Online Tutorial on Scholarly Research and Academic Integrity Georgetown University Copyright Mark Jacobs and Sandra Hussey 2004. This work is the intellectual

Online Tutorial on Scholarly Research and Academic IntegrityGeorgetown University

Copyright Mark Jacobs and Sandra Hussey 2004. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

Georgetown University Library

Georgetown

University

Online Tutorial on Scholarly Research and Academic Integrity

A university-wide collaboration

Mark Jacobs, Associate University Librarian

Sandy Hussey, Library Research Instruction Coordinator


Agenda

Creating the tutorial Learning Objectives Tutorial highlights Technology behind the tutorial Results


Why did we create the tutorial? Increase in plagiarism cases brought to

the Honor Council


1999-2000

2000-2001

2001-2002

2002-2003

Plagiarism20 48 50 40

Collaboration 17 13 9 27

Cheating 10 10 9 19

Abuse of materials, other 4 0 2 4Total 51 71 70 90


Why did we create the tutorial? Increase in plagiarism cases brought to

the Honor Council Desire for all students to have a baseline

of understanding about the library


Library Odyssey

Printed library orientation done by new students beginning in 1979

Created online Library Odyssey in 1999 Participation was good but varied Enforcement relied on schools


Who was involved?

Library Assistant Deans from

Georgetown College McDonough School of Business School of Foreign Service School of Nursing and Health Studies

University Information Services Keybridge


Who was involved, part 2.

Registrar Honor Council Provost’s Office Writing Center Center for New Designs in Learning and

Scholarship (provides faculty support for teaching, research, and technology)


How we organized

Steering Committee Working Groups

Administrative (making it all work together) Tutorial content


How long did it take?

March 2002 – Council of Deans discussion on plagiarism concerns

May 2002 – agreement to add more on plagiarism to Library Odyssey

September 2002 – Library Odyssey augmented

Jan 2003 – Council of Deans agrees to make tutorial mandatory for all freshman and transfer students in Fall 2003


How long did it take?

Feb 2003 – Steering Committee, Content/Admin working groups formed

April 2003 – requirements discussed with Keybridge

June 2003 – Tutorial tool delivered July 2003 – Draft tutorial completed.

Revised and approved. August 23, 2003 – available to new

students


How were students informed?

New Student Orientation Notice in NSO packets Dean’s assemblies NSO website

E-mails from the Provost to faculty and to new students

Pop-up message in Student Access+


Posters in Dean’s offices, in the libraries, and on each floor in the dorms


How were students informed?

Midnight Mug incentive Coaches Honor Council classroom visits Hall Directors and Resident Advisors Dean’s offices

Regular mass e-mails from Dean’s office Weekly and daily lists of students Lunch with the Registrar


Learning Objectives


Learning Objectives

Basic Library Skills Serve as a library orientation Show facilities Introduce services Practice using library resources


Learning Objectives

Academic integrity issues Introduce the Honor System Define plagiarism, unauthorized

collaboration, academic dishonesty Show the importance of citation in papers

as well as projects, e.g., Powerpoint presentations


Positive Approach

Show how good research habits and skills help you avoid dishonest short-cuts

Show how student research is part of a bigger picture

Show students in real-world situations Show where students can find help


Joining the Conversation

Libraries may be said to 'hold' an almost infinite number of conversations, as writers read and reply to one another, inviting further conversation in turn. Your work at the University participates in many of these conversations -- with your professors, with other students, with the past, and in some ways, even with the future, with those who will read and be influenced by your own ideas.

Dr. James Slevin, Professor of English































Conclusion

Immediately after the review quiz, students see a tutorial tip sheet they can print or bookmark

Students are given an option to send comments


Technology behind the tutorial

Developed by Keybridge, a unit of University Information Services, that does contract web development for other departments and units at Georgetown

Created a generic application, Keyquiz Uses ColdFusion and SQL Server 2000

database


Technical requirements

Accessible on and off campus NetID enabled through Student Access+ Able to complete in multiple sessions Tutorial must be completed in sequence Question slides can be grouped by topic

and randomly selected for each student Answers can be check boxes, radio

buttons, and drop downs


Technical requirements

Questions must be answered correctly to proceed

Incorrect answers produce a response slide with chance to answer again

Slides should be able to be edited for content, images and formatting

Upon completion a data transfer to SIS will include NetID, status and date

Student receives e-mail upon completion


Technical challenges

Displaying random questions Different question types Multiple sessions to complete Slide order Connecting to SIS


Results

Statistics Anecdotes and comments Cost Surprises


Results

1800 first year and transfer students completed the tutorial

All but 7 completed the tutorial by the deadline

All of the remaining 7 completed it during pre-registration (by 11/15)

113 additional people have taken it 148 other people started but did not

finish the tutorial


Tutorial Completed/Not Completed

0

200

400

600

800

1000

1200

1400

1600

1800

2000

7-Oct 14-Oct 20-Oct 28-Oct 4-Nov

Complete Not complete


Results

Busiest days 10/27 – 79 students 10/20 – 78 students 10/21 – 77 students 8/27 & 10/15 – 72 students

Average of 25 students per day between 8/22 and 11/1


Results

No one got all 18 pre-test and post-test answers correct

Average number of pre- and post-test questions answered correctly was 11 out of 18 questions

Most difficult multiple choice question required 187 attempts by one student before s/he answered it correctly


Comments “I learned a lot from it and it was easily

accessible and not that time consuming.” “I like how you made dry, boring material

as interesting as possible.” “The sample student scenarios were

very appropriate and definitely brought to light some things I may have trouble with at Georgetown.”


Comments

“This tutorial was helpful because it showed me sources to find scholarly information for papers….In high school, I would often spend hours on Google trying to find a single decent article to use for a research paper.”


What did it cost?

Keybridge - $10,000 New server - $7,500 for hardware and

setup. $2,500 annual server maintenance

Posters - $250 Time. More than any of us expected.


Surprises

It took an extraordinary amount of time to complete

Technical skills needed by content group Faculty reaction to draft tutorial Permissions to use photographs Number of photographs


For further research

Generate and analyze reports from the tutorial Do students get better scores on the post-

test than the do on the pre-test? What questions seemed most difficult? How long did it take to complete the

tutorial? Which forms of “advertising” motivated

students to complete the tutorial?


For further research

Create survey with the Office of Planning and Institutional Research to explore longer term retention of tutorial content

Is there a reduction in plagiarism and collaboration cases brought to the Honor Council?



For more information

Guest mode: http://keyquiz.georgetown.edu/guest/academic_integrity

Emma Craswell [email protected]

Sandy Hussey [email protected]

Mark Jacobs [email protected]

http://keyquiz.georgetown.edu/guest/academic_integrity







mailto:[email protected]















Documents

Online Tutorial on Scholarly Research and Academic Integrity Georgetown University Copyright Mark Jacobs and Sandra Hussey 2004. This work is the intellectual