Thank you Tricia for your thoughts.
I could not agree more with your suggested ideas and comments.
It is a very serious issue and a good bit of time and energy should be focused on setting up the right conditions and the right expectations.
I also think that schools using TBL should consider having an 'introductory' session on TBL and this should include ethical considerations, consequences of violating these, and expectations placed on student participation.
This form of learning differs greatly from lectures and needs an appropriate introduction.
Sincerely,
Charles
Charles Gullo, PhD
Medical Education
[MUSOM]
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Bertram Gallant, Tricia
Sent: Monday, August 31, 2015 12:26 PM
To: [log in to unmask]
Subject: Re: Cheating in RAT - prevalence and response - advice sought
Hi everyone - I'm in an interesting position of teaching ethics with TBL, being the Director of an Academic Integrity Office, as well as serving as a board member with the International Center for Academic Integrity. So, since some of you have expressed an interest in delving into this, I'll share some of my knowledge with you (excuse the length of the posting!).
Unlike Jim, I'm constantly thinking of ethics in the classroom and how faculty can create a healthy ethical environment in which integrity it the norm and cheating is the exception. In fact, I would argue that, in all disciplines, it is a fundamental duty of professors to create an ethical classroom for three reasons: 1) it reinforces and supports quality teaching and learning; 2) it helps colleges and universities ensure that the degrees they confer are symbols of knowledge and abilities; and 3) it helps students develop into ethical citizens and professionals.
Creating an ethical classroom when using TBL is no different than creating an ethical classroom using other pedagogies. First, you must communicate integrity (e.g., talking about it, modeling it). Second, you must create space for it (e.g., reducing cheating temptations and opportunities). And third, you must infuse lessons of integrity & ethics into your teaching (no matter your discipline).
This is what I do to apply this "ethical classroom" concept to a TBL class, and specifically pertaining to the RATs:
1 - communicate their responsibilities and my responsibilities for upholding the fundamental values of integrity (honesty, responsibility, respect, trustworthiness, fairness, and courage) in the syllabus
2 - have the teams create a team code of ethics, including an edvice policy (which usually bans edevice use during RATs and tRATs, until all students in the class are done), at the beginning of the term (this empowers them to monitor their own behaviors)
3 - put a copyright statement on EVERYTHING I hand out or post in class (this helps get my materials down from file sharing sites and also educates students about intellectual property)
4 - change my RAT questions every quarter (yes, this takes time, but it actually improves my knowledge of the discipline and my ability to teach the concepts)
5 - ask higher order thinking questions (rather than memorization), which actually improves student performance
6 - space students one seat apart (to reduce temptation and opportunity)
7 - collect the quizzes
Also, I search the interent using my name and my course often to double check on my materials being posted. Only once (in 2 years of teaching with TBL) have I seen anything from my course posted, and it was just the syllabus.
The key is creating this ethical classroom in which you trust and respect the students and they trust and respect you; that, along with clear standards and expectations, gets you close to 100% avoidance of distribution of class materials.
Please contact me directly if you'd like to follow up at all. I'd be happy to help.
Sincerely,
~Tricia
Tricia Bertram Gallant, Ph.D.
Director, Academic Integrity Office
Lecturer, Rady School of Management
University of California, San Diego
301 University Center
9500 Gilman Drive, La Jolla, CA, 92093-0069
858-822-2163
http://academicintegrity.ucsd.edu<http://academicintegrity.ucsd.edu/>
Promoting and supporting Excellence with Integrity
UC San Diego is an institutional member of the International Center for Academic Integrity<http://www.academicintegrity.org/>
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sibley, James Edward
Sent: Monday, August 31, 2015 9:00 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Cheating in RAT - prevalence and response - advice sought
Hi
We haven't had that much trouble with this....or are oblivious
We are careful to circulate around...require that all technology be away....and remind students it takes 6 people to cheat (our groups are always 6).....if you see something and say nothing you are as guilty
We have big classes...120-250....some cheating likely always goes on....we will drive ourselves crazy if we think about it too much :-)
jim
--
Jim Sibley
Director
Centre for Instructional Support
http://cis.apsc.ubc.ca/
Faculty of Applied Science
University of British Columbia
Summer 2015 - EDC 301 (elevator access only)
1214-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Email: [log in to unmask]<applewebdata:[log in to unmask]>
Check out this recent article<http://www.macleans.ca/education/multiple-choice-multiple-students/> in Macleans - Canada's news magazine
Check out my new book Getting Started with Team-Based Learning<http://www.learntbl.ca> available at Stylus Publishing<https://styluspub.presswarehouse.com/Books/SearchResults.aspx?str=getting+started+with+team-based+learning>
Check out my TBL website at www.learntbl.ca<http://www.learntbl.ca>
(c) Copyright 2015, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message.
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Bill Goffe <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Monday, August 31, 2015 at 7:23 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Cheating in RAT - prevalence and response - advice sought
I don't have any sage suggestions on how to deal with this cheating, but
I'm really curious on how this estimate of cheating was constructed.
- Bill
Gary said:
Some of my Fermi Method calculations suggest around 30% of the class can
be cheating (although this is 20% too high based on the stats I
calculated last weekend).
--
Bill Goffe
Senior Lecturer
Department of Economics
Penn State University
304 Kern Building
University Park, PA 16802
814-867-3299
[log in to unmask]<mailto:[log in to unmask]>
http://cook.rfe.org/
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