Research Guides: ENED7001 Introduction to Engineering Education and Research: Citation and Avoid Plagiarism

What is plagiarism?

Person crossing out artist's signature to claim work as their own Hand: https://pixabay.com/en/quality-hand-write-pen-signature-500958/ (public domain)

The UC Student Code of Conduct defines plagiarism as:

•Submitting another’s published or unpublished work in whole, in part or in paraphrase, as one’s own without fully and properly crediting the author with footnotes, quotation marks, citations, or bibliographic references.

•Submitting as one’s own original work, material obtained from an individual, agency, or the internet without reference to the person, agency or webpage as the source of the material.

•Submitting as one’s own original work material that has been produced through unacknowledged collaboration with others without release in writing from collaborators

•Submitting one’s own previously written or oral work without modification and instructor permission.

Intentional and Unintentional Plagiarism


Intentional Plagiarism	Unintentional Plagiarism
Intentional plagiarism is claiming sole authorship of a work that you know to have been written largely by someone else. •Purchasing a pre-written paper (either by mail or electronically). •Letting someone else write part or all of a paper for you. •Paying someone else to write part or all of a paper for you. •Submitting as your own someone else's unpublished work (including a computer program or algorithm), either with or without permission. •Submitting as your own, work done jointly by a group in which you may have participated. •Submitting work done by you, but for another class or another purpose without documenting that it was previously used. •Creating phony citations.	Unintentional plagiarism is plagiarism that results from the disregard for proper scholarly procedures. Examples of Unintentional Plagiarism: Failure to cite a source that is not common knowledge. Failure to "quote" or block quote author's exact words, even if cited. Failure to put a paraphrase in your own words, even if cited. Failure to put a summary in your own words, even if cited. Failure to be loyal to a source.

Adopted from

Duke University Plagiarism Tutorial

https://plagiarism.duke.edu/intent/

Citation Management Software

Citation Management Software
This guide provides information on RefWorks, EndNote, and Zotero

Citation Management Tools

Image from Mary Helen Cochran Library

Sample Paper

Student Responses to Remote Teaching During the Covid-19 Pandemic: Implications for the Future of Online Learning
Conference
2021 ASEE Virtual Annual Conference Content Access
Abstract
The COVID-19 pandemic brought a widespread shift in instructional practice as faculty scurried to shift to remote instruction. One positive consequence is that this shift inspired many faculty to think carefully about their teaching practice and the ways that technology tools and instructional strategies support their learning goals. Some administrators have also been quick to leverage this aspect to see the pandemic as an opportunity to promote a widespread shift to online instruction at the university. In this qualitative study, I examine closely that premise by looking at how students experienced the shift to remote learning in chemical engineering and related disciplines. The fundamental research question is, “do the student experiences in the shift to remote learning support advocacy for a scale-up in online education?”

Overall, students felt restricted in their ability to engage in remote instruction. A consistent focus of responses cited difficulty motivating to participate during class and fighting distractions. Students also described that missed social cues from not being able to see classmates caused disequilibrium in both lecture and in small group collaborative learning. As one student described, “it is almost like you can hide behind your computer and make your way through the classes without participating as much as you would during an in person class.” A few students felt it was difficult to jointly solve problems with their peers or instructors in the remote environment. Other issues that included frustration about their instructor’s fluency with technology (“preoccupied with keeping technological issues at bay’) and identifying space in their home environment where they could work. Surprisingly few students addressed specific pedagogical choices or strategies associated with remote teaching. These student experiences suggest we use caution in the extent to which we scale on line learning in chemical engineering. While it is important to compare learning outcomes between face-to-face and online modes, examination of student responses suggest that social threads that form the fabric of the classroom and university communities are critical to their development as engineers.