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Volume 12 2006 - Issues of Teaching & LearningVolume 12 2006 - Issues of Teaching & Learning Volume 12 2006 - Issues of Teaching & Learning 12
Volume 11 2005 - Issues of Teaching & LearningVolume 11 2005 - Issues of Teaching & Learning Volume 11 2005 - Issues of Teaching & Learning 11
Issues of Teaching and Learning, 11(7)Issues of Teaching and Learning, 11(7)Issues of Teaching and Learning, 11(7) Issues of Teaching and Learning, 11(7) (7)
Issues of Teaching and Learning, 11(6)Issues of Teaching and Learning, 11(6)Issues of Teaching and Learning, 11(6) Issues of Teaching and Learning, 11(6) (6)
Issues of Teaching and Learning, 11(5)Issues of Teaching and Learning, 11(5)Issues of Teaching and Learning, 11(5) Issues of Teaching and Learning, 11(5) (5)
Issues of Teaching and Learning, 11(4)Issues of Teaching and Learning, 11(4)Issues of Teaching and Learning, 11(4) Issues of Teaching and Learning, 11(4) (4)
Issues of Teaching and Learning, 11(3)Issues of Teaching and Learning, 11(3)Issues of Teaching and Learning, 11(3) Issues of Teaching and Learning, 11(3) (3)
Issues of Teaching and Learning, 11(2)Issues of Teaching and Learning, 11(2)Issues of Teaching and Learning, 11(2) Issues of Teaching and Learning, 11(2) (2)
Issues of Teaching and Learning, 11(1)Issues of Teaching and Learning, 11(1)Issues of Teaching and Learning, 11(1) Issues of Teaching and Learning, 11(1) (1)
Volume 10 2004 - Issues of Teaching & LearningVolume 10 2004 - Issues of Teaching & Learning Volume 10 2004 - Issues of Teaching & Learning 10
Volume 9 2003 - Issues of Teaching & LearningVolume 9 2003 - Issues of Teaching & Learning Volume 9 2003 - Issues of Teaching & Learning 9
Volume 8 2002 - Issues of Teaching & LearningVolume 8 2002 - Issues of Teaching & Learning Volume 8 2002 - Issues of Teaching & Learning 8
Volume 7 2001 - Issues of Teaching & LearningVolume 7 2001 - Issues of Teaching & Learning Volume 7 2001 - Issues of Teaching & Learning 7
Volume 6 2000 - Issues of Teaching & LearningVolume 6 2000 - Issues of Teaching & Learning Volume 6 2000 - Issues of Teaching & Learning 6
Volume 5 1999 - Issues of Teaching & LearningVolume 5 1999 - Issues of Teaching & Learning Volume 5 1999 - Issues of Teaching & Learning 5
Volume 4 1998 - Issues of Teaching & LearningVolume 4 1998 - Issues of Teaching & Learning Volume 4 1998 - Issues of Teaching & Learning 4
Volume 3 1997 - Issues of Teaching & LearningVolume 3 1997 - Issues of Teaching & Learning Volume 3 1997 - Issues of Teaching & Learning 3
Volume 2 1996 - Issues of Teaching & LearningVolume 2 1996 - Issues of Teaching & Learning Volume 2 1996 - Issues of Teaching & Learning 2
Volume 1 1995 - Issues of Teaching & LearningVolume 1 1995 - Issues of Teaching & Learning Volume 1 1995 - Issues of Teaching & Learning 1
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Possible issues from a teachers' perspective

Academic conduct is in the spotlight, locally, nationally and internationally. What are the issues for teaching staff in this environment of heightened scrutiny? The need to be well-informed and to act appropriately is paramount.

One issue of concern for many teachers is how group work can be structured and conducted, so that the benefits inherent in the approach can be obtained, without contravening the principles of academic conduct. How can we ensure that each student's contribution to group work is appropriately identified? How can originality be fostered while assessing the work equitably? These issues and possible approaches are explored at http://www.teachingandlearning.uwa.edu.au/tl/academic_conduct/Work-Group.pdf

Students also need to accept responsibility for being well informed about academic conduct. How is it defined? What are the processes that are implemented if questions of plagiarism or academic misconduct are raised? Avoiding or preventing academic misconduct is preferrable to administering punitative measures, and time spent informing students about the substance and consequences of academic misconduct is a worthwhile investment.

Other issues that need thought include

  • Choosing an appropriate assessment mode to minimize the potential for misconduct

  • Clear protocol for open book examinations

  • Appropriate laboratory procedures

  • Ethical and clear research procedures for staff and post-graduate students

  • Definition of the scope of academic conduct to include not only the written word, but other media such as digital, music and computer code

Are you and your students well-enough informed about this important area of academic life?

Other UWA Resources

Academic Conduct - Related Information and Policies
http://www.teachingandlearning.uwa.edu.au/page/59392

Graduate Code of Good Practice for Research Supervision
http://www.postgraduate.uwa.edu.au/page/41555

Guidelines on Research Ethics and Research Conduct
http://www.research.uwa.edu.au/page/16826

Intellectual Property Policy
http://www.legalservices.uwa.edu.au/page/16830

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