Teaching students from diverse backgrounds
Topic: Evidence-based teaching
As a teaching academic, are you familiar with what current research says about plagiarism attitudes and behaviours among diverse groups of students? Not all students are equally inclined to plagiarise. But can we predict who will and who won't? On what evidence do we base our teaching strategies for minimising plagiarism?
This topic is designed to help you to improve:
- your understanding of potential behaviours among different kinds of students in your classes
- the way you direct your support for learning and your attention to assessable work, based on evidence from educational research
In this topic a quiz tests your knowledge about which groups of students are more or less likely to plagiarise intentionally.
Further reading on this topic :
Marsden, H., Carroll, M., & Neill, J. (2005). Who cheats at university? A self-report study of dishonest academic behaviours in a sample of Australian university students. Australian Journal of Psychology, 57(1), 1-10.
954 students enrolled in 12 faculties of four Australian universities self-reported about cheating, plagiarism and falsification.
Park, C. (2003). In other (people's) words: Plagiarism by university students–Literature and lessons. Assessment & Evaluation in Higher Education, 23(5), 471-488.
Includes evidence to support four major patterns of variation in the incidence of student cheating, and nine major reasons why students plagiarise.
Sheard, J., Markham, S., & Dick, M. (2003). Investigating differences in cheating behaviours of IT undergraduate and graduate students: The maturity and motivation factors. Higher Education Research & Development, 22(1), 91-108.
A review of research on cheating, including plagiarism, and findings from a survey of 602 IT students at Monash University.
Overview | Evidence-based teaching | Supporting transitions from previous education
Working with cultural and language backgrounds | Engaging with youth culture