Academic Honesty |
The topic of academic honesty is extremely broad. We include links to the Stern MBA and undergraduate honor codes, to definitions of plagiarism, to articles about how faculty members and schools can prevent and reduce academic dishonesty. In addition, there are links that can help educate students about what constitutes plagiarism, why it is important not to plagiarize and how to avoid plagiarizing inadvertently. Faculty Survey Results on Preventing and Dealing with Cheating Stern CITL, May 2004 MBA Honor Code, Code of Conduct, Policies and Procedures NYU Stern School of Business Honor Code and Code of Conduct for Stern Undergraduates NYU Stern School of Business Statement of Academic Integrity NYU Expository Writing It includes a definition of plagiarism and discusses academic fraud more broadly. Academic Honesty Baruch College (2002) Has definitions of cheating, plagiarism, obtaining unfair advantage, falsification of records and other documents, collusion. Describes Due Process and students’ rights and the penalties for academic dishonesty. Describes three reasons why academic dishonesty occurs and several strategies to avoid academic dishonesty. How to Avoid Plagiarism Northwestern University Gives examples of approriately and inappropriately attributed material and explanations. Justice or Just us? What to do about cheating The Carnegie Foundation for the Advancement of Teaching (2004) Plagiarism Research Resources Turnitin Thinking and Talking About Plagiarism Bedford/St. Martin's (2001) |
Civility in the Classroom |
These articles describe how to prevent and manage student incivility in the classroom. Perhaps most useful are the notes from the Faculty Forum (first link) in which Stern faculty members share their own experiences and strategies. Civility in the Classroom Stern Faculty Forum, October 2004 Stern faculty describe what they do to maintain civility in their classrooms. Includes results of a brief survey about incivilities in Stern classrooms. Handling Disruptive Students Georgeanne Cooper, University of Oregon Originally addressed to Teaching Assistants at the University of Oregon, still applicable in any college setting. |
Copyright/Fair Use |
Before using any outside materials, including electronic resources, in your course, be sure to verify that you have the proper permissions and are not violating any copyright protections. These links provide information for understanding copyright law and fair use so as to ensure your adherence to these guidelines. Using Copyright Protected Resources in Your Class How to use NYU Library resources Handbook for Use of Copyrighted Materials New York University Statement of Policy on Photocopying Copyrighted Materials New York University U.S. Code Title 17: Copyrights Library of Congress Crash Course in Copyright University of Texas Copyright and Fair Use in the Classroom, on the Internet, and the World Wide Web University of Maryland University College (2001) Copyright and Fair Use Overview Stanford University Libraries Guidelines for Classroom Copying of Books & Periodicals University of Texas The Digital Dilemma: Intellectual Property in the Information Age Computer Science & Telecommunications Board, National Research Council (2000) |
Diversity |
Because the topic is broad these websites are very wide-ranging including multicultural issues, students with physical and other kinds of disabilities, universal design of instruction. If you don't find what you need, contact the faculty development consultant at the CITL. Disabilities, Opportunities, Internetworking, and Technology University of Washington (2000) Resources for faculty for teaching students with disabilities, including on-line videos. Multicultural Teaching University of Michigan CRLT (2002) Articles, strategies, bibliographies. Universally Designed Instruction Raymond Orkwis, ERIC Digest, 2003 Summarizes the components of universal design for learning, “design of instructional materials and methods that makes learning goals achievable by individuals with wide differences in their abilities.” |
Learning |
These links summarize the newest research from many fields about learning processes. Several of the links are based on the 1999 book, How People Learn, the first link. How People Learn: Brain, Mind, Experience, and School John Bransford, et. al., 1999, National Academies Press. An important book summarizing research from the last 30 years about expert vs novice knowledge, how learning processes occur, the nature of memory and the structure of knowledge, etc. The entire book is online. At the very least, all instructors should read the Executive Summary of the book (next link). Executive Summary: How People Learn John Bransford, et. al., 1999, National Academy Press. Thirteen page printable summary of the key points in the book, How People Learn. Important for all faculty members to become aware of the implications from the most recent research on learning. How People Learn: Key Issues for College Instructors Vanderbilt University’s Teaching Center Summary of important concepts in the book How People Learn—the nature of expertise, challenges in helping novices develop expertise, and implications for teaching. How People Learn (and What Technology Might Have To Do with It) Marcy P.Driscoll, ERIC Digest, 2002. Although written for Professors of Education, the article succinctly describes several important aspects of learning in a classroom and relates them to the use of technology: Learning occurs in context. Learning is active. Learning is social. Learning is reflective. Making Learning Visible: Technology and Teaching for Understanding Randy Bass at University of Michigan, May 11, 2005 Video and slide-show of talk describing how college instructors have taken the concepts in the Visible Knowledge Project (see link below) and made them work. |
