project?
And the answer is, everybody
claimed to have the
exact same idea.
So, good example.
There's a hand here,
then down here.
>> Lisa: 
Lisa from College of
Business and Science.
I work with faculty in
technology, business and
family consumer sciences.
And in this one aspect of
faculty members now starting to
use the drop box for all
their written assignments,
and one of the assignments is a
personal reflection on your
weekly experience
within the class.
So you are hit topics that
were unknown to you, that were
muddy issues for you, but it's
in a minimal format,
and three students had the exact
same classroom experience
and remembered the same
exact things, and really?
Ok.
And this is an individualized,
I mean, you know,
it's not for a lot of points,
its just an opportunity
for them to reflect on the
learning that had taken place
and put in their weekly report.
>> Dr. Tobin: 
So, Lisa, what I'm hearing is
it's an assignment that's not
worth a lot of points,
and yet students felt obliged to
turn in exactly the same thing
as each other--
>> Attendee: 
--Copy and paste from the
internet, key words
that would be helpful for them.
>> Dr. Tobin: 
Oh yeah, and the
copy and paste from
the internet.
We've got time for
a couple more.
>> Ann Brownson: 
I actually, I'm Ann Brownson,
and I work in Booth Library.
>> Dr. Tobin: 
Hi Ann.
>> Ann Brown: 
And my experience is
actually outside the classroom.
I advise a sorority, and we've
had some, a couple of incidents
where things have happened,
and we've had some major
conversations about being
accountable, and through their
behavior, and that lying
about it doesn't help.
So that's a kind of another, you
know, being, having integrity.
>> Dr. Tobin: 
Mmhmm.
So, and if your example is there
is already a social group
that exists on campus,
like a fraternity or sorority,
and they keep files or they
help each other out, and you
have to have that conversation
about that's not cool to do.
And there was one
more in the back,
this gentleman here.
>> Rigoberto Chinchilla:
Last semester I caught
two students cheating.
I found the source, they
were just pure copying from
one another.
They were reported to the EIU
authorities,
and there were sanctions against
them.
And very early in the semester.
And I also find a lot of
cheating [unclear dialogue]
I put zero on the
assignments, and since then
nobody [unclear dialogue].
>> Dr. Tobin: 
And so, the example is
you caught a few people,
and you went through the
proper channels.
I'm very pleased to see actually
that EIU has an academic
integrity policy, that you have
specific steps to go through
for instructors who suspect
if there's cheating or
academic dishonesty going on,
and I'm sorry I didn't
catch you name.
>> Rigoberto Chinchilla: 
Rigo from Technology.
>> Dr. Tobin: 
Rigo, good to know you.
Fantastic.
So we have some different
examples here of how
students can cheat.
Work with each other,
copy off of each other,
copy things from the internet.
By the way, it's always
the first two that
results in Google.
You laugh, it really is.
Or they are already in a social
group where cheating is
tempting to do.
So let's talk a little bit, I
want to do some presentation
for a couple of minutes, and
then about maybe 40 minutes
from now, we'll take a five
minute stretch and then
come back, and we'll have
an ending wrap up conversation.
So, let me just show you one
or two or six things first.
[music plays]
So, the first part of what I
want to talk about is the idea
of how do we define academic
dishonesty, and usually it's
I know it when I see it.
And so, what are clear examples
of academic dishonesty?
Well, paying for a paper.
Going to EssaysREasy.
You can find a free
paper online.
You can get answers
from a friend.
By the way, if you are getting
dispirited, that's ok,
there's a whole bunch of
these different sites.
Here's 123HelpMe, StudyMode,
GetSomeInspiration,
the advertising on that is,
oops,
and have your notebook
open during a test.
Here are some and we are all
adults here, and this is a
faculty development thing, so
please forgive a little bit of
slightly risque content, but
it drives the point home.
>> John Iadorola:
Clever about it, and so we've
got some really interesting
pictures for you
of some of the most clever
ways to cheat on tests.
Let's bring up the first one.
The thigh's the limit.
And so, the idea is they're...
>>Woman: 
A very sexy way to
cheat on a test.
Exactly, you put your legs under
the desk, you can hike up your
skirt a little bit, and nobody
is the wiser.
>> Dr. Tobin: 
I do that all the time,
by the way.
>>John Iadorola:
Eyes up here, Professor!
>> Co-Host: 
Hey!
That's like, even If he catches
you, then you be like...
>>John Iadorola:
Exactly.
If he catches you, then you get
to say, what they hell were you
looking down there for?
Yeah.
>> Dr. Tobin: 
So that's one way is to, 
is pay for a paper, or use one
of these cheating methods,
or you could also just
pay somebody else
to take your test.
This is a fairly
lucrative thing.
In the Chronicle of Higher
Education in 2012 a fellow named
Professor X, many of you know
our friend Professor X,
unmasked himself as somebody who
had earned a doctorate in a
humanities discipline, and
had been earning a medium
income living writing
essays for other people.
[no dialogue]
>> Spokesman: 
Welcome to Boost My Grades,
where we ace your online
classes, assignments,
tests, and more.
We handle every subject.
we can take a test, or an
entire class for you.
>>Attendees:
What?
>> Dr. Tobin: 
Now, ok.
Now, nobody's ever seen that
one, but that's one of the more
popular ones.
Ok.
So, by the way, this is the
scare the heck out of you
portion of the presentation.
It will get better.
Another way to cheat, one of
the obvious ways to cheat,
you can just do it old school,
and have your materials
open during a test.
I left the room during one of
my face to face class tests.
What my students didn't know
is that my camera was still
on my desk, and I have a remote
operator for my camera,
and I ended up with something
that looks like this.
[chuckling]
Now those are the clear ones.
Those are the ones that we
definitely know, yes, they are
being dishonest, and we
definitely know how to
address some of those things.
We'll get into some of the ways
to address, good examples.
But the ones where people really
have a tendency to question,
what do I do next, are
the borderline examples.
You see something that you
suspect isn't quite kosher,
but you are not sure
where to go from there;
so borderline examples:
>> Video Actor: 
Thanks for inviting me
to your study group.
>> Dr. Tobin: 
Collaborate on an
individual assignment.
So example that we had from the
back here was collaborating
on a group assignment, but
you know, you end up with a
smart guy, you've got the
procrastinator who is not there,
there's always "that guy."
[no dialogue]
>>Actress:
Stop it!
[unclear dialogue]
Or find a source on your
topic and use the same topic
and the same order
as the source.
So here is the Wikipedia entry
on carbon sequestration.
Those of you who teach in earth
and geographical sciences
know that carbon sequestration
is basically what the
Brazilian rainforest does, you
have a bunch of green plants
and they suck carbon out of
the air, and therefore,
help us to keep
the planet going.
And so, if I want to write a
paper on carbon sequestration,
I'll talk about peat
production, reforestation,
what land restoration
may be, and agriculture.
You can also put together a pay
stub culled from many sources,
and we've heard, Lisa, you
mentioned you are able to find,
ok, this student doesn't
actually write in British
English, there's whilst, and
they spell 'counsellor' with
two "L"s, and so I just put that
sentence into my favorite
search engine, and
poof, there it is.
Choice number one or choice
number two, usually.
This is actually a
really fun book.
It's by, Q, R. Markham is the
pen name of the fellow,
it's called "Assassin of
Secrets."
In the New Yorker in 2011, they
ran a profile of the fellow who
wrote this book, and he
actually got it published
from Penguin Putnam.
And the book is actually a
300-page series of plagiarisms
from detective fiction authors
from lots of different periods.
I would actually say it's more
of an achievement not to have
written it himself, and made a
believable novel out of pieces
from other people.
This is an extreme example,
but our students do it
all the time.
Take some from column
A, some from column B,
and make a Chinese menu of your
content, and then you can
create an essay or a
submission for your class.
What else are borderline
examples here?
[no dialogue]
There we go.
[no dialogue]
Cite your sources correctly,
but actually use
little original content.
You get students who will
have a long block quotation,
two sentences of their own,
another long block quotation,
those of you in the back might
not be able to see this,
but this is a page, let's see,
"The new director held the
rank of [speaks German]
third only to Hitler,
and [speaks German name]
held control over the
Radio Department, almost as much
as did Goebbels.
It was during those middle
years that Propaganda Ministry
was helped by calculating
efficiency of the
Radio Department."
I won't go on, but you see the
faculty member's response here.
"This is nonsense."
"Where's the source for this?"
"Where 's the source for this?"
"Where's the source for this?"
This is a paper that was created
in 1991 by a sophomore
in college who was taking
a history course.
The student was an English
major, wasn't very familiar
with the methods of citation,
and how to write a history
paper, and this paper was
actually failed by the
professor, and probably
should have been.
I was the student.
[laughter]
You laugh, but it also gets us
forward into one of the things
for creating a climate
of academic integrity,
and we'll talk about it
in a couple of seconds.
So you can see, here's this
whole big bunch here,
and this other big bunch
there, not my own words,
not my own thinking.
So, let's think back; most of
us in the room are old enough
to remember how the world
worked when I was 12.
I'm dating myself,
but all right.
So, how did the world work
when you are 12?
This is cut and paste.
And those of you who ever worked
on a newspaper understand
that this is literary print out
the stuff, cut out the story,
paste it onto a sheet of paper,
so you can then photograph it
and create a newspaper.
This was test security.
That's a joke, by the way.
And this was how you got
access to information.
You had to go to the library, as
Ann mentions, and you had to
physically browse the stacks
in order to find content
and information.
So, how the world worked 30
years ago, it was difficult
to do a copy and paste.
It was challenging to find
content and just pull it in and
make an amalgamation
of sources.
I actually give my freshman
self a little credit for being
that inventive back
before the internet.
So, here is a thing that arises
from that example of my paper
when I was a freshman.
Do our students know
that they are cheating?
Now, the answer in many cases,
yes, but in a lot of cases,
it's no.
And this is where we talk
about creating a culture of
academic integrity on campus,
versus being punitive and
catching cheaters, and Ann's
comment earlier about having
some conversations with the
ladies in the sorority
after there had been incidents
is a really good example of how
to establish that culture of
academic integrity on campus.
So, do our students know
that they are cheating?
So...
["Smells Like Teen Spirit plays]
Ok, you guys know Nirvana's
Smells like Team Spirit.
And if you don't,
please forgive me.
This clip will run
for a little while.
There is one thing wrong
with this music video.
Please keep it to yourself,
if you find out what it is.
I'm just going to let it play.
["Smells Like Teen Spirit"
plays]
["Never Gonna Give You Up" plays
over "Smells Like Teen Spirit]
>> Dr. Tobin: 
Anybody see what's wrong?
Do you know?
[music continues]
>> Dr. Tobin: 
Ok, so what's wrong?
>> Attendee:
Mash-up.
>> Dr. Tobin: 
It's a mash up.
Now, for those of you who
don't know the two songs,
the guitar parts and the
band, that's Nirvana, from
Smells Like Team Spirit in 1991,
the vocals and the little
bits of video are from Rick
Astley's Never Gonna 
Give You Up from 1986,
and there's also,
this is a side note, but for
those of you who are out there
on the internet, there's a thing
where people say, oh check out
this latest music video, and
it's really just a link to
Rick Astley's Never Gonna Give
You Up, no matter what they say
it is; it's called
Rick Rolling.
And so it's a way to
prank your friends.
And Stefan is writing
Rick Rolling down,
he's got something
out of this session,
so excellent,
excellent, excellent.
Ok, fantastic.
But let's talk about
that mash-up.
Did the person who created that
mash-up have any permission
from BMI Music or
Atlantic Records,
the copyright holders for
both of those music videos?
No.
Is it creative?
Heck yes.
I was, you know, some people
started laughing right away,
but some people said, wait,
what's wrong, because they
seam together very well.
Same time signature, same key
for the music, the whole thing,
and the challenge here is
especially for our traditional
18 to 20 year old freshmen,
but all of our students.
We are in a world now where
information is easily copied,
information is easily shared,
and there's not a lot of
consequence to copying
something, using it in a
creative fashion or copying
something and changing it to
suit our needs or to
suit our desires.
So, sort of out there socially,
outside of academia,
yeah, no problem, go
ahead and do it.
BMI and Atlantic are not
going to come after you
as an individual person,
and they are not going to
prosecute you unless you have
downloaded lots and lots of
movies and started
selling them.
A second example is the
phrase "no copyright
infringement intended."
Just go on to your favorite
search engine, and type in
"no copyright
infringement intended."
Here's a whole bunch of people
using songs, using media,
using the original videos,
having the entire movie
available online, no copyright
infringement intended.
So, basically what this means is
I'm stealing this, but since
I don't mean to infringe on
your copyright, it's ok.
As long as I say I don't mean to
steal it, then ok, we're fine.
That is, by the way, illegal.
And let's go one step further
into that mindset of
information wants to be free.
It's not cheating if...
[no dialogue]
So it's not cheating, here's
a site called PowerfulWords.
It's another one of those places
where you can buy a paper.
And "our service is 100% legal."
It's not cheating.
Right up there, very
reassuring, right?
[chuckling]
And let's see here.
"Don't want to be
known as a cheat?"
Yeah, here we go.
"So, remember to avoid
any difficulties,
do not use our
service dishonestly.
We are just the salesmen.
Do not order an essay at a
grade that is higher than your
current level of writing."
In other words, don't tip off
your professor that this could
be, perhaps, not your work.
And do not submit the essay that
you receive as your own work.
In other words, the canard
here is hey, students,
please use the essay that you've
purchased as a resource.
And what do we teach
our students to do?
Go into the library database,
find something that is
relevant, and germane, on topic,
read it, summarize, think,
use it as a resource.
So, this is language that our
students are already used to
hearing, well not the do not
use our service dishonestly,
but this last one, do not
submit this as your own work.
It's actually language that our
students are already used to
hearing from us.
So they are using that
service sort of against us.
So, this concludes the scare
the hell out of you portion
of the workshop.
Let's move into
'what can we do?'
[music plays]
So the next piece is, let's
talk about originality.
What do we expect when we are
asking students to create
original work?
The answer depends on where
we are inside academia.
I've broken that into
three broad categories.
These things overlap, there may
be four or five categories,
but just as a thought exercise,
lets take a look at
three different kinds
of originality.
So, content originality.
What do we mean when we
say content originality?
We are talking about
incorporating
resource materials into
your own argument.
You want students to be
in the driver's seat of the
content that they
create for you.
You also want students to
have a logical structure,
and that they link
out to other things.
They say I'm standing on the
shoulders of other folks,
but this is my own
original argument.
The resources that I'm citing
help to prove the point that
I'm making as the
student writer.
And that's a demonstration
of content originality.
This is the kind of originality
that we are expecting,
and that most academic
integrity policies talk about.
Explicitly.
Where's this most apropos?
It's typically in the humanities
where this kind of originality
is what we are after.
But there's also
design originality.
And design originality
focuses on experimentation.
Actually get your hands dirty
and try some things out and
report on the results that
you've put together.
Design originality, you want
people to analyze their results
and predict the outcomes.
If they are relying on
previously created sources,
it's usually to say, oh, so
and so ran a similar thing,
and here are my results,
and let's compare them.
And you work with existing data,
or you are interpreting data
that you've created.
Where in academia
does this happen?
In the sciences, typically.
We are asking people to
experiment, we want them to get
their hands on.
Notice that you don't have
to be original in terms
of your content.
You can run an experiment
that someone else has run,
so then you can verify
his or her data.
The last kind of originality
to talk about is
methodical originality.
So, method.
And this relies on or
duplicating previous inquiry.
You are building the body of
knowledge in your discipline,
and you are trying to advance
the state of the art.
Students are often
paired up with faculty,
they are working on research
projects, or they are more
advanced level students, and
they are working on their
own research.
And they create those logical
ties to past research,
and they try to
predict the future.
They say, well, what
should happen next?
That kind of originality
usually happens in the area of
academia, in the
social sciences.
So, counseling,
education, psychology.
Again, these are not hard
and fast categories,
and people have suggested that
there's a few more categories
here, but just to get a flavor
of what are we asking for
when we are asking
for originality.
Take a look at your university's
academic integrity policies,
and see how well they fit
for content originality,
and see how there might
be some looseness around
methodical originality and
around design originality.
So last piece here before we
take a little bit of a break.
[music plays]
Lets talk about three different
paths that we can offer
students so that they can do
things in an academically
integral fashion.
[music plays]
First one is trust.
This one is the easiest one
to give and the hardest one
to actually police, if you
want to call it that.
So, how do we trust
our students?
There's a number of different
ways we can do it.
One of them is have a
displayed honor code.
Georgia Tech has a really
good one, and by the way,
I should have mentioned
earlier on, on your way out,
every single thing that you
see here is in a handout
with links on it, and on
the back of the handout
is a very small web address so
that you can have a clickable
one so you don't even
have to copy the links.
So, paper handout when you go,
and all of this stuff will be
on the handout when we are
done with our session here.
Georgia Tech has an honor code.
And it's just I agree that when
I take tests and quizzes,
when I write my material,
I am going to do it in an
ethical fashion.
Now, how does that have
an impact for you
in your classrooms?
It doesn't.
If the only time students see
the honor code is during
freshman orientation.
If you have that honor code
pasted in as part of
your syllabus.
If you have your students take
a look at that honor code
at the point of need, which is
the beginning of your class,
when they are taking a major
assignment or test, as
the cover sheet for all of
your written assignments,
that's how your students
say oh yeah, there's an
honor code here.
And believe it or not, it
sounds kind of trite,
but just having students read it
and see it over and over again,
we've got research that shows
us nationally that having an
honor code reduces academic
dishonesty by anywhere between
1 and 2%.
Now, to put that
in perspective,
the number of students cheating,
academically dishonest,
iss somewhere around 40%
over their lifetimes.
We asked students, have you
ever cheated on a test, exam,
quiz, assignment?
And about 40% of them
say yeah, I have.
But then when you go into
an individual class level,
or individual semester level, we
are talking about between 
2 and 3% of the total
student population.
The other 97 and 98 percent
of that student population
when they see the honor
code, they say, oh yeah,
that's a reminder to me that
I should be paying attention
to the rules.
And they'll abide by them.
Basic psychology.
If you ask somebody to do
something, they're
more than likely to
say, yeah, ok, thanks.
So, honor codes on display.
This is sort of the top level,
the easiest thing to do,
and italso nets you the least
amount of positive impact,
but use them in conjunction
with sanctioned statements,
in situ, and for those of you
who were at the CATS award
luncheon yesterday, I
mentioned this briefly.
Let's go into a little
deeper dive today.
A sanction statement is a
statement that says, I agree
that I am the person who is
supposed to be taking this test.
I agree that I am taking this
test under the conditions,
excuse me, under the conditions
which the professor has set.
I agree that if somebody
finds out different,
here's what's going
to happen to me.
La-la-la, bullet list.
Having sanctioned statements
right there, and I talked about
at the point of need, this is
the stuff that really has to go
at the point of need.
Here is an exam for a course
that I teach in the for-profit
university for
DeVry University.
Their sanction students
are, excuse me,
sanction statements
are fantastic.
There's a big box here,
before students can get
into this quiz, it says
"Students have a responsibility
to maintain the academic
integrity of our university,
and to meet the highest
standards of academic conduct
as stated in the linked
student handbook."
In case you want to read it.
"Any student found in violation
of these expectations is
subject to the sanctions
as stated in the academic
integrity policy.
By selecting this 'Begin
the exam' button,
I verify I am the only
one taking the exam,
no one is helping me,
physically or electronically."
I won't copy the exam in
whole or in part" to put
in my sorority file.
That doesn't actually
say that last part.
"I will refrain from discussing
this exam with anyone until
after the due date, and I
will adhere to the academic
integrity policy."
I'd be very happy, this is
not anything that is specific
to this university.
I'd be very happy to share
our own sanction statements
with all of you as well,
and if you'd like,
I can send that to Krishna.
There's a question in the back.
>> Harold:
Is that much different
from the the website that said,
don't submit this term paper
as your own, and [unclear
dialogue]
>> Dr. Tobin: 
So the question is,
how is that different from the
website that was selling papers
that says don't send this
in as your own stuff?
Well, not much, actually,
but just seeing that
sanction statement right ther,
decreases academic dishonesty,
the research is
telling us, between
four and five further percent.
That moves the needle.
Now, I didn't catch you name.
Harold, I'm going to hire Harold
because he is setting me up
for the next thing.
And the next thing is, instead
of having the sanction
statement in situ, you
have a sanction statement
or honor code that
students actually sign.
And so, you can put the sanction
statement right there at the
beginning of your quiz, but
then question number one on my
quiz is, "I agree to take
this test or quiz under the
right conditions."
I agree it's me, etc., etc., and
it's a short answer question,
and you have to key
your full name.
Is it a legally
binding contract?
No.
Is it something that the
university can enforce if you
catch someone cheating?
No.
But by asking students to take
the time to key in their names,
students who are tempted to
cheat think twice about it.
Having a sanction statement
with a verification,
not just click here and I
agree, but I actually read it,
and I'm signing my name to it.
Students are used to seeing
that kind of stuff on their
credit card applications,
on things that have
real world consequences.
You and I know, maybe there
aren't official legal,
sanctionable consequences there,
but again, by raising the
visibility of here are
the expectations for
doing it right.
Research shows us that
instead of 4 to 5%,
we are going up to 8%
decrease in dishonesty.
So that moves the
needle even better.
And Harold, thank you for
setting that up so nicely.
You know, to be placed on all
of our classroom based exams,
I affirm that I have not
violated the honor code.
I affirm that I have not
violated the honor code.
On online exams, you can
just say, true, false,
or you can have them key in
their name, you name it.
Another level on top of
trust is verification.
Many of you remember when
Ronald Reagan was ending the
Cold War and opening up Glasnost
with the Soviet Union, he said,
well, I like that Mikhail
fellow, but we had a policy of
trust and verify.
And that's exactly what we
are talking about here.
Verification goes beyond just
trusting our students to do
the right thing, and checking
in on them to making sure
that they are doing
the right thing.
What do we mean
by verification?
Well, file comparison
services, like we have
Desire2Learn at NEIU, you
have Desire2Learn here,
you folks have TurnItIn, also?
Ok, awesome.
Originality checking,
it's called.
If you check that box, you will
receive an originality report
on written content.
By the way, just full
disclosure, how does TurnItIn
assess content for originality?
What they are looking for is,
excuse me, the words in this
particular submission, versus
databases out there, library
databases, web pages, and other
submissions to TurnItIn.
I think they are up to 1,200 and
some universities and colleges
that submit to TurnItIn, so
if there has been something
from a fraternity file, it'll
probably show up there.
TurnItIn, however, is not an
automatic death sentence
for a student's paper.
So, here we have a student
who has a completely
original paper.
This one will almost always be
a failed paper if, for content
originality because they didn't
use any research at all.
Then down here I've [unclear
dialogue], but here are the
folks who have those yellow
and red indicators that say
60%, 70%, 90% similar.
I've had papers that have come
in to me, where TurnItIn's
originality report said 80%
similar, and the student
got an A, because the student
was actually using long block
quotations, citing the content
correctly, and the student's
argument was in the
driver's seat.
TurnItIn and file comparison
services like it,
like Blackboard's Safe Assign,
like Filezilla, all of those
services are just tools that
do a brute force comparison.
They don't care what subject
you are teaching, so if you
have them turning in chemistry
equations, if you have them
turning in history exams,
whatever it is, all it is going
to do is do a comparison and
say this is similar to that.
You have to use your own human
brain, we call it the what/where
problem, in order to evaluate
who's doing what well.
Also, don't be fooled by
the people who end up
in the middle.
The 40%'s and the 50%'s.
It's always a best practice to
take a look at a representative
sampling of the people in your
class, not only the ones on the
zero end and the 80/90 end,
but look at a few people
in the middle and see if they
are using sources correctly.
That's another thing for
fostering a climate of
academic integrity.
Helping the people who are
doing it mostly right,
to get to all the way right.
What else are we
talking about when we
talk about verifications?
Oh yeah, there's one of
the red ones, at 93%.
And so here is something where
almost everything in it
was matched up.
Google fishing.
Verification sort of on the
cheap, which is here is an essay
from a student, I go in, copy,
go to my favorite search engine,
paste in the phrase, do the
search and yep, there it is,
right there, first session
right in Google.
By the way, one of my favorite
assignments in a class
is to ask students to do
research for a paper,
but the first three pages of the
Google results are off limits.
Make them actually go to page
four, if they are doing
internet searching, and see
what they can write based on
all of those.
And they discover there's
this whole other world of
stuff out there.
And I tell them, imagine if
you walked into a, oh wow,
okay, imagine, I was going to
point to Ann, imagine if you
walked into the library,
and all you saw was
three shelves of books.
Now, you know that there are
4,000 other shelves of books
in the library, but all you
want to do is go to those
three shelves.
That's exactly what
Google is doing for you.
And when we talk about it that
way, people say, oh yeah,
maybe there are other
things I should look at.
Maybe I should ask a
librarian, maybe I should ask
for some help.
That's another part of fostering
that climate of academic
integrity is if you are not
sure, pick up the phone
and talk to your resources.
I had the chance to talk to
Jeff, who is the ISS over here
in the arts and humanities area,
and he is one of the resources
that faculty can go to in terms
of doing and designing your
course materials so that you are
helping to foster those things.
I'm glad to have met Ann,
one of the librarians here.
She's also a resource
here for you on campus.
Statistical verification.
I love me some verifying
through the LMS.
If you don't know about
the tool in Desire2Learn,
called View User Progress,
ask Jeff, and get to know it
a little bit better.
It allows you to see
statistically who in your class
has looked at what for how
long, how many times,
what's the class average,
and is this person
doing it more or fewer times.
And what this allows us to see
is, let's see, in my course,
this person has taken a look
at the syllabus just that
one time, everybody else, yeah,
let me actually back it up here
just a smidge.
See if we can get that,
I hit pause too soon.
[mouse clicking]
Yep, that's Google fishing.
Forgive me while I get
keyed in right here.
So here I have a student who has
looked up the syllabus once.
This is week four
of the session.
Everybody else has looked at it
at least two and a half times.
Last time he came in was
at the very first time
in the semester.
he looked at it for a
minute and 43 seconds.
Most people take at least
five minutes to look at
that syllabus.
That gives me some
information that I can then
have a behavior based
conversation with the student.
So, I've heard comments
about well, you know,
I caught somebody doing X, Y, or
Z, being able to listen to a
student and say, what happened,
what led up to this,
is going to be a powerful
indicator for the conversations
you can have.
Question?
>> Attendee: 
I happen to love the
viewer progress, but I
have a question about
what you just said.
>> Dr. Tobin:
Sure.
If the student were to download
that syllabus and print it,
that wouldn't show on the--
>> Dr. Tobin: 
Oh, thank you for putting the
asterisk on that.
I forgot to mention.
You are absolutely correct.
For those people who have a
read-it-online only version,
yeah, statistics are fantastic.
But if you have a downloadable,
like a PDF or something
like that, maybe you are like
me, you want to have it
printed out on your back porch
with a glass of pop and some
music playing.
Then you have to take the
statistical analysis with a
grain of salt.
Where it really comes in
handy, and to your point,
is for tests and quizzes.
Because they are in there,
and they have to be in there
for a certain amount of time.
And if somebody has an answer
key or the fraternity file,
and says, C, C, C, C, B, C, A,
C, C, and if you haven't
randomized your options, then
you'll know that everybody else
took 30 minutes on this,
and Mr. Blaze took only
three minutes, and then you have
some behavior based things.
But thank you for helping
me put that asterisk in.
You are absolutely right.
>> Attendee 
You are welcome.
It was just a genuine question,
really.
It really, it wouldn't show that
time, right?
>> Dr. Tobin: 
You are exactly right.
Yep.
[no dialogue]
And browser restrictions.
This is a tool by a third party,
I'm not here to sell anything,
but Respondus Create has a
tool called Lock-Down Browser.
It is a special internet browser
that students must download
and install on their machine.
We have it installed on all
of our lab machines at
Northeastern Illinois
University, and we ask faculty,
if you are really concerned
about test security,
ask your students to use this.
Have them download the special
browser, and use it for a quiz
on the syllabus that's
not worth any points,
just to make sure they have
it and they know to use it.
And then have them use this
only for the major assignments
in the course, like a midterm
or a final examination.
You can use this in a face to
face classroom, as well as
in an online setting.
What this lockdown browser
product allows you to do,
and there is a number of them
out there, and Jeff knows
what they are, so
ask him later.
But what products like this do,
when students are using this
particular browser, they must
use this browser in order to
gain access to the assessment,
it doesn't allow you to copy,
paste, open another window,
open another application,
do anything to get the stuff out
of the exam, or put something
into it, other than use your
keyboard and your mouse.
And so that's test security
in terms of oh, I have my
Microsoft Word cheat sheet.
Of course, nothing stops all
students from pulling out their
mobile phones.
So, yep, yep, well you could
could take a picture of it,
well, not only take a picture,
but look it up, or say, hey,
Harold, what's the
answer to number five?
And because Lisa in her class
has randomized all the
questions, Harold says
it's C, and I'm screwed.
>> Attendee: 
The Respondus Monitor
catches that.
Yeah, the Respondus
Monitor as well.
Lisa, you were going to say?
>> Lisa: 
Yeah, we are getting ready to
launch Respondus Monitor as a
pilot here on campus.
And it will take it effect at
the beginning of March,
through the end
of the semester.
>> Dr. Tobin: 
Awesome.
Can people still sign up?
>> Lisa: 
Yes, we are getting ready to
publish this to the campus, and
so that takes effect more,,
even though you are online
testing, there are a lot of
options for the faculty to
say show me your student ID,
and show me your testing area,
so I mean these are all
options for the faculty, but
you're basically trying to
secure that testing
environment.
>> Dr. Tobin: 
And oddly enough,
I want to hire Lisa, too,
because that is the next piece.
Here is Respondus Lockdown, and
you can have students use that
lockdown browser for
taking the test and for
viewing the results, so you
don't end up with students
copying them, and then
playing with them later on.
Identity validation.
This goes way beyond.
Fingerprint reader, and I'm
sorry, I didn't catch you name.
>> Andy Cheetham: 
I'm Andy, I teach in the
Music Department.
Hi, when you asked at the
beginning for examples of
academic dishonesty, I was going
to mention that something that
I deal with a lot in having
online quizzes, this relates
to Respondus, is
students that have the
inevitable technical failure,
oh, the network was down,
my blah, blah, blah,
can you reset this?
And so, I wondered how
you deal with that?
You may be prepared to talk
about that, but also when I
tried to use Respondus, the
number of complaints about some
technical issues here or
there skyrocketed.
>> Dr. Tobin: 
Yep, it goes way up.
What I like about Desire2Learn
is that its quiz to them
will go, answer this question
here for Andy real quick,
because it is relevant
to our topic.
In Desire2LEarn, unlike in
Blackboard, [unclear dialogue]
WebCT, all that other stuff
you've used, when students,
and this is one of the
reasons why we select it.
I hear laughter down here,
and you know where I'm
going with this, ok.
In Desire2Learn, when you
create a test or a quiz,
it treats students, how do
I say this charitably,
It treats students like idiots.
In order to start a test or a
quiz, students have to click
three different buttons before
they get to the quiz questions.
So, starting up is hard to do.
Are you sure you
want to start this?
Yes, I'm sure.
I'm annoyed now, but
I'm sure I'll start.
Then throughout the test or the
quiz, down the left hand side,
there are a series of little
floppy disk icons which
none of our students recognize
what they are, but those
old people in the room know
that they are floppy disks,
for each question, and as you
save your answers to 
questions, those disks turn
blue, saying I've saved
these answers.
So You can save your progress
one question at a time,
as a student.
So, when the student calls me up
and says, oh Professor Tobin,
I was in the middle of the
midterm examination and it
kicked me out, and I
was almost done.
Can you reset it for me?
I can go in and see that
that student has saved 45
out of the 50 questions.
I believe that student more
than the student who says,
I was almost finished and it
timed me out, and I see that
there's one or two
things answered.
So that's one part
of that response.
The second part of that response
is, I was just getting ready
to submit or I accidentally
submitted, yeah,
I only answered two questions,
and then I accidentally
submitted my quiz.
In Desire2Learn, it takes
three separate clicks to
submit a quiz.
First says, I'm done,
submit my quiz.
You get a dialogue box that says
if you want to turn around now,
you still can to change
your answers or answer
more questions.
Are you sure you want
to submit your quiz?
Yes, I'm sure.
And then you get another box
that says, Are you really sure
that you want to
submit this quiz?
So to accidentally submit a
quiz, and the buttons aren't
even in the same part of the
screen, so you can't just
accidentally go click,
click, click and submit it.
So, even if somebody has
motor control issues,
they can't accidentally
submit a quiz.
Now some of you are laughing,
but that's, actually we had a
student with a physical
disability say, I accidentally
submitted my D2L quiz,
and we said, try us.
And you know, the student was
trying to get around and try to
see the questions beforehand.
So, good question here,
and there is actually a
little bit of technology
that helps us do it.
Jeff, you wanted to add?
>> Jeff Cranstoun: 
Well, I was just going to
add a comment that I think a
lot of the problems in the
Respondus Lockdown Browsers is
students assume that it's a
browser plug-in, rather than a
unique application.
>> Dr. Tobin: 
Yeah, it is it's own browser.
>> Jeff: 
It's all explained in the
D2L portal.
>> Dr. Tobin: 
Do students ready the
D2L portal?
Just checking!
>> Jeff: 
They do when downloading,
but there is no further
instructions on their end,
that says you need to close this
out and open a new application.
>> Dr. Tobin: 
And to keep us a little on
track, this brings us back.
One of the things that we did
was we made sure that for
faculty who wanted to use
the lockdown product,
we had a student help sheet
on one page that walked them
through, here's why your faculty
member is requesting this,
here's what you need to do,
if it doesn't work on your
computer, you can come
to campus and use ours,
and we always ask faculty
don't spring this product on
students at midterm.
Do it in the first week
of class, have a five
question quiz about the syllabus
that isn't worth any points,
make them use it, get them
installed, used to it, if they
have problems or questions, do
it in a no consequences way.
So, this actually
gets us back here.
Identity Validation.
Let's look at the last one,
here, and then we are going to
take a five-minute break,
and come back and have more
open conversation.
So, observations.
We talked about trust,
we talked about
verification, observation.
This is the gold standard of
academic integrity, is ,actually
we do this on our face
to face classes.
We walk around.
We say oh yeah, I see
you are writing,
I see you write, ok, look
here, you are, look Felix,
don't look at her paper,
that kind of stuff, right?
So, observation is
the gold standard.
I can actually see you, and
Respondus Monitor is a
service like this.
And I'm glad, Lisa, you gave
us a good intro on this.
Let's talk about observation.
What are some things we
can do for observation?
Face to face assessment.
Gold standard.
That guy is probably not,
the guy who is going hey,
I know the answers, right, okay?
So that guy is probably
someone to keep an eye on,
if we had actually eyes
on a class of people.
Multi-site proctoring.
We have agreements with all of
the other, many of the other
colleges and universities
in our area.
Our two-year colleges
especially.
We also have agreements with all
of our Chicago Public Library
locations and the public library
locations in the other counties
around us, that if our students
come to them, and they say,
I want to take a test under
proctored conditions,
we will email out a form to the
person who is going to be doing
the proctoring, they will
sign it, PDF it back to us,
and we trust that they will
proctor for our students.
We also proctor for students
from high schools and colleges
and universities around
us, as well.
It's a courtesy, it's a really
good program to get into,
and it allows you to have eyes
on for people who are remote
from your campus.
And believe it or not, we've
had those in place since the
early 80's when we did
correspondence courses.
So, really cool.
Real time online monitoring.
This is an ad for a different
product than the one Lisa was
talking about, but this
is the same category.
>> Spokesman: 
--A simple and secure process
for online proctoring.
First we make sure the students
are who they say they are.
Then we proctor them
through the test.
Proctor 101 makes it possible
for students to get
professional online help and
support that is convenient and
available from anywhere
in the world.
>> Dr. Tobin: I
 heard that guy on like,
car radio commercials,
the other day right?
But live proctoring means have
the student turn on his or her
web camera, and then somebody
actually sits there and watches
while the student is
taking the test.
So, they'll ask the student to
move the web camera across the
work space that the student
is using to show no books,
no calculator, no lights, no
boat, no motor car, whatever
you want to do as your
testing environment.
They ask the student to show a
photo ID that looks reasonably
like themselves, there's a
lot of different products
out there, and I'm glad you
folks are piloting this.
This is a step actually
beyond where we are, so
I want to come back
and hear how it went.
[music plays]
So before we get into our
expectations for students,
it's right now 11 o'clock, let's
pause for about five minutes,
10 minutes, come back here
at 10 minutes after 11
if you need to use a restroom
break or something like that.
We'll do the last part here, and
then we'll have more open and
free formed conversation.
So, and I'll be available
during this break as well,
if you wanted to talk
individually, too.
[chatter]
Welcome back, ladies
and gentlemen.
If you'll have a seat please,
[chatter]
All right, well, welcome back.
Thanks for not bailing
on me at the bio break.
I appreciate the
vote of confidence.
While we were doing break, I
heard a few different comments
that are related to some
of the things that we are
talking about.
For example, Lisa was talking
about working with faculty who,
when they suspect academic
dishonesty, oftentimes find out
that the motivating factor
behind it is time management.
Students wait until the
last minute, they panic,
they can't get it done, and
they copy and paste and hope
for the best.
And one of those best practices
is actually breaking up
assignments, asking students
for, Lisa said, asking students
for progress reports, throughout
the time period that they are
supposed to be doing things,
or asking students to compile
their bibliography first, and
send that in halfway through,
just to show that they
are making good progress,
and they are not waiting
until the night before.
I also had another faculty
member who wishes to remain
anonymous tell me about a
concern where she had a student
who had very obviously cut
and pasted from a source
and she said, well, did I
handle it the right way?
She had a conversation with her
whole class the next day about
academic integrity, about how
to cite things properly.
And then she had an individual
conversation with the student,
and the student said oh yeah,
this is all my own work,
and then she said well
how did you do it?
Show me. Tell me.
And the student brought in at
the next meeting a stack of
papers, and she said well,
I took this from here,
and I took this from here,
and I took this from here,
and I took this from here.
And then I put it all together,
and I put my name on it.
And that kind of moment is a
teaching moment, rather than a
punishing moment.
Because that student
obviously didn't really get
what they were after.
You have a comment here?
>> Attendee:
Well, I just wanted to
point out that maybe
an aspect we have to talk about,
especially with the ones that
have to deal with a lot of
international students, and I
don't want to pick any country,
I would pick mine, you know,
when I got here,
to the United States for the
first time, I did not know
anything about this, anything.
Just never, ever, in my culture,
in my culture, it's ok to copy
from someone else, that's the
way it works, and you are a
bad person if you don't share,
you know, with others,
what you have.
So if someone needs the
homework, you have to share
just to show that you are
in solidarity with them,
and if you don't copy, if
someone offer you copy,
you are stupid.
So, what I'm trying to say is, I
don't know different cultures,
but I know that there are many
cultures of which they have
grown up with the sense that
copying things from others is
just solidarity, and here's
an individuality culture,
a culture of individuals.
So, I'm trying to say is
sometimes we, I have to work
very hard at the beginning with
the international students
emphasizing what is the new
culture, what is the new
expectation, what is the new
thing, but still, international
students I mean, what do
you do when you have
grown up 25 years
doing the same thing,
and its not bad,
its just a good thing.
Because it's cultural.
>> Dr. Tobin: 
Let me bend on that actually,
the comment I think is we have
a number of students on our
campuses who come from cultures
where collective work and
sharing is the norm.
And I'd like to throw
in American culture
as that as well.
There's a lot of social
expectations that you help
your friends out.
And that's a noble goal,
and so when some students
reach academia, especially
higher education in the
United States, we see that our
expectation for do it yourself
so that you can demonstrate the
skill to us, and we can give you
a piece of paper that will help
you get a job, that expectation
is at odds with the way that
they were taught, tested,
and socialized, and it's not
just international students.
I would say that a fair number
of folks born and raised
in the United States for
whom that's also the case.
And sort of the nightmare--
>> Attendee:
At least in high school,
or at least, I can see my kids'
education, since they are
third, fourth, fifth, sixth
grade, there's that concept
of cite sources, or somehow,
Americans too it has
heard, you know.
>> Dr. Tobin: 
Some American students
have heard.
The nightmare K-12 Scenario
is they don't get that,
it's teach to the test, do
you have a comment here?
>> Attendee:
Well, I'm thinking of a related
issue with regard to American
students is that they tend to
see what we are doing here
as information, and this,
I'm getting this from my actual
students I've talked to
said things like, well, why do
we have to pay so much for
our university, when information
should be free, and I have to
try to dissuade them from it.
>> Dr. Tobin: 
Yeah, why do you have to pay
you when we can just find
this stuff on the Internet?
And the answer is, we are
going to help you to be
critical thinkers, we are
going to help you apply the
information, we have the
experience, we have the
connections to the real working
world, we have the connections
theoretically, oh, and by
the way we'll make you better
citizens in the bargain.
But that's a sort of pie in the
sky answer to a real practical
question from students.
And I want to hire all of you
people because here we go
with the last piece:
expectations for students.
[music plays]
So let's talk about
for individual work,
what can we expect
from our students?
For individual work, we want
them to work by themselves,
unlike the last example we
heard about: don't share.
We want you to actually
demonstrate that you the
individual student
have these skills.
If I'm teaching a class, and
group work is part of that,
yeah, we want you to
share with other people,
but in most cases,
we want students to
demonstrate their
individual skills.
We want them to
incorporate and credit
source material properly.
Why?
Because we're just bug
bearers for citation?
No, because actually citing
things from other people,
giving credit to the people who
came before you is important
in most lines of work, and being
able to say, you know what,
if you do this with us,
you'll get F on the paper,
if you do this in the
workplace, you'll get fired,
and there are a number of
instances, help me remember the
Jason who got fired from the New
York Times for plagiarizing a
bunch of his, Jason Blair, thank
you very much, the fellow
who got fired for plagiarizing
a number of his,
or making them up out of whole
cloth, a number of his stories
that he printed for the
newspaper.
What are the other kinds of
expectations for group work
that we can reasonably
say for our students?
Plan and execute your
group work equitably.
This is the biggest thing.
Don't let there be any free
riders in your group.
Don't let there be any hammers
who take over the group.
That's easier said than
done, and we all know it,
but actually saying so up front
is going to help students
set their expectations.
Lisa, you want to jump in here?
>> Lisa: 
One of the things I usually
recommend to faculty with
group work, and it makes it
nice because it takes the
faculty member out of being
judge and jury, is have the
group create their own
group contract.
Faculty member says I need
you to cover these areas,
you amongst your group determine
what is proper inclusion,
if you are away, you know,
reporting back to the group,
you know, they create
their group contract.
They all sign off on it.
They submit that is part of
the assignment for the
group project.
>> Dr. Tobin: 
And another good example
here, having group contracts,
having students set their own
expectations, and then sign off
on it, you hear Lisa using the
same kind of language
we've been talking about.
Have them sign off on it.
Have them sign
their names to it.
Have them determine the
outcomes and, so that they are
determining what is
the ethical behavior.
So, excellent example.
Felix, you want
to jump in here, and then Dagni?
>> Felix: 
...Have incorporated groupwork
in my class, and I always
ask them to get a group
coordinator and assistant group
coordinator.
>> Dr. Tobin: 
So, have specific roles
in the group?
>> Felix: 
Exactly.
Very accountable within a
group, so.
>> Dr. Tobin: 
Good example.
>> Felix: 
Even if I'm not there, they
>> Dr. Tobin: 
Especially if we're not there,
they should be following
along, yeah, awesome.
Dagni, and then down in front
here.
>> Dagni Bredesen: 
This is just an observation,
but I think one of the things
that's so valuable about
what you are walking us
through is making our
expectations explicit.
And we had Wanda McDonald
here, I don't know if you
know her, from Metro College,
or Metro University,
but she was talking about
universal design, and a
big part of even universal
design is making your
expectations explicit, making
the pathway explicit,
and I think for those of us
who grew up in a system
where if we just absorb the
norms, and this is a big
challenge for us to do.
>> Dr. Tobin: 
And that actually points us
back to the comment here, why am
I paying you for information
wnats to be free, and I can
just get it, the answer is
in terms of making a pathway
through the content,
setting expectations.
You can learn how to fix
your own car by watching
YouTube videos, but I'd rather
go watch a mechanic do it.
And so, you know, having
that expertise, having that
structure, and it's something
that we do verbally
all the time.
We, at the beginning of every
session, I did it today.
I said here's how our
time is going to go.
Here are the things we
are going to cover.
We do this verbally
all the time.
And moving into actually
writing it down.
Here are the expectations;
here's what we want you to do.
Here's how we want
you to do it.
It seems like a simple thing,
but it's kind of a culture shift
for a lot of us, because we
like to hear ourselves talk.
I do, and we don't like to
write everything down.
We assume that people
are paying attention,
and there's a
comment down here.
>> Attendee: 
Just with the group work,
I also use a rubric at the
end of the project, where they
have to evaluate themselves,
and also members of their group,
>> Dr. Tobin:  
Is that part of the grade, too,
the peer evaluation at the end?
>> Attendee:
The peer evaluation, and they
have to write a paragraph about
each member and also about
themselves, and I find that they
are generally pretty honest.
>> Dr. Tobin: 
Yeah, and our students know
who is pulling their
weight and who is not.
And too, because it's part of
the grade, it's not something
that they can blow off and say
everyone was great you know,
and you see a bunch of that.
So, acknowledge the
contributions of
all group members.
That evaluation and the peer
evaluation at the end,
it's a great way to do it.
And it's, put a self-evaluation
in there too.
I think I did well, poorly,
excellent, and people will be
honest about it.
And I'd rather give somebody
good credit for recognizing
they didn't have a lot of
time, and they gave just the
minimum, rather than everybody
saying yes, I am the stuff.
Also communicate with
the professor regularly
before the deadline.
Have those gate checks, have
those milestones in place.
If the project is going to take
four weeks, every single week
your students should be
communicating something to you,
That will reduce academic
dishonesty by a lot because
having those milestones means
that you're asking them to
continue with their work.
For lab and field work, when we
have students actually
heading out there and
working on things,
acknowledge that they've
received assistance
when they have.
So, if the students have talked
to an expert, phoned up the
high school principal, actually
gone out and gotten to handle
the snake at the zoo,
all of those things,
they should acknowledge
who has helped them.
And students find it much easier
to acknowledge when they've
done the research and
they've actually talked to
someone live, and then that's
a teachable moment for us
to say afford the people
who wrote the articles
the same credit.
Afford the people who wrote
the websites the same credit,
because they are
helping you out.
Document and report relevant
experiences, include real-time
sources of information,
like interviews
and experimental results.
In other words, go beyond
just looking on the web.
Go beyond just looking at
library books, go beyond,
I'm a big proponent of
getting butts out of seats.
The less time we can have
students sitting in the seats
in the classroom, the less time
we can have students sitting
in front of the computer,
the more time we can have
students in the lab, in
the art design room,
out there in the world doing,
the better off we are going to
be, and the harder it is
to cheat because it's an
individual project
or assignment.
It's really hard to cheat
on an assignment that says
call up a high school
principal and ask that person
five questions.
Really hard to do that.
So, in terms of expectations for
our students on assessments.
This is the one
everybody wants.
What about tests and quizzes?
Show what you know.
I heard a story about not only
having to figure out the
formulas for your physics
assignment, but also why did
you come up with that
formula, how did,
how is it proved, all
those kinds of things,
so asking students
to show their work.
Especially in the hard
sciences and mathematics.
That's where we know show your
work from, but that also
applies to history, humanities
courses, English course,
communication, arts.
Having students, if you
have a student who is
in a sculpture course, creating
a piece of sculpture,
have the student take out
his or her camera phone,
and take pictures of
the interim stages.
Show development, show how I got
this far and then I got stuck,
so I went back to the library
and read some theory on
how to actually do the carving
the way I wanted, or how to
do the welding the way I
want, and then give credit
to those sources.
There's a way to use sources
ethically in a lot of different
ways that you might
not think of at first.
Credit source material,
even if it's loosely.
I'd rather work with a student
who gave a source credit,
but didn't use APA format
quite right, or didn't use
the quotations quite right, or
didn't do the block quotations,
that's teachable.
But a student who just says
copy, paste, this is mine,
that's a very different
conversation, and I'd rather
have the first one
than the second one.
And respect assessment
conditions.
So, if it's time ot it's closed
book, we can use technology
to help make that happen,
we can use our own wits to
make that happen with things
like sanction statements and
signature lines.
[no dialogue]
[music plays]
And so, here we come to this
part of the presentation:
campus academic integrity.
How do we put this
culture on our campus?
We have to have campus wide
definitions and processes.
So, here from another
university, having an academic
integrity policy in your student
handbook, I'm glad to see
you folks have one.
And that it's consistent
across the university.
Usually this arises out of
the faculty senate, or other
governing body, in conjunction
with the administration.
Everybody puts that
definition together.
This is something that if it
isn't on the agenda of your
governing bodies, it should be
every three or four years.
Revisit this language.
Because, you are going to
come up with scenarios,
you are going to come up with
general categories that may not
have existed a couple
of years ago.
I'm glad to see a
provost in the room.
So, having that academic
integrity policy at the level
of the institution allows you
to have consistent definitions
of what academic honesty is
and dishonesty and consistent
penalties for violation.
Also, input from all your
campus stakeholders.
Don't just have the faculty
senate and the administration
at the table.
Have all of the folks; have
part-time instructors,
full-time faculty members,
folks in the tenure line,
folks who aren't, have all of
those folks help with crafting
those definitions.
Chances are, now here at
Eastern, you are like we are.
We pride ourselves on giving
freshmen access to people
in the tenure line right
from the first year.
But there are going to be
classes that are taught by
part-time folks, you have
graduate assistants,
those are the folks who really
need the training in how to
spot it, how to handle it
appropriately, and how to
create that culture of academic
honesty, first setting up,
as Dagni said, setting up those
expectations clearly.
Aside from getting everybody
on campus, have a reporting
and review mechanism in place.
Is there a special, and we had
a comment here, I apologize,
I don't remember who said
it, but somebody said yeah,
I caught these folks, and I went
right to what should I do,
and it was clearly spelled out.
First offense, you fail the
assignment, second offense,
you do this, so on and so forth,
and make sure that, and this
is the thing that a lot of folks
aren't doing, make sure that
even if you have a conversation
with a student about
academic integrity, and no
consequence comes out of it,
it was a teaching moment,
it was a learning moment,
have some central place on
campus where that is tracked.
Have a database somewhere
on your campus
in the provost's office, in the
dean's offices of each college,
wherever you like, but have
somewhere where it's tracked
because you can have a student
who in this semester forgets,
and then in this semester
also forgets, and then in
this semester also forgets, and
if the people who are teaching
don't see, oh yeah, this student
has a history of not knowing
how to do it, that's
a challenge.
Now, this doesn't mean that
the person who's teaching a
student in semester three
should know ahead of time
this is a student with a
history, but the folks at the
dean's office, or provost's
office who have that
centralized database, when
they get another report of,
I had this conversation, they
can start seeing patterns,
and they can be the ones to
pull the trigger and alert the
faculty member and say, hey, we
just wanted to let you know
this has happened before, we've
had this conversation before.
That's a retention concern,
and those of you who are in
the administration, you realize
that if we can have students
actually get it, and actually
say oh, I've changed my
behavior, and I'm doing things
ethically now, we've just
saved ourselves
tuition dollars.
That student will
continue, that student is
more likely to complete.
It also shows that we care about
the quality of education that
we are providing to
those students.
And that goes to our
reputation as a university,
so this one's really key.
Course specific practices,
what can you do in your own
individual courses?
>> Student: 
Hello everybody,
we are team Facebook,
and we think that
social media rocks.
We think that social media is
the most important media today,
and we think it's going to
be the most important media
into the future.
>> Dr. Tobin: 
Freshman.
But actually getting to
know your students.
If you are teaching a large
lecture course with 200
students in it, and you have a
bunch of graduate assistants
helping you, it's more
challenging, yes.
But if you can get authentic
assessment from your students,
having your students
creating their own content,
not just writing essays, but
quick video, show me the work,
take out your camera phone,
show me what you are doing.
Tell me just a little bit about
what you are getting out
of the class.
Even those little markers can
help you to identify without
any of the technology we've
talked about, help you identify
when a student doesn't sound
like himself or herself,
or is doing something that is
way above pay grade so far.
And those are going
to be keys here.
Also, this last one,
I heard a few people
talking about this.
When are you going to get to
faculty modeling correct
and incorrect practices?
Well, here it is.
So this is a presentation that
I do, I teach a course in
the educational technology
master's program at
another university, and I
wanted my student to create a
PowerPoint presentation for
adopting a new technology
in their k-12 school district.
Now the idea is, I'm working
with people who are already
k-12 teachers, they are in the
classroom now, they are working
on their master's degree in
educational technology,
so the ideal for this assignment
is that they will research their
own institution, and they will
eventually present to their
principal or their school
board to adopt a new
technology initiative.
So, rather than sending out a
real technology initiative,
I wanted to show them what
I expected from them,
so I created one, and this is so
that the Hunter school district
can adopt the wheel.
This is written by Jonathan
Australopithecus,
I heard a comment, sorry.
>> Attendee:
Oh, I just wondered if that was
a real last name,
:>> Dr. Tobin:
Australopithecus?
Biology folks,
help me out here?
Australopithecus homoerectus,
about four million years ago,
walked around the earth,
so you can see that this is
not a real presentation.
For example, the wheel is
a breakthrough technology
that we should adopt
in our school.
Studies show significant
measurable improvements of
student performance
when using the wheel.
The wheel has been tested
in business and government
applications; it is
supported by research data.
Now, although the wheel has
potential drawbacks, they are
outweighed by the advantages
conferred on students.
[no dialogue]
And then there is some narrative
here, we talk about how
the wheel is a, savings, how the
district has already adopted
fire and we've gotten
good things out of that,
I've got some charts here, and
you can see that in a kind of
tongue in cheek and humorous
way, oh yeah, here's my cost
justification, so if we
have 26 stone blocks, it costs
100 rocks to get those, you
have some training costs,
ongoing costs, wheel insurance,
26 wheel manuals, 26 pairs of
safety goggles, here's how much
it costs, start up and ongoing
costs are comparable to
when we implemented fire,
so on and so forth.
Now, yes, I'm being flip, but
I'm showing my students
this structure that I'd
like them to model.
And I'm not saying please
copy this, because if they
copied it, then they'd
be laughed at.
But again, we want to model the
expectations for our students
and even showing them maybe
what is the wrong way to go,
or say hey, students always
get stuck on this topic,
or this approach, that's really
useful to show our students
as well, and it also, by showing
these expectations up front,
helps our students to see the
structure and content that
we are expecting from them.
So I won't belay gag here
any longer, but for your
classroom, incorporate
universal design for learning.
Dagni, you said talked
about UDL, you had a
presentation here.
So since you've had a
presentation here on UDL,
I'll just go over the
real bare bones basics.
Universal design for learning
was cooked up in the k-12
world to help students with
disabilities to have a more
level playing field in
terms of access to
opportunities in education.
There's a difference between
assistive technology,
where we are addressing a
specific lack in universal
design, which I'm sure makes
it easier for learners of
all stripes and sorts.
Universal design means we
have multiple means of
representing information.
So we have text based,
video based, audio,
multiple pathways through
the content, students can,
they don't have to, do this then
this, then this, then that;
they might have some choices
as to how they move through
things, and multiple means
of expressing themselves.
So, if you ask your students
to write a two-page essay,
also accept a three-minute
video; also accept an
audio podcast.
Also accept a PowerPoint
presentation.
So long as the assignment they
turn in meets the objectives
that you have set for the
assignment, you should be able
to grade it.
And so, UDL, the other nice
thing that all of our faculty
are finding out is that our
students with their iPads
and their mobile phones, by
adopting universal design for
learning, you are reaching
out to those folks too.
Instead of checking
Facebook on the bus home,
they are looking at
your lecture notes.
So, it's a win-win
for a lot of folks.
So, I won't go into
a lot of UDL,
but I'd be happy to do at some
other time for you as well.
What else can we do in
our own classrooms here,
and here's presenting
information different ways,
different expressions,
stimulate interest and
motivation for learning;
we talked about that.
Pool, randomize and
rotate your questions.
This is an old Blackboard
screen, but every LMS
has it in it.
If you are talking about
question one, you should have
three different versions of
question one, at least.
Or three different questions
that ask the same thing as
question one and have
that randomized
in your online assessments.
Also, you can randomize for
multiple choice and other
subjective questions, you can
randomize the order in which
the answers appear in your
content, so you can give a
double whammy, so that even if
I have Felix sitting next to
two people, and I know Felix,
right, and he says
what did you get for number
four, and her number four
isn't even Felix's number four.
Thank you for letting me pick
on you, I know you are not
quite that way, ok.
But being able to randomize
is a key that we can use
in our class environments.
It does mean that we have to do
a little bit more in terms of
designing our stuff.
We have to come up with
different, at least different
versions of questions, if not
different questions that
ask the same thing.
Build a library of student
creative examples.
This one's for free, and your
students will do it for you.
How do you want your students to
work on a particular
assignment?
Well, you spend one semester
where you really dig in
with your students and you
give them the expectations.
And you show them examples,
and so on and so forth.
And then at the end of the
semester, and contact
your folks in ISS, or in the
support area, they have a form
that you can ask your students
to sign, and if they don't
they'll create it tomorrow, they
have a form that you can ask
your students to sign where your
students give you permission
to share that student's
work with future classes.
Ask the person who did really
well on the assignment,
would you mind if I
shared this as an example
for future classes?
That person will say yes.
Ask the person who did really
poorly or made a common mistake
to share their stuff for
next year's classes.
And they will say yes, too,
because you won't tell them
that's why you are asking.
You just say, hey, may I share
this with another class?
And they'll say, why, yes,
thank you very much!
And then you take all
the names off of it.
And then you say,
here's an example of somebody
who really got it right.
Here's a good model
to work from,
and you too could be one
of the good model people.
Stir it up.
Peer pressure is one of the
best things in the class.
Also, with that example
of someone who made a
common mistake, you can say,
hey, this person wrote a
good essay, but made this
mistake that a lot of people
sometimes make.
Don't fall for it.
And that is worth more academic
integrity prevention than
lots of the other examples
we talked about.
[no dialogue]
So I have a number of different
student examples here,
and this is about the time when
we talk about next steps.
So what kinds of resources
are out there that you can
get ahold of?
You've got resources
on your campus.
We've talked about Lisa, we've
talked about Jeff,
we've talked about working
with the administration,
but there are a number of
readings, tools, strategies,
and trainings that you
can gain access to,
and I'll make mention
here of the handout.
By the way, this might be a
little too small to read,
but it's from the Student Honor
Association at University
of Georgia, "Academic
Integrity: Small Investment,
Lifetime Returns.
It doesn't take a brain surgeon
to know that cheating is whack.
Ok, I think that's the
pancreas, or is that the
pancreas, maybe
that's the liver."
So you know, a situation where
you definitely want to have
paid attention in class.
But there are a number
of tools out there.
We talked about Respondus, in
terms of strategy and planning.
There's the Quality Matters
program, and that's more for
design of online courses, but it
also talks about a number of
the academic integrity
strategies that we've
talked about here today.
And in terms of training,
there is a number of
resources available.
On the back of the handout,
I'll refer you to two of them,
Gary Pavella and Don McCabe
have an academic integrity
boot camp.
It costs money, talk to your
administrators, maybe they'll
send you, they have it face
to face, they have it online
as well, so if what we've
talked about here today has
sparked some conversation, I'd
love for you to reach out to
those resources as well.
I'll say thank you now, and we
have a couple minutes left
for some questions at the
end, but thank you very much
for having me.
I want to thank Dagni, and
Newton, and CATS, and
Faculty Development, and
Krishna, and Antoine,
and everybody else, and thank
all of you for being engaged,
there have been really good
questions and comments.
I want this conversation to
continue on your campus.
So thank you very much, folks.
[applause]
I'm glad to have more
conversation here.
We've got about maybe
10, 15 minutes.
By the way, just so you know,
the conversation, after that,
there's lunch back there, so, if
you have comments or questions,
let's continue the conversation,
and even continue
over some lunch.
Here in the back.
>> Attendee: 
I find a particularly
effective means of testing is
to do oral exams.
And granted, you can only do
it with smaller classes
And at first the students are
generally terrified,
at the prospect
of an oral exam.
because they're virtually naked,
metaphorically speaking.
And yet, every one of them,
and this is a senior class,
but every one of them in the
class takes the oral exam, 
and every one of them finds it
to be a positive experience.
And it's something that I picked
up in Rome;
I studied in Europe for three
years.
And you were required to take a
third of your exams orally.
And it's a particularly
effective tool, I think.
Not only for learning, but for
avoiding a lot of the problems
we're having with integrity.
>> Dr. Tobin: 
You're absolutely right,
and it's a good example having
students do oral examinations.
Most of us don't have the terror
of oral exams until we do our
Ph.D., so getting them in early
is probably a good idea.
The not flip response to that
though is that oral exams,
face to face you are actually
observing, if we are talking
about trust verify, observe,
that's right up there
at the top level of that.
It also allows me to say with
trust, verify, and observe,
it's useful to figure out what
level of academic integrity
checking you are going to
use throughout your class.
I would never use something
like Respondus Monitor
or Respondus Lockdown
for weekly quizzes.
It's not worth the effort,
it's not worth the student
complaints, and it's not
worth the technical setup.
I would use something like
a sanction statement.
And for double checks, or things
that happen every single week,
I might not use anything.
So, make sure that the
strategies you are using
fit the level of what would
happen to you if you
screwed this up.
So, that's another thing, and
thank you for letting me
open that door a little bit.
Other comments or concerns?
We've got some good
conversation going here.
>> Kathryn: 
I would say also the
[unclear dialogue] purpose of
the assessment.
So, for example, I
use my students,
I didn't read, so to
encourage them to read,
>> Dr. Tobin: 
That happens here too?
Ok, our students
don't read, yeah.
>> Kathryn: 
To read before coming to class,
I test them, and therefore
it's untimed, you can use
whatever resources, but the
types of questions means that
they have to have some kind of
understanding before, for them
to be able to answer the
question correctly.
So, therefore, you know, it's
pretty loose, it's pretty open,
but at the same time, you
could see, actually check to see
how long they actually spent on
the quiz, and then what I see
is there seemed to be some
correlation, of course, between
the time spent doing the quiz
and the actual performance.
And then we have a
discussion about that.
>> Dr. Tobin: 
So, I heard two things in there.
One is you are giving students
a quiz where they can have
anything open they want, and
there's no consequence.
It's not graded, but it's just a
double check on the reading,
so the students have a practice
that shows them how they are
doing before they are
doing it for a grade.
>> Kathryn: 
Right.
>> Dr. Tobin: 
So, having that practice
and expecting students to use
outside resources, that's one.
And two, giving them something
that has no consequence.
One of the things we
talked about earlier was
giving students
those milestones.
Give me a report at week one,
week two, and week three,
before the project is
due on week four.
That's in the same category.
An excellent example; 
thank you, Kathryn.
Fantastic.
We've got enough time for one
or two more questions.
Felix, I have to
give you some time.
Yes, that's right.
>> Felix: 
On the observation side,
I noticed, I do this in
my class, peer to peer
checking on the student is
very good, because students
wouldn't like to be
cheated, you know.
Everyone wants fair game, so
if somebody is cheating,
they will find a way to let
you know as a professor.
So, I do encourage that a
lot, especially during tests
where it's a big classroom,
I don't want to be
just going around
disturbing them.
So, I had a student who, it was
a very smart way, during the
test, there was another
student who was trying to
use the cell phone, and
that student came to me
and just wrote a note and
dropped it on the table
to draw my attention, watch
out for that student.
>> Dr. Tobin: 
And what this example
Felix says, you know, I have
my students do peer evaluation,
and when we are taking tests in
a large room, if a student just
writes a note and drops it on
the table, and says student X
is using a cell phone to
cheat, Felix has a culture of
academic integrity
in his classroom.
He knows that students can,
excuse me, say, if you
see something, say something,
and he knows that there is an
expectation there.
So, thank you very much.
I know some folks have to
get going for noon classes,
and I want to give everybody
an opportunity to get back
at lunch, so I'll sit here
and eat lunch, and let's all
continue the conversation.
So thank you again.
I appreciate it, everybody.
Take care.
