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Student Driven TurnItIn as a Teaching-Learning Tool

Student Driven TurnItIn as a Teaching-Learning Tool. Coffey, Anyinam, Nicholson, Wood, Peisachovich. Academic Honesty & Nursing. Nursing programs focus not only on the knowledge required to provide safe, competent, and ethical care, but also on the professional socialization of students

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Student Driven TurnItIn as a Teaching-Learning Tool

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  1. Student Driven TurnItIn as a Teaching-Learning Tool Coffey, Anyinam, Nicholson, Wood, Peisachovich

  2. Academic Honesty & Nursing • Nursing programs focus not only on the knowledge required to provide safe, competent, and ethical care, but also on the professional socialization of students • Linking academic honesty to nursing codes of conduct and professional standards becomes an opportunity to bring professional role enactment into the classroom

  3. Ethical Practice CNO (2002) identifies the following values, shared by society, as being most important in providing nursing care in Ontario: • client well-being • client choice • privacy and confidentiality • respect for life • maintaining commitments • truthfulness • fairness

  4. Self-Regulation “Nurses have a commitment to the nursing profession. Being a member of the profession brings with it the respect and trust of the public.” “To continue to deserve this respect, nurses have a duty to uphold the standards of the profession, conduct themselves in a manner that reflects well on the profession, and to participate in and promote the growth of the profession.” “Nurses have an obligation to participate in the effective evolution of self-regulation. Self-regulation is a privilege and each nurse is accountable for the responsibilities that accompany this privilege.” (CNO, 2002, p. 10)

  5. Academic Honesty in Context Needs to: • Mirror professional standards • Be student-driven • Reflect an empowering approach • Support growth over time and with experience • Be transparent

  6. So we decided to explore how we could use…TurnItIn

  7. Trialing a Common Approach • Implemented across Term 1 of the BScN for Internationally Educated Nurses (IENs) in summer 2006 • All faculty teaching this cohort of students selected the same TurnItIn options • Consistent with York policy, students were not required to use TurnItIn • Clear links between academic honesty, professional conduct, and the values of York University were made by all faculty

  8. Contextually Embedded TurnItIn • Community Code of Conduct (class [ program) • Faculty and students behave in a manner consistent with the IEN Code of Conduct and Professional Standards • TurnItIn options reflect these values

  9. Consensus Options Students: • View their own originality reports • May modify and resubmit as many times as they choose prior to the due date • Are invited to seek consultation with faculty about TurnItIn originality reports as needed • Print off final originality reports and submit with their assignment • May choose not to submit their assignments through TurnItIn

  10. Outcomes for Faculty • Decreased overall workload for faculty • Decreased conflict with students • Increased satisfaction • Greater confidence in student academic honesty • Alignment with professional Code of Conduct (CNO) for faculty as nurses

  11. Student Writing • Early submission is encouraged with opportunities for resubmission to support student learning • TurnItIn helps learners identify when appropriate citation/referencing is missed • Identification of the % of direct quotes encourages paraphrasing • Sections of the paper that include direct quotes with only 2-3 word changes are evident to the student writer • Faculty have accessible samples of student writing to see change over time

  12. Student Feedback • Percentage of cohort submitting through TurnItIn? 100% 2. Should we continue to use TurnItIn in the IEN program? YES 75% NO 25% • If TurnItIn was available to you, but it didn’t matter one way or the other to your professor, would you still use it? YES 62% NO 38% 4. How many times, on average, did you submit an assignment? Once 33% Twice 33% Three+ 33%

  13. Student Feedback 5. How hard is TurnItIn to use? _______________________________________________________________ 1 2 3 4 5 6 7 8 9 10 extremely hard extremely easy 6. How fair is TurnItIn? _______________________________________________________________ 1 2 3 4 5 6 7 8 9 10 extremely fair extremely unfair 7. How helpful is TurnItIn? _______________________________________________________________ 1 2 3 4 5 6 7 8 9 10 extremely helpful not at all helpful

  14. Student Feedback What would you tell another student about TurnItIn? • At least you can sleep at night because you know you haven’t plagiarized • No matter how tempting, you can’t cheat with Google because it will show • It makes things fair for everyone • It’s a little hard to use it the first time, but after [that] it’s easy • If you see your % is too high, you can go back and show more of your own thinking and your professor will probably like this more anyway

  15. What Worked for Us • Using TurnItIn collectively • Clear messaging about academic honesty tied to professional values • Transparency with originality reports and opportunities to improve performance • Faculty commitment to supporting students in learning about scholarly writing and appropriate referencing • Faculty-student collaboration to ensure academic honesty

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