Plagiarism: Moving from punitive to pro-active approaches

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dc.contributor.authorEaton, Sarah E.
dc.contributor.authorGuglielmin, Melanie
dc.contributor.authorOtoo, Benedict
dc.date.accessioned2017-06-16T16:03:01Z
dc.date.available2017-06-16T16:03:01Z
dc.date.issued2017-05
dc.description.abstractPlagiarism continues to be an issue in postsecondary contexts. This paper discusses how educators can take a proactive stance to prevent plagiarism and cultivate students’ sense of honour and academic integrity, rather than focusing on punitive consequences after plagiarism has already occurred. Strategies include assessment design, formative feedback, and academic integrity education. Recommendations for educators are included.en_US
dc.description.refereedYesen_US
dc.identifier.citationEaton, S. E., Guglielmin, M., & Otoo, B. (2017). Plagiarism: Moving from punitive to pro-active approaches. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 28-36). Calgary, Canada: Werklund School of Education, University of Calgary.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31643
dc.identifier.issn2371-9265
dc.identifier.urihttp://hdl.handle.net/1880/52099
dc.language.isoenen_US
dc.publisherWerklund School of Education, University of Calgaryen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjecthigher educationen_US
dc.subjectplagiarismen_US
dc.subjectacademic integrityen_US
dc.subjectacademic misconducten_US
dc.subjectacademic dischonestyen_US
dc.subjectCanadaen_US
dc.titlePlagiarism: Moving from punitive to pro-active approachesen_US
dc.typeOtheren_US
thesis.degree.disciplineEducationen_US
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