This document discusses strategies for addressing plagiarism at universities. It identifies three main treatments: workshops to educate students and faculty on plagiarism, redesigning assignments to make them more original, and implementing institution-wide policies and enforcement. Workshops have been effective, with most students and faculty reporting they learned details about plagiarism. Redesigning assignments can reduce the ability to find them elsewhere online. Institution-wide remedies include creating shared definitions, instituting honor codes, and consistent enforcement of anti-plagiarism policies.

1. Got Plagiarism? I Have a Cure!Ida M. Jones, J.D.Verna Mae & Wayne D. Brooks Professor of Business LawSpecial Assistant to the Senior Academic Technology OfficerCalifornia State University, Fresnoidaj@csufresno.edu559 278-5711

2. SymptomsWriting varies from assignment to assignmentPaper or other assignment:Demonstrates sophisticated mastery of terminology Includes information not specifically covered in the courseHas very sophisticated writing style

3. Plagiarism issues at California State University, FresnoOne Test to Determine Cause: Survey Data3

4. General Population Participants from Feb-April Spring, 2010

5. Cures-multi-pronged treatments

6. TREATMENTS & CUREWorkshopsAssignment RedesignInstitutional Implementation of Policies & Enforcement

7. Treatment One: workshopsAddressing Students’ Lack of Clear Definitions

8. WorkshopsFace to Face WorkshopsAcademic Integrity WorkshopsEvery semester 12-14 workshops offeredMany faculty require attendanceOnline Plagiarism ModuleBlackboardDelivered in Face-to-Face or Online courses

9. Responses to Face to Face Workshops80% of faculty members who attended the plagiarism workshop responded that they had learned details about plagiarism which they were previously unaware 9The vast majority of students, 88% or 2958 of 3357, felt they learned a great deal from the workshops, even though most students thought they knew the definition of plagiarism.(Academic Integrity survey, 2006-2008; Academic Integrity faculty survey, 2007).

10. Treatment Two: Assignment RedesignReducing students’ Ability to Find Assignments Elsewhere

11. Treat Students-Ability to Find Assignments Elsewhere-p. 1Re-design assignments to make them more plagiarism-resistant11

12. Treat Students-Ability to Find Assignments Elsewhere-p. 2Re-consider how you assess whether students have used sourcesUse plagiarism detection software such as Safe AssignRequire that students attach copies of their sources to their assignmentsOthers suggestions?12

13. Treat Students-Ability to Find Assignments Elsewhere-p. 3Ask students to prove what they have learnedBrief oral presentationsOffice meetings to ask for summariesOther suggestions?13

14. Treat Students-Ability to Find Assignments Elsewhere-p. 4Create assignment(s) that tie to personal or classroom experiencesRequire that assignments make specific reference to textbook, classroom discussionsRequire that assignments make specific reference to personal experiencesOther suggestions?14

15. Treat Students-Ability to Find Assignments Elsewhere-p. 5Re-evaluate course structure and assignmentsChange the assignments every semesterRequire submissions in stepsOther suggestions?15

16. Treatment Three: Institution-wide RemediesTreat Lack of Institutional Implementation & Enforcement

17. Institution-Wide RemediesCreate institutional definition of plagiarismInstitute an Honor CodeEncourage consistent enforcement of policiesImplement University-wide sanctions

18. Conclusion-Questions?18