CTLO Winter Term Workshop Series: How to Design Courses to Increase Student Learning and Promote Academic Integrity
How to Design Courses to Increase Student Learning and Promote Academic Integrity
Research into academic dishonesty and cognitive and behavioral theory can guide course design in a way that promotes learning and naturally reduces the incentives students may have to cheat.
The features of a learning environment that may pressure individuals to cheat are: 1) an emphasis on performance; 2) high stakes riding on the outcome; 3) an extrinsic motivation for success; and 4) a low expectation of success.
This four-session workshop, guided by the book "Cheating Lessons: Learning from Academic Dishonesty" by James Lang, will explore faculty case studies and tangible changes you can make to your course to reduce or eliminate these features.
Join for one or all four sessions:
Wednesday, January 17: Fostering Intrinsic Motivation
Wednesday, January 31: Learning for Mastery
Wednesday, February 14: Lowering Stakes
Wednesday, February 28: Instilling Self-Efficacy
All sessions will be held in Brennen Conference Room (CSS 345).
Lunch will be provided.