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Plagiarism
- Vol. 11 No. 2, May 2008 |
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Independent Learning
- Vol. 11 No. 1, Jan 2008 |
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Undergraduate Research
- Vol. 10 No. 1, Jan 2007 |
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Engaging Students
- Vol. 9 No. 2, Jul 2006 |
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Learner-centred Teaching/Learning
- Vol. 9 No. 1, Apr 2006 |
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Annual Teaching Excellence Award
- Vol. 10 No. 4, Sep 2007
- Vol. 10 No. 3, Aug 2007
- Vol. 9 No. 4, Sep 2006
- Vol. 9 No. 3, Aug 2006
- Vol. 8 No. 7, Oct 2005
- Vol. 8 No. 6, Sep 2005 |
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Lifelong Learning
- Vol. 8 No. 5, Aug 2005 |
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Balancing Theory and Practice
- Vol. 8 No. 4, Jul 2005 |
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Learning with Technology
- Vol. 8 No. 3, May 2005 |
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Reflective Learning
- Vol. 8 No. 2, Mar 2005 |
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Active Learning
- Vol. 8 No. 1, Jan 2005 |
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Balancing Teaching and Research
- Vol. 7 No. 7, Aug 2004 |
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Preparing for the First Lecture/Class
- Vol. 7 No. 6, Jul 2004 |
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Interactive Technology in Education
- Vol. 7 No. 5, May 2004 |
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Collaborative Learning
- Vol. 7 No. 4, Apr 2004 |
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Student Motivation/Teacher Motivation
- Vol. 7 No. 3, Mar 2004 |
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Discussion in the Classroom
- Vol. 7 No. 2, Feb 2004 |
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IT-supported Learning Strategies
- Vol. 6 No. 9, Sep 2003
- Vol. 6 No. 8, Aug 2003 |
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Heterogeneous Student Body
- Vol. 6 No. 7, Jul 2003 |
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Postgraduate Supervision
- Vol. 6 No. 6, Jun 2003 |
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PDP-T Research Projects
- Vol. 6 No. 5, May 2003
- Vol. 6 No. 10, Oct 2003
- Vol. 6 No. 11, Nov 2003 |
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Cultivating Leaders
- Vol. 6 No. 4, Apr 2003 |
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NUS Outstanding Educator Award
- Vol. 6 No. 2, Feb 2003
- Vol. 7 No. 8, Sep 2004
- Vol. 7 No. 9, Oct 2004 |
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Constructivism
- Vol. 6 No. 1, Jan 2003 |
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Continuing Education
- Vol. 5 No. 1, Mar 2002 |
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Cross-disciplinary Teaching
- Vol. 5 No. 2, Apr 2002 |
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Curriculum Design/Programme
- Vol. 4 No. 6, Dec 2001
- Vol. 3 No. 5, Oct 2000
- Vol. 2 No. 5, Nov 1999
- Vol. 1 No. 1, Apr 1998 |
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Demonstration-Based Teaching
- Vol. 4 No. 1, Feb 2001 |
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Discipline and Counselling
- Vol. 5 No. 5. Aug 2002
- Vol. 9 No. 5. Oct 2006 |
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Emotional Intelligence
- Vol. 2 No. 1, Mar 10, 1999 |
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IT in Education
- Vol. 10 No. 2, Apr 2007
- Vol. 5 No. 3, May 2002
- Vol. 4 No. 4, Oct 2001
- Vol. 4 No. 3, Aug 2001
- Vol. 3 No. 6, Nov 2000
- Vol. 2 No. 2, Mar 15, 1999
- Vol. 1 No. 2, Oct 1998 |
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Large-Group Teaching
- Vol. 4 No. 5, Nov 2001 |
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Learning Styles
- Vol. 5 No. 6, Sep 2002
- Vol. 5 No. 7, Oct 2002
- Vol. 7 No. 1, Jan 2004 |
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Problem-Based Learning
- Vol. 3 No. 3, Aug 2000 |
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Small-Group Teaching
- Vol. 2 No. 3, Apr 1999 |
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Spoon Feeding
- Vol. 3 No. 2, May 2000 |
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Student Assessment
- Vol. 2 No. 4, Aug 1999
- Vol. 6 No. 3, Mar 2003 |
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Student Management
- Vol. 4 No. 2, Apr 2001
- Vol. 3 No. 4, Sep 2000 |
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Teaching Evaluation
- Vol. 3 No. 1, Jan 2000 |
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Thinking Skills
- Vol. 5 No. 4, Jul 2002 |
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| inside this issue |
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| May 2008, Vol. 11 No. 2 |
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| Plagiarism |
This issue of CDTL Brief on Plagiarism features some issues and concerns about plagiarism discussed during a CDTL workshop on plagiarism in October 2007.
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| Some Problems with Plagiarism |
Associate Professor John Richardson
Vice-Dean, Faculty of Arts and Social Sciences |
Experience of interviewing student plagiarists suggests that many are confused about what they have done wrong. Their responses vary from brazen denial to contrition, but perhaps the most common reaction is baffled incomprehension. These students insist, sometimes tearfully, that they simply did not know that what they did was cheating. Of course, some of those who say this may simply be spinning a clever line, but others are genuine, and genuinely confused.
Click here to read on
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| Turnitin |
Associate Professor Brian Farrell
Department of History |
Three years ago, many members of our department started using the Turnitin software purchased by the university. Turnitin is an information technology-based resource faculty members can use to try to combat plagiarism. Undergraduate plagiarism entered a new and more challenging phase with the spread of the Internet.
Click here to read on
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| Plagiarism in Chemistry Education |
Dr Adrian Michael Lee
Department of Chemistry |
| “Plagiarize, Let no one’s work evade your eyes!” |
Lyrics from Lobachevsky by
Thomas Andrew Lehrer (1951) |
The majority of scientific research is funded by the public purse and frequently, this research is called upon to inform both national and international policy. The need for probity is absolute if public confidence in science is to be maintained. Plagiarism is but one aspect of the betrayal that scientists can perpetrate on their colleagues and the public at large. During an undergraduate student’s education, the socialisation of unethical behaviour, of which plagiarism forms a large part, has significant repercussions for that individual’s professional conduct after leaving university.
Click here to read on
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| Notes on Plagiarism: Did I Do It? |
Dr Annett Schirmer
Department of Psychology |
Presenting the ideas of others as one’s own is considered academic misconduct and typically punished not just at NUS but in academia in general. To discourage students from plagiarising, NUS outlines the academic consequences of detected plagiarism on its websites and encourages lecturers to discuss plagiarism during classes.
Click here to read on |
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