Assignment and Assessment Design to Promote Academic Integrity
Summer 2022, August 1-4
This 4-day intensive workshop builds faculty knowledge about course design factors that enhance student self-efficacy and increase the promotion of academic integrity. Assignment and Assessment Design to Promote Academic Integrity reviews evidence-based teaching strategies for designing or revising course assignments to enhance students' learning, critical thinking, and reflection practices.
This workshop explicitly addresses how faculty can mitigate academic dishonesty through course curriculum design.
The workshop includes support for creating activities and assignments that meet desired course learning outcomes, increase intrinsic motivation, and promote students' honest engagement with learning processes. In this workshop, participants will engage with and discuss:
- Current research on cheating and plagiarism
- Reflective review of their current course assignments and assessments
- Course assignment scaffolding and arc
- "Low stakes" formative activities and assignments to mediate single "high stakes" summative assessments
- How to build class community and deepen critical engagement
- Assessment rubrics for instructor reflection and transparent teaching, as well as efficient and consistent grading
We are offering this program as part of our efforts to support campus-wide conversations about academic dishonesty, cheating, and plagiarism. Our goal is to provide opportunities for faculty to investigate what they can do to encourage academic integrity by integrating learning theory and course design with their teaching practices.
Stipend Information and Time Commitment
This workshop incorporates 4 days of 2-hour in-person or hybrid sessions and self-paced reviews of online materials, reflective activities, and redesign assignments. It is designed for faculty and instructors who currently teach at Cal Poly. A $200 stipend (eligibility subject to university policies) is available for those who complete all components of the workshop: the weekly self-paced readings, activities, and reflections, four two-hour in-person or hybrid sessions, and a final reflection about change(s) faculty will make to their courses based on what they developed in this workshop, as well as suggestions to workshop leaders for improving this and future Teaching with Writing workshops.
Time commitment is 25-30 hours, depending on prior knowledge, skill level, and experience. (This includes the in-person or hybrid session attendance)
- Materials will be available on a Canvas site upon registration.
- Materials include readings, slide shows, short activities, and reflections.
In-person or Hybrid Sessions:
- Participants will meet for four two-hour in-person or hybrid sessions: Mon-Thurs, August 1, 2, 3, and 4
- Sessions will be discussions about each week's materials and their application.
Dianna Winslow, PhD
Assistant Director | Writing Instruction Specialist, CTLT
Please get in touch with Dianna with questions about participation at email@example.com.