New Strategies to Reduce Plagiarism
"Curriculum redesign as a faculty-centred approach to plagiarism reduction” is research paper published by Sue Hrasky and David Kronenberg from the University of Tasmania, presented at the 4th International Plagiarism Conference in June 2010.
In it, they first look into two fundamental strategies on approaching plagiarism: proactively educate students on plagiarism, proper citation, and acceptable collaboration; and/or reactively catching and punishing instances of plagiarism. Both of these traditional approaches puts the onus of responsibility on the student. When an accusation of plagiarism occurs, the blame rests with the student rather than with the faculty or the institution.
Both methodologies work better together, but Hrasky and Kronenberg’s research is in search of identifying more holistic and proactive counter-plagiarism strategies that address aspects of curriculum design as a way to minimize plagiarism and share the responsibility for countering plagiarism across students, individual faculty, and the institution.
Hrasky, S. and Kronenberg, D. (2010). Curriculum redesign as a faculty-centred approach to plagiarism reduction. University of Tasmania. Retrieved from http://www.plagiarismadvice.org/conference/previous-plagiarism-conferences/4th-plagiarism-conference-2010.