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HI Kelly, <br>
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Sounds good. Thanks for letting us know how it turned out, and for being so proactive. I may have understood there to be more variety in the answers and also, that the questions involved were a smaller % of the text when I made my recommendation. Mine recommendation
was aimed at getting the message to all of the offenders it might shake them up a bit, and reach all of them, but - for better or worse- it does sort of let people off the hook.
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Michelle<br>
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<br>
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<div>PS _ I think you probably know this, but when you do confront them and sanction them, you have to write this up for the student, and also report to the Director of Student Conduct and Community Standards" per the official student conduct code? See SEction
VII.1.b. of the code, for acknowledged offenses. <a href="https://policies.uoregon.edu/vol-3-administration-student-affairs/ch-1-conduct/student-conduct-code" id="LPlnk">
https://policies.uoregon.edu/vol-3-administration-student-affairs/ch-1-conduct/student-conduct-code</a><br>
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Library</a></div>
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See also:</div>
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<a href="https://dos.uoregon.edu/files/faculty-guide.pdf" id="LPlnk">https://dos.uoregon.edu/files/faculty-guide.pdf</a></div>
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<a target="_blank" id="LPUrlAnchor989574" href="https://dos.uoregon.edu/files/faculty-guide.pdf" style="text-decoration: none; color:var(--themePrimary);">Addressing Academic Misconduct: Faculty Guide</a></div>
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Addressing Academic Misconduct: Faculty Guide University of Oregon – Office of Student Conduct and Community Standards Phone: 541-346-1140 Email: conduct@uoregon.edu Website: https://conduct.uoregon.edu Office: Oregon Hall 185</div>
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<div id="divRplyFwdMsg" dir="ltr"><font face="Calibri, sans-serif" style="font-size:11pt" color="#000000"><b>From:</b> bioteaching-bounces@lists.uoregon.edu <bioteaching-bounces@lists.uoregon.edu> on behalf of Kelly Sutherland <ksuth@uoregon.edu><br>
<b>Sent:</b> Friday, March 19, 2021 9:20 PM<br>
<b>To:</b> bioteaching@lists.uoregon.edu <bioteaching@lists.uoregon.edu>; Bruce Bowerman <bowerman@uoregon.edu><br>
<b>Subject:</b> Re: [Bioteaching] advice for addressing widespread cheating on exam</font>
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<p class="x_MsoNormal">Hello all,</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Many thanks for all of the helpful and supportive responses. It’s a good reminder of what a supportive teaching community we have. If our only concern was to stop cheating, it would be relatively simple. I think the big challenge is
balancing learning, assessment, equity and academic integrity <i>and</i> all of this in an online learning environment.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">I put together a digest of all the responses below—lightly edited—since some of them only came to me. I hope it’s helpful for others.
</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Some more details on my exam—I made it open book (but not open internet), had students sign a honor code waiver at the beginning and constrained the time. The course structure balances two exams with a lot of other kinds of assignments—lab
reports, group projects, low stakes quizzes and in-class activities. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">The cheaters very obviously took material from the internet. Some of the answers were puzzling or outside the scope of the class and when I googled the exam question the same answers that appeared on student exams popped up first. This
happened on at least one question for about 15 of the students in a 66 person class. I decided to follow Alan Kelly’s strategy and followed up with the 3 worst offenders. The same 3 students had been warned about plagiarism on their lab reports earlier in
the class. I talked with each of them today one-on-one and they all confessed, apologized and agreed to a score of zero on the final. It is never pleasant to handle cases of academic misconduct but I really appreciated that they admitted their mistake and
accepted the consequences. I told them that I appreciated their honesty and that how you handle a mistake can matter just as much as the mistake itself. Other times when I have confronted students, it hasn’t gone as smoothly. The students will all end up
with Ds in the class and at least one of them is concerned about losing financial aid. Doesn’t feel good but it would have felt worse to let it go.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Thanks again for the insights,</p>
<p class="x_MsoNormal">Kelly</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">--</p>
<p class="x_MsoNormal">@Kelly: This probably doesn’t help your current situation, but I thought I’d toss out how I thought about this when I taught two relatively large remote courses this Fall (BI281H and CH360). </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">I took the radical step of saying up-front that everyone could work together and could use any resource on every assignment, including exams. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">In my view, anything technically feasible will be done. I can’t keep students from working together or accessing the Internet, just like legacy record companies could not prevent people from sharing music files back in the day. I felt
that if I made working together against the rules, the students at the greatest disadvantage would be those that followed my rules. This disincentivizes rule-following and hurts the most honest students. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">I therefore gave out challenging, reasoning-style exams with only one rule: each person had to draw their own graphs and write their own text. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">So what happened when I did this? Everyone did really, really well. The exam quality was top-notch, across the board. I also observed very little evidence of copy-paste style cheating. There were clearly groups that worked together
and had similar lines of reasoning, but students generally followed the “own text” rule. In talking to some of the students, it basically turned the exams into high-stakes homework sets. The stronger students had to explain their reasoning to the weaker students,
and the weaker students had to pose questions to the stronger students and rearticulate what they understood. My gut says the students learned more in this way than they would have with a conventional exam. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">The downside, of course, is that I don’t really know what the students learned because I my exams had no power as assessment instruments. Many students received As that would have certainly not gotten As under a conventional exam/grading
scheme. If the goal of grading is to sort students into categories of success, my scheme failed miserably. It is also probably not sustainable long term. But as a stop-gap measure in this extraordinary situation, I think it worked pretty well. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Mike</p>
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<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">So far I have been either lucky or incredibly naive because I've not experienced widespread cheating in any classes. Usually the sort of 'technically correct but not-from-the class" wrong answer
you describe varies from student-to-student or clearly comes from the top Google hit when you search the obvious keyword. This latter leads to something that looks like collaboration because severl people use the same phrases, but it is really a serch engine
deriviative. I now have a syllabus policy that I even sometimes repeat in the instructions for assignments and, especially exams, that says the exams are to provide them an opportunity to show what they have learned in class and to demonstrate an ability
to apply the material from class. "While being able to look things up on the WWW is a useful skill, factually correct answers not based on course material will not earn as much credit as exemplary mastery and engagement with course material"</span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">If I were dealing with the situation you describe, I would probably throw out the questions involved with the explanation to students that there were so many duplicative answers derived from
outside the class that the question (and/or content) was not a good measure of mastery of course material. This might hurt some students who got it right, but - generally - those students would probably also do well on the questions you retain. This would
only work if you have enough questions left to have a reasonable exam.</span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">You could also reiterate that using outside resources is not allowed and that by using these resource students who did so potentially harmed the students who made the best of the 'difficult'
question.</span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">Thanks for bringing this up. I think it is good for us to continue to report our experiences and solutions to cheating. I think we have to do everything we can to elevate honest behavior and
create consequences for opportunists and cheaters.</span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">Best regards,<br>
Michelle</span></p>
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<p class="x_MsoNormal">I'm so sorry to hear this, and not in the least surprised.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">We used a combination of proctoring, the fabricated story that we were making use of a new Canvas academic integrity tool set (fooled my TAs even), lots of Canvas formula questions, lots of similar looking but different questions between
versions of the tests, puzzles using data from recent papers but with the gene or protein names changed, and a relatively time-constrained open-notes exam format. I'm pretty sure we thwarted most cheaters from cheating productively on exams.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">But on all the other assignments (like homework sets and lectures embedded within quizzes) they cheated with gusto. We had access to a social media site a large number of students were using, using Discord software, and even though I
was very specific about what sort of group work was encouraged and what constitutes cheating, they cheated. They shared confirmed answers, for instance. My putting the homework problems on an exam and pointing out that by cheating they had shot themselves
in the foot only pissed them off. By "them" I mean a small loud set who behaved disgracefully all term. It was as depressing to witness as national politics, with conspiracy theories and vaguely threatening posts directed at those who might consider "narc-ing"
about what was being posted. Social media really brings out the worst in people.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">To counter this we are setting up the Discord site ourselves next term. Students can go form a different site of course, but by creating the default place to go chat about the class we hope to keep those less motivated to cheat and bully
from participating in the worst behavior. </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">I just keep reminding myself that most of them don't cheat. In a class of 360 the number of bad actors feels large, but is still a relatively small fraction of people in the class. At least on assignments on which cheating is inconvenient.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Mark</p>
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<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">You might pursue only the most egregious cases that are easy to support. If you are successful, this could help get the word out that cheating doesn't pay if one gets caught (go for a severe
"sanction," such as an F in the course). A colleague at another institution offered some degree of clemency if cheaters came forth and confessed (she had concrete proof; I will be happy to share how she trapped them if anyone is interested), so that might
make a small dent if you can pull it off. If this is cheating via Chegg don't expect much useful information even if you file a formal complaint with them--I had up to 6 "suspects" but never received positive identification of the perpetrators from Chegg.</span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">I'm very sorry and disheartened to hear of this. One would think that at the upper level this would be less of an issue. But, I had one instance of blatant plagiarism in my 400-level class,
so nothing is sacred.</span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black"> </span></p>
<p class="x_MsoNormal"><span style="font-size:12.0pt; color:black">Alan</span></p>
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<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Sorry to hear this. It's so disheartening and there's no easy answer. In 211 we definitely found exam questions posted to Chegg. This quarter I was able to tie most of that to a student who I spoke with today and without her wholly admitting
to doing it we've scheduled an oral exam Monday of Spring Week 1. Not practical for a large group and I know there are students who I simply didn't catch which doesn't feel good. Do you know if it's Chegg/CourseHero etc? Or is it students with a shared google
doc or discord site? Mark Carrier's had to deal with students using a discord site in 212 (that I'm sure started in 211, but his teaching team managed to infiltrate). Honestly I have more experience with what doesn't work than what works but I'm happy to talk
it through with you sometime </p>
<p class="x_MsoNormal">Nicola</p>
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<p class="x_MsoNormal"><span style="font-size:10.0pt">I feel so badly for you as it is so disappointing when this happens. What I have done in comparing answers and seeing very similar answers among a few students is give them a zero which then prompts them
to contact me so that I can discuss with them directly. On Active Learning Questions, Lab write-ups and worksheets, routinely, we give them a warning about plagiarizing and about pulling things from Wikipedia or wherever, emphasize using course materials
1st, but I'm sure you have done all of this. After the the 2nd offense we don't give them any credit, that is issue 0s. One of the reasons I went to completely open book on my exams in Canvas is because of this problem of cheating. I've worked really hard
in fact the hardest thing I have ever done in teaching for several decades in making out the Canvas exams so that they have barely enough time to complete and it's nearly impossible to cheat. I do have several people in different time zones, and had many in
China during the summer, so I had to have a wide open window from 12 noon until 12 midnight for taking the exam, but I monitored things closely during the exams, track the order and timing of exams every hour or so, though or I did not officially proctor.
Finally, when I have the remote gut feeling that someone is cheated I will send them a note in Canvas or by email because it acts as a check against the glass like in ice hockey! I don't know if any of this has helped but that's the best I can do right now.
Best of luck in grading! Sincerely, pat l</span></p>
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<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">I’m sorry to hear that. It is disheartening, but unfortunately something a lot of us have experienced.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Without knowing the “rules” for you exam, it’s hard to give suggestions. If multiple students have the same wording and they were instructed to use their own words, then you could pursue that. Not only is that cheating, it’s plagiarism
and I think the Dean of Students office would back that up. Many of us have found sharing of exam information on sites like Discord and Chegg, and looking at those sites might give you some idea of how the cheating occurred. If the wording on exams is matching
posting on a site, it might be obvious that those students have cheated.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Peter</p>
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<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">I have taught a small modeling class last Spring, so this approach may not work for everyone.</p>
<p class="x_MsoNormal">I have switched to individual oral examinations, both for the midterm and the final exams. Each oral exam lasted for about 40 minutes, with me asking questions and the student answering them. I had a whiteboard on my end, and the students
were also encouraged to have a whiteboard or notebook with them to sketch their responses. I had a GE silently observing the examinations and taking notes.</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Best regards.</p>
<p class="x_MsoNormal">Stilian</p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal"> </p>
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<p class="x_MsoNormal"><b>From:</b> bioteaching-bounces@lists.uoregon.edu <bioteaching-bounces@lists.uoregon.edu>
<b>On Behalf Of </b>Bruce Bowerman<br>
<b>Sent:</b> Friday, March 19, 2021 12:07 PM<br>
<b>To:</b> Mike Harms <harms@uoregon.edu><br>
<b>Cc:</b> bioteaching@lists.uoregon.edu<br>
<b>Subject:</b> Re: [Bioteaching] advice for addressing widespread cheating on exam</p>
</div>
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<p class="x_MsoNormal"> </p>
<p class="x_MsoNormal">Just to chime in here, Tory Herman also took a similar approach to Mike with her BI282H course; 90% of the grade was pre- and post-lecture quizzes and homework, where students could work together, and the final exam (10%) of the grade
was also a do at home and work together thing. Tory had not done this before; this was her first time. She feels like it was an effective way to address issues of students dropping Biology as a major (or Biochemistry), and that students benefitted very much
from a homework intense and less exam-focused approach (no midterm; only one work together final exam). So far, it seems the grades are reasonably well spread out. I probably shouldn’t speak for Tory on this, but I think this is an accurate summary and maybe
she is on the email list and can comment more if she likes! I am not recommending anything; just passing on information. Bruce</p>
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<p class="x_MsoNormal">On Mar 19, 2021, at 9:42 AM, Mike Harms <<a href="mailto:harms@uoregon.edu">harms@uoregon.edu</a>> wrote:</p>
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<p class="x_MsoNormal">Hi All, </p>
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<p class="x_MsoNormal"> </p>
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<div>
<p class="x_MsoNormal">@Kelly: This probably doesn’t help your current situation, but I thought I’d toss out how I thought about this when I taught two relatively large remote courses this Fall (BI281H and CH360). </p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">I took the radical step of saying up-front that everyone could work together and could use any resource on every assignment, including exams. </p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">In my view, anything technically feasible will be done. I can’t keep students from working together or accessing the Internet, just like legacy record companies could not prevent people from sharing music files back in the day. I felt
that if I made working together against the rules, the students at the greatest disadvantage would be those that followed my rules. This disincentivizes rule-following and hurts the most honest students. </p>
</div>
<div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">I therefore gave out challenging, reasoning-style exams with only one rule: each person had to draw their own graphs and write their own text. </p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">So what happened when I did this? Everyone did really, really well. The exam quality was top-notch, across the board. I also observed very little evidence of copy-paste style cheating. There were clearly groups that worked together
and had similar lines of reasoning, but students generally followed the “own text” rule. In talking to some of the students, it basically turned the exams into high-stakes homework sets. The stronger students had to explain their reasoning to the weaker students,
and the weaker students had to pose questions to the stronger students and rearticulate what they understood. My gut says the students learned more in this way than they would have with a conventional exam. </p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">The downside, of course, is that I don’t really know what the students learned because I my exams had no power as assessment instruments. Many students received As that would have certainly not gotten As under a conventional exam/grading
scheme. If the goal of grading is to sort students into categories of success, my scheme failed miserably. It is also probably not sustainable long term. But as a stop-gap measure in this extraordinary situation, I think it worked pretty well. </p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">Mike</p>
</div>
<div>
<div>
<p class="x_MsoNormal"> </p>
<div>
<div>
<div>
<div>
<p class="x_MsoNormal"><span style="font-size:9.0pt; font-family:"Helvetica",sans-serif">---</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:9.0pt; font-family:"Helvetica",sans-serif">Michael J. Harms Ph.D.<br>
Associate Professor<br>
Chemistry & Biochemistry<br>
Institute of Molecular Biology <br>
University of Oregon<br>
<a href="http://harmslab.uoregon.edu/">harmslab.uoregon.edu</a><br>
<br>
541-346-9002 (work)<br>
541-968-0035 (cell) </span></p>
</div>
</div>
</div>
</div>
<div>
<p class="x_MsoNormal"><br>
<br>
</p>
<blockquote style="margin-top:5.0pt; margin-bottom:5.0pt">
<div>
<p class="x_MsoNormal">On Mar 19, 2021, at 09:14, Mark Carrier <<a href="mailto:mcarrier@uoregon.edu">mcarrier@uoregon.edu</a>> wrote:</p>
</div>
<p class="x_MsoNormal"> </p>
<div>
<div>
<div>
<p class="x_MsoNormal">Hi Kelly, </p>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">I'm so sorry to hear this, and not in the least surprised.</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">We used a combination of proctoring, the fabricated story that we were making use of a new Canvas academic integrity tool set (fooled my TAs even), lots of Canvas formula questions, lots of similar looking but different questions between
versions of the tests, puzzles using data from recent papers but with the gene or protein names changed, and a relatively time-constrained open-notes exam format. I'm pretty sure we thwarted most cheaters from cheating productively on exams.</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">But on all the other assignments (like homework sets and lectures embedded within quizzes) they cheated with gusto. We had access to a social media site a large number of students were using, using Discord software, and even though I
was very specific about what sort of group work was encouraged and what constitutes cheating, they cheated. They shared confirmed answers, for instance. My putting the homework problems on an exam and pointing out that by cheating they had shot themselves
in the foot only pissed them off. By "them" I mean a small loud set who behaved disgracefully all term. It was as depressing to witness as national politics, with conspiracy theories and vaguely threatening posts directed at those who might consider "narc-ing"
about what was being posted. Social media really brings out the worst in people.</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">To counter this we are setting up the Discord site ourselves next term. Students can go form a different site of course, but by creating the default place to go chat about the class we hope to keep those less motivated to cheat and bully
from participating in the worst behavior. </p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">I just keep reminding myself that most of them don't cheat. In a class of 360 the number of bad actors feels large, but is still a relatively small fraction of people in the class. At least on assignments on which cheating is inconvenient.</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">Mark</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
<div>
<p class="x_MsoNormal"><br>
<br>
</p>
<blockquote style="margin-top:5.0pt; margin-bottom:5.0pt">
<div>
<p class="x_MsoNormal">On Mar 18, 2021, at 4:31 PM, Kelly Sutherland <<a href="mailto:ksuth@uoregon.edu">ksuth@uoregon.edu</a>> wrote:</p>
</div>
<p class="x_MsoNormal"> </p>
<div>
<div>
<p class="x_MsoNormal">Hi all,</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">I am grading the Canvas online final exam for BI357 (Marine Biology) and there’s evidence of widespread cheating. I don’t think it’s realistic to pursue each student that I suspect of cheating and it can also be hard to prove. For example,
some students had answers that were technically correct but included information that we never discussed in class.</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">I am not shocked but definitely disappointed and am wondering what other folks have done to address instances of widespread academic misconduct, especially this year.</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal">Would people be willing to share their experiences/approaches?</p>
</div>
<div>
<p class="x_MsoNormal">Many thanks,</p>
</div>
<div>
<p class="x_MsoNormal">Kelly</p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">________</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">Kelly R Sutherland, PhD (she, her)</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">Associate Professor of Biology</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">Oregon Institute of Marine Biology</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">University of Oregon</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt"> </span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">Office: 473B Onyx Bridge</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">Phone: 541-346-8783</span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt"> </span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt"><a href="https://urldefense.com/v3/__http:/sutherlandlab.org/__;!!C5qS4YX3!RHMCol_4JVjY1fytqwbekjqbIyR7Vln6K2yU358QBypJpoEBG2_4X-3Vw2MS2ys$"><span style="color:#954F72">sutherlandlab.org</span></a></span></p>
</div>
<div>
<p class="x_MsoNormal"><span style="font-size:10.0pt">@SutherlandLab</span></p>
</div>
<div>
<p class="x_MsoNormal"> </p>
</div>
<p class="x_MsoNormal"><span style="font-size:9.0pt; font-family:"Helvetica",sans-serif">_______________________________________________<br>
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</span><a href="https://lists.uoregon.edu/mailman/listinfo/bioteaching"><span style="font-size:9.0pt; font-family:"Helvetica",sans-serif; color:#954F72">https://lists.uoregon.edu/mailman/listinfo/bioteaching</span></a></p>
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</blockquote>
</div>
<p class="x_MsoNormal"> </p>
</div>
</div>
</div>
<p class="x_MsoNormal">_______________________________________________<br>
Bioteaching mailing list<br>
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<p class="x_MsoNormal"> </p>
</div>
</div>
</div>
</div>
<p class="x_MsoNormal">_______________________________________________<br>
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<p class="x_MsoNormal"> </p>
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