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Academic
Integrity: Technological
Change and Intellectual Property -
Symposium
- April 5, 2002
Speakers
- "Academic
Integrity" in the Context of New Technologies
- David Booth , Director of the Center for Integrative Studies,
Associate Professor of Religion, St. Olaf College
Abstract
of Address
Since 1985, David Booth has taught at St. Olaf College in the religion
department, the women’s studies program, and The Great Conversation.
Before being named director of the St. Olaf Center for Integrative Studies,
he was for 15 years a tutor in the St. Olaf Paracollege. He has degrees
from Harvard College and the University of Chicago Divinity School.
He has published and presented articles on Kant, Nietzsche, and most
recently on Christian discourse about "witch" hunting and its function
in the ongoing construction of femininity in Christianity. Perhaps the
common thread is an attempt to discern the shape of cultural forces
operating beneath the explicit self-descriptions of a given society
or belief system, and a concern for the power of humans through language
and other cultural commitments to create the frameworks of their daily
lives. He has been the guiding force behind St. Olaf’s program of web
portfolios--an implementation of new learning technology that explicitly
strives to subordinate the technology itself to enduring learning goals
of the liberal arts. Through presentations to the Association of American
Colleges and Universities, and to the Collaboration for the Advancement
of College Teaching and Learning, he has been engaged in the national
discussion about new learning technology and intellectual development
in the college years. Currently
he is also the Director for the Center
for Integrative Studies. The CIS was established in 1999 and "'integrative
studies' refers to learning that intentionally combines diverse methods,
experiences, styles of learning, subject matters, departmental resources,
or extracurricular resources in ways consistent with the educational
goals of individual students and the standards of the college."[from
the CIS website]
- Student Learning
and Academic Integrity in the Digital Environment - Patricia
Iannuzzi, Associate University Librarian and Director of Doe/Moffit
Libraries, University of California, Berkeley
Abstract
of Address
Patricia Iannuzzi is Associate University Librarian and Director of
the Doe and Moffitt Libraries at the University of California-Berkeley.
A national leader for information literacy education, Patricia chaired
the multi-association sponsored committee which developed the "Information
Literacy Competency Standards for Higher Education". Patricia has an
undergraduate degree from Yale University and an MS in Information Science
from Simmons College. She has worked in libraries at Tufts, Florida
International University, and Yale University. Patricia speaks and consults
on the topics of information literacy and organizational culture, information
literacy and faculty development, and information literacy and assessment.
She is the author of several books and articles, including Teaching
Information Literacy Skills published by Allyn and Bacon.
Abstract
of David Booth's Keynote Address:
"Academic
Integrity" in the Context of New Technologies New technologies present
unprecedented opportunities for sophisticated undergraduate learning,
and also unprecedented threats to the values of academia. The context
of liberal learning is thus decisively changed by the advent of new technologies:
students have access to vastly more information, but that information
is less mediated by intervening experts and interpreters. Students can
learn more, encounter more, synthesize more, and interpret more; yet by
the same token they face a confusing jumble of competing claims and constant
temptation to misappropriate others' work. On the other hand, although
this new context renders the challenges for learning communities more
intense, the challenges remain in many ways what they always have been:
students must cultivate critical judgment, manage ambiguity, locate their
own ideas in the context of others', etc. Thus new technologies should
not distract us from certain cardinal virtues that remain central to liberal
arts colleges and universities; instead we should develop pedagogy that
employs new technologies to renew our focus on those virtues.
Abstract
of Patricial Iannuzzi's Address:
Student Learning and Academic Integrity in the Digital Environment
The current and next generation of college students are serious users
of the Internet for a wide range of social and informational purposes.
Studies show that students increasingly rely upon the Internet as their
first and favored tool for finding information in support of research
assignments. The expanding digital information environment, made possible
via the Internet, holds enormous potential for student learning. However,
only a small fraction of all published literature is available on the
web, and the vast majority of digital information resources are only available
on the "hidden" web, accessible only to those who know where to look.
The size and complexity of the digital information environment presents
serious challenges to educators. The wealth of digital information resources
does not create a better-informed student unless that individual has a
complementary set of critical thinking and technological abilities to
locate, evaluate, and effectively use this information. Students frequently
do not possess the skills necessary to navigate or utilize this information-rich
environment. Well-meaning teachers are using technology to supplement
the classroom experience by creating or linking to digital resources.
But independent inquiry and research requires resource-based learning
strategies which encourage students to access and explore the world of
information and holds them accountable for evaluating and selecting the
information most appropriate to their need. Furthermore, as students increasingly
rely upon the Internet for information, this 'cut and paste' generation
is increasingly susceptible to the allure of academic dishonesty. In some
cases plagiarism is accidental, in other cases the expediency afforded
by the web makes it convenient, and unfortunately, there are always those
who will cheat intentionally, a process made easier through the rise of
a web-based industry that caters to such dishonesty. This presentation
offers strategies for deterring academic dishonesty with strategies to
improve student skills in navigating the digital environment. These strategies
require a focus on the research process and the importance of teacher/student
interaction throughout the process. Teachers are encouraged to assume
new and sometimes less familiar roles, involving collaboration and inquiry-based
learning. As a result, students acquire skills such as critical thinking,
quantitative reasoning, and the ability to gather and evaluate evidence,
alongside the mastery of specific bodies of knowledge.
Panel
Members - Responding to David Booth's Address
-
Andrea Nixon,
Associate Director for Academic Computing, Carleton, anixon@carleton.edu,
-
Joel Clemmer,
Vice President Library and Information Services, Macalester, clemmer@macalester.edu
www.macalester.edu/~clemmer
-
Mike Rolig,
student, Macalester, mrolig@macalester.edu
-
Steve McKelvey,
Associate Dean of Students/Professor, Mathematics, St. Olaf
mckelvey@stolaf.edu
www.stolaf.edu/people/mckelvey
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Dolores Peters,
Associate Professor, History, St. Olaf, petersdo@stolaf.edu,
www.stolaf.edu/depts/history/faculty/peters.html
-
Moderator: Terri
Fishel, Library Director, Macalester, fishel@macalester.edu
www.macalester.edu/~fishel
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