Methods to Help Students Create Original Work

Tonya Bates, Tuan Cao, Coral Wayland

Abstract


This chapter defines what original work means to a student from a faculty perspective. Faculty must be diligent in exemplifying original work and promoting the value of original work. We address both proactive and reactive strategies to plagiarism, including methods to educate students and design assignments. Recommendations on mechanisms to identify plagiarism, gather evidence and possible penalties are also included. Finally, we outline several methods that faculty teaching large, high-demand courses could use to promote students’ critical thinking and original work.


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