Opposite of Cheating (Teaching, Engaging, and Thriving in Higher Ed) (Volume 4)

Bertram

ISBN 10: 0806194960 / ISBN 13: 9780806194967

Published by OUP, 2024

About this Item

Used may have minimal highlights, annotations, creases, curled corners, writing on some pages, discoloration, dust from shelves, may need batteries.

Seller Inventory # MGV.0806194960.G

Bibliographic Details

• Title: Opposite of Cheating (Teaching, Engaging, and Thriving in Higher Ed) (Volume 4)
• Publisher: OUP
• Publication Date: 2024
• Language: English
• ISBN 10: 0806194960
• ISBN 13: 9780806194967
• Binding: Soft cover
• Condition: good

About this title

Synopsis

In these days of an ever-expanding internet, generative AI, and term paper mills, students may find it too easy and tempting to cheat, and teachers may think they can’t keep up. What’s needed, and what Tricia Bertram Gallant and David A. Rettinger offer in this timely book, is a new approach—one that works with the realities of the twenty-first century, not just to protect academic integrity but also to maximize opportunities for students to learn.

The Opposite of Cheating presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era, both in cyberspace and on campus. Accordingly, the book outlines workable measures teachers can use to better understand why students cheat and to prevent cheating while aiming to enhance learning and integrity.

Bertram Gallant and Rettinger provide practical suggestions to help faculty revise the conversation around integrity, refocus classes and students on learning, reconsider the structure and goals of assessment, and generally reframe our response to cheating. At the core of this strategy is a call for teachers, academic staff, institutional leaders, and administrators to rethink how we “show up” for students, and to reinforce and fully support quality teaching, learning, and assessment. With its evidentiary basis and its useful tips for instructors across disciplines, levels of experience, and modes of instruction, this book offers a much-needed chance to pause, rethink our purpose, and refocus on what matters—creating classes that center human interactions that foster the personal and professional growth of our students.
 

About the Authors

Tricia Bertram Gallant is Director of Academic Integrity and the Triton Testing Center at the University of California, San Diego.

David A. Rettinger is Applied Professor and Undergraduate Program Director in Psychology at the University of Tulsa.