By: Martha Diede, Center for Teaching and Learning Excellence, Syracuse University
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- A single slide, formatted like an academic poster, that summarizes the information from the unit/module/section of the course.
- A brief video in which students explain the course concepts in each unit.
- A brief video in which students use the course concepts/learning to suggest a solution to a contemporary problem.
- A concept map showing how the course content from the week/unit/module/semester connects.
- A problem to solve that requires the use of knowledge and skills included in your course outcomes.
Some additional ways to make cheating more difficult are as follows.
- Switch up 30% of exam questions.
- Rework test-bank questions by reversing them. Start with the correct answer from the multiple choices, then use the question stem to create the answer(s).
- Set the exam to show only one question at a time.
- Set a 15-minute window during which students can sign in. If students don't sign-in during that time period, have them email you to explain why. This technique provides you an opportunity to provide an equivalent, but different exam.
- Design questions to encourage persistence and resilience.
Consider questions like these ones suggested by Francis Su:
Take one homework problem you have worked on this semester that you struggled to understand and solve, and explain how the struggle itself was valuable. In the context of this question, describe the struggle and how you overcame the struggle. You might also discuss whether struggling built aspects of character in you (e.g. endurance, self-confidence, competence to solve new problems) and how these virtues might benefit you in later ventures.
OR
For any problems you cannot solve on this exam, suggest a strategy you might try to tackle the problem, and show what happened as a result. Describe any strategic gaps you were unable to bridge, and list 3 helpful insights that may help another person trying to tackle the problem. Doing so will earn you up to 1/2 credit on the problem.
- Plan for students to use online tools to find answers to questions.
- Ask questions that require students to show what they've learned and to put together information that they've found.
- Engage students in designing exam questions to show their knowledge and learning.
- Incorporate some writing-to-learn strategies such as reflection questions.
Consider reducing the motivation to cheat.
- Allow students to drop their lowest test scores.
- Use the mixed delivery and online requirements to your favor. Give multiple, lower-stakes exams or quizzes.
- Consider changing your approach to teaching, even if only for one unit. For example, Inquiry-Based Learning is an equity-centered teaching strategy that can make cheating tough, and it works for many disciplines. Process-Oriented Guided Inquiry Learning (POGIL) is another equity-centered teaching strategy that makes cheating challenging.
- Plan for students to work together to complete assessments that demonstrate them building skills and knowlege.
- Tell students the "why" of the exam. If they have to know and show that they can solve big problems because they're going to be designing bridges, building airplanes, and working on projects that impact people, let them know that. Remind them that they are in a safe environment where not succeeding is encouraged when it helps the instructor-learner pair to determine what learning needs to be continued, repeated, or reimagined for success.
Please also keep in mind that online visual and auditory tasks are especially challenging for students who have visual and hearing exceptionalities. Consider contacting the Center for Disability Resources to ensure you support all of your students.
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