1. How a collaborative
approach can better serve
our diverse student groups
JAYATI CHAUDHURI, DEBORAH L. SCHAEFFER
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
AMRITA MADRAY, ADELPHI UNIVERSITY, NEW YORK
2. Background
14 years experience, research and published on academic
honesty Plagiarism
Long Island University/C.W. Post Campus
Adelphi University
3. Outreach/Research
2001:
Student – anti plagiarism workshops
Faculty – support and workshops for faculty, campus, departments
Plagiarism websites – faculty and students
2005 - surveyed first year college students on their understanding of plagiarism
2007 – published an article on this study
50 Freshman classes (900 students)
17 participated and surveyed 326 students
(1 Composition Honors, and 16 Composition/Reading, Writing, and Interpretation classes)
5. Does copying from a book without crediting
the source constitute plagiarism?
6. Current Study
Spring 2014 –
Anti-plagiarism workshop for an Introduction to
Politics Class (19 undergraduates)
7. What is your Native Language?
14, 78%
1, 5%
1, 5%
1, 6%
1, 6%
Native Lang. English
Native Lang-French
Native Lang-Italian
Native Lang-Vietnamese
Native Lang-Malaysian
8. Students views regarding
plagiarism
I strongly
disagree with
it.
It is wrong (3)
N-Eng(2), Fre
It is a bad choice for
completing work and
should be avoided
It’s not a big
deal. N-Eng
Its is wrong and unfair
to those who actually
do their work
N-Ital
Its bad and
should be
regulated
Uninterested
Plagiarism
is not
positive
9. How do you rate this anti-
plagiarism workshop?
Some comments
36.8%
42.1%
21.1%
0.0%
Very good
Good
Fair
Poor
It was a little short and it
was hard to focus
10. Would you recommend this
workshop to your friends?
77.8%
22.2%
Yes
No
I feel like written sources
like our grammar books
from Adelphi do an
effective job.
11. Findings
Students:
Confused
Students think they know
Clueless (ones with no comments)
Synthesizing, paraphrasing, quoting and citing
Research Studies:
Future Study: work in progress: future plans
12. Recommendation
High School:
Early Intervention- intense reading, writing, and research curriculum
Reading, Writing and Research competency exam
College:
Continue to offer anti-plagiarism workshop
Academic expectation and offer help
One or two credit core course that integrates information literacy, research techniques, citation formatting
Collaboration- involve the campus- Mcabe quotes “ “it takes a whole campus community…to effectively
educate student”
Librarian – assisting faculty in designing writing assignments using a varity of sources
Continually reinforce the rules of writing and citing
Email: amadray@adelphi.edu or 516-877-3579
13. Collaboration with Citation
@ CSU Los Angeles
Deborah L. Schaeffer
APA Specialist/Librarian California State University,
Los Angeles
14. Background Notes – CSU Los Angeles
Comprehensive university
Bachelor’s & master’s degree programs in over 60 departments, divisions,
and schools
4,742 bachelor’s and master’s conferred in AY 2012/2013
Teacher credential programs
694 credentials awarded in AY 2012/2013
EdD in educational leadership
Joint PhD with UCLA in Special Education
Joint DNP (Doctorate in Nursing Practice) with 2 sister CSU campuses
15. Our Students by Numbers – Fall 2013
Full Time Load (12 or more units)
18,706 (Undergraduates and graduates combined)
Average study load is 12.2 for UG and 9.2 for Grads
Combined Part Time and Full Time Count
23,258 students
Largest Enrollment by UG programs
BS in Criminal Justice: 1,203 students
Largest Enrollment by Grad programs
MSW Social Work: 254 students
16. CSULA Students – Headcount by
Race/Ethnicity
Hispanic/Latino
59%
Asian Americans
17%
White
11%
Unknown
6%
African American
5%
Two or More Races
2%
Pacific Islander
0.4% American Indian
0.1%
17. CSULA Federally Recognized
Hispanic Serving Institution (nearly 60% of student
population)
Asian American and Native American/Pacific Islander
Serving Institution (nearly 18%)
Minority Serving Institution
18. Characteristics of CSULA Student
Population
Sixty percent are female
Many are first generation college students
English may not be the primary language spoken in
the home (more than 100 language are spoken on
campus)
Nearly 50% of students are non-native speakers of
English
19. Characteristics of CSULA Student
Population
Many attended underperforming public high schools
More than 50% need to take remedial English due to
poor placement scores
Transfer students also have issues
May not have had many opportunities to practice
their writing
20. Citation Difficulties
Little experience in paraphrasing and synthesizing
sources
General lack of knowledge of a particular style
MLA vs. APA
Overall carelessness in mechanics of citation in the
text and the reference page
21. Citation Guidance at CSU Los Angeles
Informal prior to Summer 2005
Reference Desk questions
Info sheets with examples on Library website
One-on-one consultations
Created APA workshop for incoming MSW students at request of
School of Social Work
Focus on Reference page
Became part of formal MSW orientation for several years; Now given
in SW 510A in the first term
22. Citation Guidance at CSU Los Angeles
Grows
Realization that BSW students need a
foundation in APA style
Proposed to School Director to offer guest
presentations
Worked together to pinpoint specific required course
SW 301 – Writing for Social Work
Includes In-Text focus
23. Citation Guidance Expands Beyond
Social Work
Word of mouth and some careful campaigning and targeting
Education (master’s level)
Nursing
Political Science
Business Communication
Technology
Not all instructors willing to give class time
24. Introduction of Open Workshops
Additional learning opportunities for students in many
disciplines
APA offered every term
RefWorks, MLA, Plagiarism given on regular basis
Several instructors offer extra credit for attending a Library
workshop
Also part of programs such as EOP
25. Where We Are Today
Offer multiple APA workshops
Separated out In-Text from the Reference page
Shorter, focused sessions on citing particular types of sources
Work with specific classes in a multitude of
departments
Hold official office hours in the School of Social
Work on a weekly basis throughout the year
28. Plagiarism workshop
Definition of plagiarism with examples
Difference between common knowledge & plagiarism
Concepts of plagiarism around the world
Reasons shaping influences to this form of academic
dishonesty
Paraphrasing, Quotation & Summarizing with examples
Steps of effective paraphrasing
30. Student composition
Yes = 32
No = 25
32
25
0 5 10 15 20 25 30 35
YES
NO
Are you an undergraduate student?
31. What is your native language?
Total 57 responses-
English - 34
Spanish - 15
Spanish/English - 2
Cambodian- 1
Korean-1
Cantonese -1
Vietnamese- 1
Tagalog-1
Chinease-1
59%
26%
3%2%2%2%2%2%2% English
Spanish
Spanish/English
Cambodian
Korean
Cantonese
Vietnamese
Tagalog
Chinese
32. Students views regarding plagiarism
It should be avoided in
every assignment or
work. Thus, allowing the
original developers of
ideas/works to receive
credit for their hard work
It has been
engrained into me
that plagiarism is
bad and you must
paraphrase it or cite
it in your paper
I think it is important to give credit
but I also think teacher should give
examples in their classes when
they are giving assignment
because a lot of students have
trouble due to all the type of
forms of citing sourcesNo
33. Students views regarding plagiarism
It is very helpful. I
never fully
understood how to
properly cite so this
helped very much.
I didn't learn anything new,
but I did think it was well-
written, well-organized, and
well-presented!
From Grad Student
34. Would you recommend this
workshop to your friends?
It is very helpful. I never
fully understood how to
properly cite so this
helped very much.
I think this should start being a
requirement for incoming students.
This would save a lot of students
from failing due to lack of knowledge
on plagiarism.
93%
7%
Yes
No
35. How would you rate
usefulness of this workshop?
Found it interesting
how professors use
turnitin.com
to detect plagiarism
I think this workshop should be presented
more because it was very useful. I think
this workshop should be presented more
because it was very helpful to me. It made
me realize that some of the things I was
doing in my papers that I thought was ok
really wasn't.
57%
39%
4%0%
Excellent
Good
Satisfactory
Poor
