PlagiarismAdvice.org has been working with universities and colleges in the UK and beyond since 2002 to help develop effective mechanisms to prevent student plagiarism and promote academic integrity. During this time individual members of the global academic community have been key to showcasing innovative approaches to preventing plagiarism and promoting academic integrity to fellow colleagues through conference attendance, visiting other institutions and colleagues and initiating training and awareness events. This vibrant and varied network of academic experts has proved to be invaluable in sharing good practice and research with fellow academics in countries worldwide.
Dr John Barrie, iParadigms, USA
Dr. John Barrie is co-founder of iParadigms, and completed his undergraduate studies in Rhetoric and Neurobiology and his PhD in Biophysics/Neurobiology. Dr. Barrie's vision is to use technology to drive the production of original work such that other, efficiency-creating technologies can then be employed in the modern classroom to increase feedback to students. Dr. Barrie's ultimate goal is to exponentially increase classroom feedback to students (regarding their course work) in order to create engagement between the students and their peers, their instructors, and the core course material that they are in school to learn — to use technology to reform education and significantly increase learning. To that end, Dr. Barrie and his colleagues have made Turnitin into the most highly used teaching technology in the world.
Research & teaching interests: Using technology to enhance the pedagogic experience.
Patris van Boxel, VU University, Amsterdam, The Netherlands
I am coordinator and system administrator of the campus-wide use of Turnitin at VU University, Amsterdam and responsible for the wide-scale introduction of the tool amongst teaching staff. I am responsible for the organisation of staff training and support, policy development, development of good practices and the development of evidence-based research with regards to the effectiveness of online marking and peer review. I am also VU project leader for the Dutch SURF-subsidised Scaffolding Assessment for Learning (SCALA) project (2012-2014) which investigates the use of digital tools to aid assessment and (intermediate) feedback on written student work. The aim is to introduce efficient, transparent and quality-enhancing feedback methods for lecturers. Turnitin is a central tool in this project.
Research & teaching interests: In my role as educational advisor and trainer I provide teaching staff with advice and guidance on ICT-based innovative teaching practice. This entails the development of staff development initiatives aimed at raising ICT awareness and competences of academic staff. I contribute to central policy development on the use of assessment of feedback procedures.
Dr Tracey Bretag, University of South Australia, Australia
Tracey Bretag, BA (Hons), MA, EdD (by research), is the Director of the Global Experience Program at the University of South Australia. Tracey has extensive research experience on academic integrity. She has been the Chair, Co-Chair or Deputy Chair of The Asia-Pacific Forum on Educational Integrity (APFEI) http://apfei.edu.au, since it was founded in 2003. She is also the Deputy Chair and in-coming Chair (2013) of the Advisory Council to the International Center for Academic Integrity (ICAI). She has written extensively about academic integrity issues and is also the founding Editor (since 2005, originally with Helen Marsden) of the International Journal for Educational Integrity http://www.ojs.unisa.edu.au/index.php/IJEI In 2011 Bretag was awarded the ICAI Exemplar of Integrity Award, in recognition of her contributions to the field of academic integrity. From 2010-2012, Bretag has been the Project Leader of the Australian Learning and Teaching Council Priority Project: Academic integrity standards: Aligning policy and practice in Australian universities. On 1 December 2012 she begins a new Office for Learning and Teaching funded project entitled, Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector. Bretag provided the Keynote address at the 5th International Plagiarism Conference, in July 2012.
Research & teaching interests: I have an eclectic disciplinary background in Education, English Language and Literature, History, TESOL and Gender Studies. I have taught a range of communication, TESOL, ethics, writing and professional development courses at the University of South Australia. My combined teaching interests culminated in the publication of Communication skills for international students in business (2006, 2009). Since 2005 my research has focussed on all aspects of academic integrity. In 2010, I received the Excellence in Teaching Award at the University of South Australia. My current role is as the Director of the Global Experience Program, a university-wide, extra-curricular program designed to enhance students’ global competencies.
Jude Carroll, Independent Consultant, UK
Since 2000, I have been working with student plagiarism in all its glory (defining it, ensuring students know what and how to avoid, redesigning assessment, ensuring policies and procedures are fit for purpose, researching its significance, publishing etc). I previously did this work as part of my Principal Lectureship role at Oxford Brookes University and since leaving there in 2011, I have continued in my own right. I have written three books on student plagiarism: one a handbook (2007), one a co-written guide for students (2009) and one co-written with a Swedish colleague which targets Engineering students. I have written 20+ articles and book chapters relevant to the issue - something which can be a challenge given the subject matter and the need not to pass off previous work as novel. But new aspects do keep emerging. I have run and continue to run workshops (more than 1000 so far and counting); I offer consultancy, and write guides for practice on student plagiarism. My keenest interest at the moment is finding ways to integrate my two areas of interest: effective teaching of international students and work in plagiarism and working to counter the lazy assumption that the two are inherently connected in negative ways and instead, to promote ways of seeing the issues as complex and resolvable.
Research & teaching interests: Two key areas: deterring students from plagiarism and effective teaching strategies for working with culturally and linguistically diverse students (what are often called 'international' students). I also am interested in developing tertiary teachers' skills generally. I have a growing commitment to the importance and power of using programme-level design strategies.
Dr Esyin Chew, Independent Consultant, Malaysia & UK
Dr Esyin Chew is an academic consultant and was a Senior Lecturer in Technology enhanced Learning, Teaching and Assessment, Centre for Excellence in Learning and Teaching, University of Glamorgan. She was a software engineer in e-Business and Acer Group, a lecturer in the University of Malaya, e-commerce consultant and e-learning consultant for commercial companies. With her excellent academic and research work of highlighting student experience and enhancing learning, teaching, assessment and academic integrity using technology, she is granted the Fellow status of the UK Higher Education Academy. Chew is the project leader of a few funded technology enhanced learning and assessment research projects and has published research outcomes in book chapters, indexed journal articles and international conference papers. She is also an active reviewer for ISI-indexed journals and international conferences with particular interest on plagiarism, social software for learning, online assessment and feedback.
Research & teaching interests: Online assessment and feedback, Technology Enhanced Learning, teaching and assessment, blended learning, e-Learning.
Randa Al-Chidiac, Holy Spirit University of Kaslik (USEK), Lebanon
I am currently the Executive Director of the Library at the Holy Spirit University in Kaslik, Lebanon. In my previous role as e-resources librarian, I was responsible for all activities related to academic integrity from drafting a policy to raising awareness of plagiarism and training on Turnitin. I have organised numerous training and advice sessions for students and faculty on identifying and avoiding plagiarism, as well as the use of Turnitin as a tool for detection and assessment. My newest challenge is to apply my knowledge and experience to find ways to instigate a debate on academic integrity and apply effective methods by training both faculty and students in order to minimise the errors that occur in academic writing.
Research & teaching interests: My background is multidisciplinary in Education, English Language, Literature and Librarianship. I have taught English communication skills and library research skills. Being a Librarian, I would like to put more effort into making otherlibrarians in my region better equipped to deal with issues in academic integrity, plagiarism and copyright in order to be more proactive nationally as well as institutionally.
Dr Cath Ellis, University of Huddersfield, UK
My interest is less to do with plagiarism and academic integrity and more to do with how we use tools like GradeMark and Turnitin to manage the workload of academic assessment. I've led a JISC funded research project evaluating the benefits of this and looking at how we can better support students, academics and administrative staff in the management of assessment.
Research & teaching interests: Technology Enhanced Learning, Electronic Assessment Management.
Radhika Iyer-O'Sullivan, the British University in Dubai, United Arab Emirates
I am currently Learning & Teaching Advisor at the British University in Dubai. My professional experiences include teaching ESL, EFL, EAP, teacher training and mentoring at tertiary level in Malaysia and Dubai. In my present position, I am responsible for developing curriculum and resources in providing sustained academic support to postgraduate students, recently, this has encompassed development of e-learning resources too. I am also actively involved in developing and improving university-wide policies and procedures dealing with academic integrity and academic honesty and am the principal staff member who is consulted on any issues regarding plagiarism and academic integrity. I am also responsible for training and professional development of both academic and administrative staff. My current research interests are in teaching and learning in higher education and academic support for postgraduate students. In particular, I am interested in exploring how culture and previous educational experiences can impact student attitudes towards academic reading, writing and plagiarism. I am currently engaged in planning an action research project that aims to redesign pedagogy in EAP content to include critical reading as a threshold concept in teaching students to write critically. This case study will investigate influences of culture and previous learning on student attitudes to academic texts and seek to alter ingrained attitudes through robust teaching of critical reading that will hopefully enhance critical writing, understanding of the concept of attribution and encourage academic integrity among postgraduate students. For me, 'socialising' students into academic writing is the way forward.
Research & teaching interests: Currently responsible for coordination and provision of study skills. academic literacy skills for postgraduate students across programmes. Am also responsible for managing the university Writing Centre and provision of individual support. Research interests include cultural impact and previous educational experiences on student attitudes to academic reading and writing, application of critical reading as a threshold concept towards deterring plagiarism, and teacher development within English for Academic Purposes. Development of curriculum and pedagogy that includes 'socialisation' of students into academic writing contexts are my key professional goals.
Marcelo Krokoscz, Alvares Penteado Business College Foundation (FECAP), Brazil
Professor Marcelo Krokoscz has a degree in Philosophy, Theology and Pedagogy, is a Master of Education and is currently writing his PhD thesis on authorship and plagiarism in the process of scientific training at the University of São Paulo. He also teaches Scientific Methodology in the Alvares Penteado Business College Foundation (FECAP). He has presented lectures on plagiarism in many prominent institutions in Brazil. He is author of the book ‘Authorship and Plagiarism: a guide for students, teachers, researchers and editors’ (published by Atlas) and editor of the website www.plagio.net.br.
Research & teaching interests: Scientific methodology, authorship, plagiarism, scientific creation, information literacy.
Dr Christina Mainka, Edinburgh University, UK & Germany
Christina has been in a number of different academic and staff support roles at HE and FE institutions in the UK, USA and Germany for nearly 20 years with a keen interest in academic integrity from the start. She holds a PhD in Chemistry and an MPhil in Technology-enhanced teaching, with practical experience in employing emergent technologies in science education in ways that promote more exciting learning opportunities for students which motivate to create original work. At Edinburgh Napier University she was instrumental in the development of the university's distance education programme, MSc Blended and online education (MSc BOE), the 2012 recipient of eAssessment Scotland's award in the category formative assessment. Christina believes that assessment which is designed to be relevant to students' interests and allows for formative feedback is a key factor in discouraging plagiarism from the outset. After successfully piloting and rolling out Turnitin at Edinburgh Napier as its administrator from 2005-2010, Christina has more recently shared the experience gained there in bespoke podcasts for educators in Germany, Switzerland and Austria. Not someone to reside in any one place for too long, Christina has moved back to Scotland where she is developing a new fully online MSc in Clinical Trials for Edinburgh University and tutors chemistry students for the Open University. Christina has published her work in peer reviewed journals and has presented at education conferences in the UK, Australia and Germany on topics that include transformation in HE, innovative online assessment design, plagiarism prevention, and the role of communication in distance education.
Research & teaching interests: Technology enhanced teaching especially in the physical and clinical sciences, evolving role of educators, qualitative content analysis in online discussions, academic integrity and innovative curriculum design, transformation in HE, web literacy.
Dr Erica Morris, Higher Education Academy, UK
Dr Erica Morris is the Academic Lead for Assessment and Feedback, and the HEAR (Higher Education Achievement Report) at the Higher Education Academy (HEA). Previously a Senior Adviser for Quality Enhancement and Assessment, she led the Academy JISC Academic Integrity Service, which was set up to enhance understanding of student plagiarism; highlight generic and subject-specific academic integrity issues; and develop guidance for higher education on institutional policy and practice. Erica Morris is a member of the International Advisory Board for PlagiarismAdvice.org. Previously at the Open University in Teaching and Learner Support, Erica Morris managed a variety of developments for staff and students, working in the areas of: careers education, e-portfolios, learning design, personal development planning and study skills. In the Institute of Educational Technology at the Open University, Erica worked on research in student learning of research methods and statistics, the development and evaluation of learning technologies, and was a tutor for cognitive psychology. Erica gained her PhD in Educational Technology, investigating students’ misconceptions in statistics and the development of software tools to enhance their understanding of this area. She has a first degree in Developmental Psychology and a MSc in Knowledge-based Systems.
Research & teaching interests: Assessment in higher education, research in academic integrity, student learning, plagiarism education, learning technologies.
Stella-Maris I Orim, Coventry University, UK & Nigeria
Stella-Maris I Orim (MSc, MCM, BEng, PMBCS, FHEA) completed her undergraduate studies in computer engineering at the Enugu State University of Nigeria. She then went on to carry out a Masters study in Internet Computing and Network Security at Loughborough University, UK. Following six years of working in a Telecommunication regulatory Organisation (Nigerian Communications Commission - NCC), she undertook further Masters study in Operational Telecommunication Management (Master of Communication Management - MCM) at Coventry University also in the UK. It was during this time she got involved with the EU funded Impact of Policies for Plagiarism in Higher Education across Europe (IPPHEAE) project as a research assistant. Following her involvement with the project and reflection on her past study experiences she developed an interest in researching into student plagiarism in Nigeria. Presently, she is a doctoral student and academic at Coventry University, UK. Her research centres on the investigation of student plagiarism in Nigerian universities from the student, teacher and management staff perspective. With her knowledge of cultural issues surrounding plagiarism; previous study experiences both in Nigeria and the UK and involvement in the IPPHEAE project, she is exploring the possibility of developing a student plagiarism mitigation framework that can be used across the Nigerian universities as a consistent approach to the mitigation of student plagiarism.
Research & teaching interests: Teaching interests: Research and study skills (at Masters level), operational research, internet computing, network security & telecommunications. Research Interests: Achievement of originality in assessed work, technology aided assessment and learning enhancement, academic integrity, student plagiarism and African Universities & Nigerian mobile telecommunications and quality of service.
Dr Woojin Paik, Konkuk University, South Korea
Woojin's academic interests stem from his PhD work in Information Transfer. After developing various information systems such as patent information retrieval, knowledge management, and customer relationship management systems whilst working for software development companies, he became a computer science faculty member at the University of Massachusetts, Boston, US, then Konkuk University, Glocal Campus in South Korea. As a professor at Konkuk University, he also worked as Director of the Center for Teaching & Learning & Computing Service as well as a librarian. During this time, he introduced a Moodle learning management system to the university and also Turnitin after realising the significance of plagiarism in undergraduate education. In addition, Woojin has been working to incorporate an iThenticate-like academic integrity checking system as a core functionality of the university libraries.
Research & teaching interests: Woojin's research interests are educational engineering, information retrieval, natural language processing, human computer interaction, physical computing, and customer relation management. His teaching interests are in most of the areas in information and computer science.
Dr Mike Reddy, University of South Wales, UK
Dr. Mike Reddy has studied and worked at several universities, including Durham, Leeds, and Manchester, and is now Programme Leader for Games and Future Technology at the University of Wales, Newport. He claims to be "an awful academic, far more interested in the playing and the doing of life than the writing and reviewing" and perhaps for that reason has been instrumental in raising debate over 21st century pedagogy and teaching practices in the UK, reprioritizing learning and reminding us that education is something you do for/with students, not at them. Mike has, therefore, been involved with PlagiarismAdvice.org since before it was created, having sat on the JISC steering committee since 2000, overseeing the pilot and tendering process, and JISC PAS becoming a self-funding entity in 2007. He is now a member of the independent expert advisory board for TurnitinUK, since its creation in 2010. During the last decade Dr. Reddy has been consulted on issues of plagiarism and academic integrity at the student and staff level, in the US, Romania and across the UK. He is an advocate of novel forms of assessment as a way to make use, rather than abuse, of the advent of the Internet and related technologies.
Research & teaching interests: Plagiarism, games, social effects of technology.
Dr Wendy Sutherland-Smith, Deakin University, Australia
Dr Wendy Sutherland-Smith is a Senior Lecturer at Deakin University, Australia. She has been actively involved in researching issues of plagiarism in academic writing for the past decade, including her doctoral research thesis. As well as publishing many journal articles about plagiarism, ranging from a semiotic analysis of the term, student and staff attitudes towards plagiarism, plagiarism and policies, her book titled, 'Plagiarism, the Internet and Student Learning: Improving Academic Integrity' was published by Routledge in 2008. Wendy has been involved in a number of research projects exploring issues of plagiarism and collusion, uses of technologies in plagiarism management and student and staff perceptions of issues of academic integrity. She is also interested in institutional management of plagiarism, particularly ways in which policy is enacted in teaching and research practice. Wendy is interested in developing and maintaining international collaborations to extend academic integrity research to promote ethical, sustained learning environments.
Research & teaching interests: Academic integrity, plagiarism, ethical relationships in higher education settings, learning and teaching with technologies, critical pedagogies.
Dr Marta Lígia Pomim Valentim, State University of São Paulo (UNESP), Brazil
Postdoctoral at Universidad de Salamanca, Spain, in 2011-2012. Associate Professor in Information, Knowledge, and Organizational Intelligence by UNESP. PhD in Communication Sciences at University of São Paulo, in 2001. Master at PUC-Campinas, in 1995. Teaching undergraduate and graduate Sao Paulo State University (UNESP/Marília). Fellow Research Productivity (PQ) in CNPq in organizational competitive intelligence, information management and knowledge management. Vice Coordinator of Graduate Program in Information Science. Leader of Research Group Information, Knowledge and Organizational Intelligence. Coordinates the research project 'environments and flows of information in enterprise environments'. Organizing several books in the field of Information Science. Vice President of the Asociación de Investigación en Educación and Ciencia de la Información y de Iberoamérica Caribbean (EDICIC), management 2009-2011. Coordination of the Working Group "Information Management and Knowledge in Organizations" (GT-4), the National Association for Research and Graduate Studies in Information Science (ANCIB), management 2009-2010. President of the Association of Education in Information Science (ABECIN), 2001-2004.
Research & teaching interests: Research ethics, plagiarism in scientific publications, scientific knowledge production, scientific knowledge management.