DOCUMENT RESUME

ED 285 500 HE 020 734

TITLE Illini Instructor Series, Volume 1, Nos. 1-4,1987.

INSTITUTION Illinois Univ., Urbana. Office of Instructional andManagement Services.

PUB DATE 87NOTE 17p.; Paper identified by the Task Force on

Establishing a National Clearinghouse of MaterialsDeveloped for Teaching Assistant (TA) Training.

PUB TYPE Collected Works - Serials (022) -- Guides ClassroomUse - Guides (For Teachers) (052)

JOURNAL CIT IMS Illini Instructor Series; vi n1-4 1987

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Cheating; Class Size; *College Instruction; Course

Content; *Course Descriptions; Graduate Students;Higher Education; *Large Group Instruction; *TeachingAssistants

IDENTIFIERS *Teaching Assistant Training Prcject; *University ofIllinois Urbana Champaign

ABSTRACTFour newsletter issues on college instruction cover

large class instruction, working with teaching assistants (TAs),preparing a course syllabus, and practical approaches to dealing withcheating on exams. Specific topics include: deciding on content forlarge class lectures, selecting texts and readings, physicalcharacteristics of the lecture classroom, communicating expectationsfor the semester to students, maintaining students' attending duringa lecture, planning testing and grading at the beginning of thecourse, selecting TAs, preliminary and on-going meetings with TAs,monitoring TAs' progress, the rationale for having a course syllabus,what to include in the syllabus, different ways that students cancheat, ways to prepare and administer tests to avert cheating, whatto do w:len cheating occurs, and regulations concerning cheating onaxams at the University of Illinois at Urbana-Champaign. (SW)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

The materials in the Special Collection on the Training ofTeaching Assistants were developed through the active effortsof numerous educators who first met at the 1986 NationalConference on the Institutional Responsibilities and Responsesin the Employment and Education of Teaching Assistants heldat the Ohio State University. Assisted by more than 30individuals, the committee chairs listed below were able toestablish the collection which will be developed andmaintained by the ERIC Clearinghouse for Higher Education.This arrangement will enable faculty members, facultydevelopers, administrators, TA supervisors, and graduateteaching assistants to have access to TA training materialsproduced by institutions across the nation.

Task Force on Establishing a National Clearinghouseof Materials Developed for TA Training

Chair: Jody Nyquisl, University of Washington

Subcommittees

ERIC Collection Committee- Chair: Margaret PryatelyUniversity of Oklahoma

Council of Graduate Deans Clearinghouse - Chair: Sheila CaskeySoutheast Missouri State University

Exploration of a Review Process - Chair: Lynda MortonUniversity of Missouri

ERIC Clearinghouse on Higher Education - Marilyn Shorr

Clearinghouse on ITA Materials - Janet Constantinides1

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I

INSTRUCTIONAL & MANAGEMENT SERVICESINSTRUCTIONAL DEVELOPMENT DIVISION

University of Illinois at Urbana-Champaign No. 1

TEACHING LARGE CLASSES

Teaching large classes is a major undertaking. It requires academic competence, leadershipskills, the capacity to do advance and contingency planning, the ability to organize well and topurposefully carry out plans. Fortunately, many of these qualities are characteristic of facultymembers and are frequently used--in mapping out research projects, planning conferences,writing books and research papers. Most of the abilities needed to teach large classes are onesfaculty members already possess and can successfully adapt to large-class instmction.

What contributes most to success in largeclass teaching?

To find answers to this question, theauthors interviewed several faculty mem-bers recognized as outstanding large-classinstructors by their peers and students. Weasked them what advice they had to give tocolleagues about tr aching large classes.

Each one of the large-class instructorsindicated that the single most importantfactor is organizing before the term starts.

The time spent planning before the coursebegins helps eliminate problems later on.According to these instructors, there areseveral key course elements which requirespecific attention.

I. Decide early what specific content will betaught.

Usually there is more you'd like to teachthan can reasonably be presented in onesemester; so you have to select a subset ofcontent. Colleagues will show you how theytaught the course before. However, unlessthere is a required departmental syllabus,most content decisions are up to you.Because of the time required to develop large-class lectures and supporting materials, lastminute content changes are difficult. Planahead.

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2. Anticipate what students already might beexpected to know about the topic.

One of the challenges of large-classinstruction is to teach so that both thestudents who lack background canunderstand, and those who are well-preparedstay interested. Ask another faculty memberor a departmental student advisor about theexpected level of student preparation andability. Note which curricula are heavilyrepresented in your class. This information,available on class rosters, may point toprior student preparation in your area. Italso can help you select among examples andmake assignments that relate to students'experiences.

3. Select texts and supplementary readingswell before the course begins.

There are two major reasons for selectinga text carefully. First, many students find itdifficult to take accurate notes when listeningto an hour's uninterrupted lecture. They relyheavily on their text to clarify the contentand their notes. The closer the textbookcorresponds to your course syllabus, themore useful it should be.

Secondly, most texts (unless you'vewritten one for the course) do not alwaysaccompany the course as you have planned it.

Materials to supplement the text becomenecessary. In addition to readings,supplementary materials might includeproblem sets and copies of visuals used inclass.

Order texts and supplemental materialsearly so they are available at the beginningof the term. Written permission must beobtained before copyrighted material can bereproduced Some copying centers will helpyou get this permission. Arrangements canbe made with a copying center or bookstoreto prepare and sell supplementary coursematerials.

4. Look over the classroom before the firstmeeting.

When you visit the lecture classroom, payattention to blinds, the placement of lightswitches, sources of controlling ventilationand other housekeeping details. A room thatis comfortable with only a few people maybecome uncomfortably warm when full "fstudents.

Make arrangements well before the firstclass meeting for an overhead projector, amicrophone, a slide projector and otherteaching aids you want to use. Ask atechnician to show you how to replace bulbsand batteries which may routinely run down.Also find out where you can get immediateassistance if the equipment malfunctionsduring a lecture. You may want to ask yourteaching assistants to help you set up theroom before each lecture.

Stand in the spot where you will lecture.Practice with the equipment you'll useduring class. Note how well your voicecarries and how your handwriting looksfrom the rear of the room. Have anotherperson sit in various seats to give youfeedback from students' perspectives.

5. Communicate your expectations for thesemester.

At the first lecture of the semester,distribute the course syllabus and directstudents' attention to the most importantstatements .

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a. The course syllabus usually contains abrief statement of the purpose of the courseand what you require of students. It also liststhe topics in the order in which they will bepresented and the corresponding outsidereadings.b. Examination dates are included in thesyllabus to help students plan their studytime. Look at the university's calendar whenscheduling examinations: minimize thenumber of make-up examinations; note thedate students can withdraw from a coursewithout penalty; note the date freshmengrades are due. Find out if there areuniversity and departmental statements aboutgiving exams on religious holidays,providing make-up exams for sick studentsand for students absent for other reasons.c. Policies about student collaboration onhomework, late work, makeup examinationsand course grading should be written in thesyllabus. You also may want to give studentsinformation about successful strategies forstudying your particular discipline.

Should I plan to lecture on the first day ofclass?

Very definitely. Use any available coursetinie. Later in the term, you may want extratime to review or repeat material. The firstday of class is also one period that moststudents are attentive and curious aboct acourse. Take advantage of their interest. Awell-organized first class lets the studentsknow that you are competent and prepared,and sets the expectation that they too ought tobe conscientious in the course.

What is a reasonable length of time to spendpreparing each lecture?

Because students don't ask many questionsin large classes, you must usually beprepared to talk for the entire period. Thechances of having a good presentationincrease the more thoroughly you plan. Inaddition, many experienced instructorsrecommend reserving the half-hour prior toclass to "psych" up-- review the lecture,check that you have everything you need ,

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and bring yourself up to the energy levelneeded for a lengthy presentation.Through experience, you'll find out howmuch time you personally need to prepare alarge-class lecture.

How can I keep students' attentionduring a lecture?

Spending time on lecture preparation isnecessary; however that time alone will notguarantee a good lecture. Students cannotlearn what they cannot see and hear. In alarge class, public speaking skills areimportant. Speak slowly, loudly andclearly enough to be understood. Don'tunderestimate the value of a microphone.

Accurate student note-taking isimportant (See Fig.1). Make sure yourwriting is legible in every section of theroom. Ask students and teaching assistantsif they can understand you and read yourhandwriting. There are several things youcan do to help students take complete notes.If you use previously-prepared overheadtransparencies, pause in your lecture toallow students time to copy them. Considermaking available paper copies of thetransparencies. A paper copy mightcontain major subject headings andcomplicated formulae and diagrams. If youleave space for additions :cotes, studentscan remain active listeners. They havetime to listen, and they make fewermistakes than if they were hastily copying

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long and detailed material.Even under the best of conditions,

students find it hard to stay alert for theentire class period. There are many littledevices which instructors use to keep orregain students' attention . You can:

alter the pitch and tone of your voice.ask a rhetorical question.ask students to. . .write specific answers to a problemyou pose in class.. . .write examples or non-examples ofkey concepts you've mentioned.. . .turn to their neighbor and explainwhy something is an example of aKey concept.

For more detailed information aboutgood lecturing techniques, contact campusteaching consultants.

How closely am I expected to superviseteaching assistants?

It is your job to take the leadership role incoordinating the different parts of acourse. Meet with your teaching assistantsbefore the first class session to explain theentire course to them and to clearly set outtheir responsibilities. New teachingassistants are often apprehensive aboutteaching for the first time. You don't haveto be an expert to allay their concerns.Talk with your teaching assistants aboutteaching. They are especially interested inthe "how-to's" of lecturing, leadingdiscussions and interacting with students.

Help your teaching assistants help you.Talk to and listen to your teaching

assistants during the semester. Meetregularly with them. They are a goodsource of information about differentaspects of the course and how well studentsare learning. In courses where yon lectureand teaching assistants hold small groupsessions, the teaching assistants should beresponsible for a portion of the coursegrade. This indicates to both students andteaching assistants that the non-lectureportio.-.s of the course are important.

Keep in touch with your students.For some of you, interacting with students

about your academic field is one of thereasons you became a college professor.You can maintain contact with students evenin Inge classes. Let students know early inthe term that you like talking with themabout the course. Come to class early andwalk around chatting with those studentspresent. Have a sign-up sheet for a weeklybrown-bag breakfast or lunch. Ask forvolunteers to form a weekly feedback groupto meet with you.

In addition to meeting with the interestedclass members, you should "take the pulse"of the entire class early enough in the term tomake any necessary changes based on yourreading of student feedback. Use a standardform or a simple one with questions like"What do you like about the course? Whatwould you like changed? Suggestions?" In alarge class, you'll rem: ye conflicting studentadvice. If feedback doesn't make sense toyou, one of the campus teaching consultantsat IMS can help you interpret it.

Plan all aspects of testing and grading verycarefully.

Think about grading and exams when youfirst plan the course. Questions about examtiming and organization often begin withquestions about course content. Ask yourselfwhat content is must important, least im-portant, stressed most in class, in assign-ments?

Decide who will contribute the testquestions. Teaching assistants can writegood questions when they are assigned aspecific topic. Other considerations are:

how many examinations and assign-ments are to make up the final grade?how is each examinat'on and assignment

to be weighted?what percentage of rest questions shouldbe answered by all students? the beststudents?how tests will be distributed andreturned.To avoid wasting exam time and to

prevent cheating, think about the mechanicsof testing large groups of people. Thefollowing procedures have beenrecommended by faculty members:

have students seated by their discussiongroups so that the teaching assistants cantake attendance and see that only thosestudcats registered are taking the exam.change the order questions are placed onthe page, and use different colored paperto create two forms of a test. Each formcan be used in alternating rows of seats tohelp ndnimize copying.number each test and the answer sheets orbooklets. Ask the teaching assistants torecord eacn student's name next to thenumber of the booklet s/hc has turned in.This process helps prevent claims of lostbooklets.

Do you hve to be an entertainer to teachforge classes?

If large class teaching is different anddifficult, is it possible for the "average"instructor to become a competent large classinstructor? Based upon a number of years'experience observing and working withinstructors, we think so. If you are outgoingand enjoy an audience, you can, with carefulplanning, teach large groups of studentseasily. If you become anxious speakingbefore large groups, you'll require a longerperiod of time to prepare and practice.However, you too can teach large classeswell.

ADDITIONAL ASSISTANCEThe Division of Instructional Development, Office of Instructional and Management Services at theUniversity of Illinois at Urbana-Champaign is a campus-wide unit that works with faculty, departmentsand colleges to promote effective instruction. Cor further information, contact one of the educationalspecialists at 307 Engineering Hall, 1308 West Green Street, Urbana, Illinois 61801. NAD '86

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INSTRUCTIONAL & MANAGEMENT SERVICESINSTRUCTIONAL DEVELOPMENT DIVISION

University of Illinois at UrbanaChampaign No. 2

WORKING WITH TEACHING ASSISTANTS

Teaching a large class of undergraduates with the assistance of TAs is a special instructionalsituation that increases the instructor's responsibilities while also reqt.iring extra managerial andorganizational skills. The experience can be rewarding however, if attention is given to carefulplanning. Following are some suggestions from faculty and TAs who have had success workrigtogether.

WI it sort of role should I play?First, and foremost, you are a role model

a professional. Remember this is often theTA's first experience in front of a class, andfor many of them it is their first experiencewith the university. They will continuallylook to you for guidance. Not only are youresponsible for conducting the course andinstructing the undergradtates, but also fordemonstrating to the TAs, by your example,how to teach and what it is like to be aprofessor.

How big a part should I play in selecting myTAs?

Be as involved as possible in hiring yourTAs. Look for TAs who have expertise inthe subje,t and are good communicators.Whenever possible, ask them why they wantto be TAs. The TAs' answers can beevaluated along with information about theircontent expertise and communication abilityin making your final decision. A goodselection process should allow you to choosethe best qualified candidates and appointthem as eat ly as possible. The more advancenotice your TAs have, the more they can beprepared to assist you.

When do I start planning?The answer to this question is much the

same as that for teaching a large class: startplanning early. A whole semester before you

are to teach is not too much time to allow.Take care when making decisions about

the course. First, decide what will be taught.Next, decide what you want the TAs to doYou will want to make decisions as towhether he TAs will:

attend lectures;attend weekly planning sessions;present new material;answer questions about the lecture;solve nomework problems;take attendance;write and/or grade exams;be responsible for a portion of the course

grade;assign and/or grade papers;hold office hours.Of course, some of the options are

different for TAs conducting labs andstudios. These decisions will become policiesand guidelines for your TAs so that theyknow exactly what is expected of them.

What is my next step?The next step is to prepare a syllabus. By

writing out your plans you force yourself toorganize the course into daily segments. Thishelps you realistically determine what can beaccomplished in a semester. Knowing this.you will be better able to make decisionsabout what you can ask of your TAs.

A good syllabus typically contains:. your name, phone number. and off ice

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hours and location;2. a statement of purpose;3. the objectives of the course;4. the daily/weekly schedule for the se-

mester;5. the names of textbooks and supple-

mentary readings;6. readings or papers the students will be

responsible for;7. the course grading policy;8. the dates of exams;9. the dates on which papers or special

projects are due.

When is the best time to first communicatewith my TAs ?

Write a letter to or hold a preliminarymeeting with your TAs as soon as they havebeen selected. If the course syllabus is ready,give it to them at this time. Give the TAs anoverview of the course and of their res-ponsibilities related to it. TAs also appreciateknowing something about you and youracademic interests, and about the place of thecourse in the curriculum.

As you discuss your policies andguidelines for the course, you may want toinclude recommending additional readingson class topics so that inexperienced TAscan familiarize themselves with the content.You may also have experienced TAs meet thenew TAs to talk about some of the problemsthey have encountered and how they handledthem.

If you have more than three TAs, youmay find it effective to appoint one of themto be the head TA to act as a coordinator andliaison between the others and you. It is alsohelpful, when possible, to have experiencedand new TAs, as well as American-born andforeign-born TAs, share offices.

How do I prepare the TAs for the first day ofclass, and JO teaching, in general?

As close to the beginning of classes aspossible, provide teacher training sessionsand experiences. Following are a fewsuggestions for you to think about as you planthis process.1. Suggest that the TAs visit their classrooms

before they teach.2. Be available at specified times to answer

TAs' questions.9

3. Remind TAs of university and depart-mental policies regarding capriciousgrading, sexual harassment, etc.

4. Prepare TAs for the first day of classes.Have them:Put their name, the course title, and sec-tion number on the board;Introduce themselves to the class; andBe prepared to discusss the material co-vered during the first lecture session.

TAs may also wish to have the studentsfill out 3 x 5 cards with information relevantto the course. These can be used for learningstudents' names, contacting students, takingattendance, etc.

How often should I meet with my TAs?Most instructors meet with their TAs

weekly throughout the semester. You maywant to include some of the following topicsfor consideration at your meetings.

1. Review the content presented in theprevious class and the topics to be introducedin the next one.

2. Ask TAs about course progress andproblems students are having.

3. Discuss what improvements could bemade. Be open and listen to what they haveto say. Because TAs are often in closercontact with the students than you are, theirperspectives may provide information usefulfor future planning.

4. Involve the TAs in managing thecourse whenever possible. TAs can write testquestions, monitor exams, conduct reviewsessions, and assign grades.

5. Discuss your criteria for grading.Review the first grades or comments the TAsgive. Have grading sessions with all the TAspresent, at least when they begin gradinghomework or tests.

Do I need to monitor my TAs' progress?No, you do not need to, but doing so is

highly recommended. Monitoring can helpTAs know how well they are doing, and is agood way to spot problems before theybecome serious. Several ways to provideearly feedback to the TAs are available.

You may want to observe each TA's classyourself. If you do, try not to interrupt theclass. Take notes if you wish and then sharethem outside of class and privately with the

TA.Many instructors prefer to have

students provide feedback to the TA byresponding to a questionnaire. Usefulinformation can be gathered as early as thethird or fourth week of classes. Besidesproviding the TA with information helpfulto his or her teaching, you may gainvaluable insight about the course and TAc-.-om the students' perspectives.

You can recommend or require thatyour TAs have a videotape made of theirclass. Viewing the tape with the TA givesyou an opportunity to provide helpfulsuggestions for teaching improvement.Specialists in the Instructional DevelopmentDivision can, make arrangements to have aclass videotaped, and are experienced inproviding feedback to TAs while viewingthe tape.

Are TAs likely to encounter specialproblems?

Yes, it is safe to say that many will.Most problems are predictable and can bediscussed in the orientation meeting or at alater session. Classroom management prob-lems are common. A discussion about howto handle the student who monopolizes classdiscussion or who talks to another student atinappropriate times is a good topic for anearly meeting.

You might also want to considerproviding the TAs with appropriate, sen-sitive responses to use when students havequestions regarding the grades they havereceived or changes in the assignments orrequirements of the course. TAs often feelthey are 'caught in the middle' and are at aloss or proper responses unless you haveincluded them in discussions of course-re-

lated changes.Few instructors know everything about

their subject. TAs need to understand thatit is all right (and advisable) to say theydon't have all the answers. "I don't know"is a phrase even college professors use!

Academic ethics is an important topicfor discussion with your TAs. The ethicalproblem related to sexual harassment is amajor societal concern, and other topics areimportant as well.

Attempt to show no favoritism amongstudents.

Be available for consultation outside ofclass.

Avoid discussing faculty members,TAs, and other students with your students.

Quizzes and tests should represent thecourse content and objectives and be gradedfairly.

Finally, be sure TAs recognize theirlimits in helping students. Make them awareof the student resources that are availableon our campus, such as the health services,cafeer and personal counseling, tutoring,and meetings for students with unusuallevels of test anxiety or stress. Have TAsencourage their students with problems tocontact the Student Services Center (3-3701).

ReminderTAs are hired to help undergraduates

get the best education passible. They arealso responsible for their academic work.By supporting them in these roles,you aregiving them important skills whether theyremain in academic life or enter otherprofessions. You are also increasing youreffectiveness as a faculty member.

ADDITIONAL HELPThe Division of Instructional Development of the Office of Instructional and Management Services at the University of

Illinois at Urbana-Champaign is a campus-wide unit of specialists who work with faculty, departments and colleges topromote effective instruction.Within this division the Campus Teaching Program assists faculty members and c.eparunents inproviding their TAs with experiences to improve their teaching effectiveness. Individual programs are desii,gied to meet thespecific needs of those who request the service.

For further information contact307 Engineering Hall1308 West Green Street, Urbana 61801 (217) 333-3370 MGH '86

.1!

MSINSTRUCTIONAL & MANAGEMENT SERVICES

INSTRUCTIONAL DEVELOPMENT DIVISION

, /MI

....University of Illinois at Urbana-Champaign No. 3.....,

PREPARING A COURSE SYLLABUS

A syllabus is the basic document developed by instructors to reflect their planning for a course. Thechief purpose of a syllabus is to help the instructor present an organized, coherent, and academicallyresponsible course. It also provides structure to students taking the course and serves as a guide for TAsworking with the instructor. Once the syllabus is complete, instructors can rightfully feel they haverealistically accomplished an important part of their responsibilities for teaching their course.

What is the rationale for having a syllabus?

The rationale is based on informationreceived from instructors who have successfullydeveloped syllabi for their courses. Mostinstructors agree that an effective syllabusaccomplishes the following:

1. requires instructors to organize early (ex-perienced instructors know this is essential toa successful class);

2. helps students understand what is expected ofthem from the start of the course and ef-ficiently plan their semester;

3. reduces opportunities for capricious gradingcharges;

4. presents a positive image ',o students (a well-prepared syllabus is evidence that you taketeaching seriously);

5. provides pertinent information about thecourse to your departmental office and col-leagues.

flow do you get started?

Begin by studying syllabi from otherinstructors. Request copies from colleagues w:th

reputations for being successful teachers.Specialists in the Instructional DevelopmentDivision of IMS have a variety of examples aswell. You might also ask colleagues what hasand has not worked for them. Question them asto why they chose one format over another.

Once you have examined a number of syllabi,your next step is to determine a format whichsuits you and the course you will teach. Becausesyllabi vary as to format and content, you willhave many choices. There is no one correct formto follow.

It is important to be aware of universitypolicies and regulations related to examinations,academic dishonesty, and other matters that affectyou, your TAs and your students. Becomefamiliar with the school calendar. Check forreligious holidays not in the calendar, or thosenot honored by the campus. These may not beofficial holidays to the university, but they maybe days when many of your students will beabsent. Remember to check sporting eventcalendars as well.

The "Code on Campus Affairs andRegulations Applying to all Students" is availableto faculty members from the Office ofAdmissions and Records or through theirdepartments. The school calendar can be found incurrent issues of the campus phone book orsemester timetable.

11.

What do you include in your syllabus?

Your syllabus can include as little or as muchas you want. Experienced instructors includemore rather than less material. Instructors whohave used a syllabus for a period of timegenerally agree that certain topics should beconsidered.

1. Relevant information about the course

This information should include the current yearand semester, the course title and number, andthe meeting time and location. In addition, itshould include the instructor's name, office andphone numbers, and (lice location and hours.This should be placed at the beginning of thesyllabus.

2. A clear statement of course objectives

Course objectives are unambiguous statements oflearning outcomes. They are of most use tostudents when the language used describes whatthe student will be expected to know oraccomplish rather than what the instructor intendsto do during the semester.

3. A description of the means (or activi:,es) bywhich the cour..e objectives will be met

This is not to be confused with a list ofassignments. It is rather, a description ofactivities that the course will include. Thedescription might include such activities as field-trips, readings, lectures, discussion sessions,discussions with active participation, researchprojects, laboratory assignments, problem sets,group presentations, case studies, or guestlecturers. Also, the amount of student study timeyou estimate for the activity can be included inthe description.

4. A list of resources available to the students

The most important item to be included in thissection is the required text and readingassignments. Because it is helpful to manystudents to have alternative readings, these can beincluded here as well. If you plan to make sampletests, tapes of the lectures, or sample projectsavailable to the students, mention these items inthis section.

5. A statement of grading criteria

A lengthy description is not necessary. Mostfaculty suggest that the statement contain only theassignments and tests along with the gradingweights of each. Other grading practices you planto use, such as a grade for participation in classdiscussion, or an adjusted normal curve, can beincluded here.

6. A schedule

This is probably the most time-consuming part ofpreparing your syllabus. In terms of courseorganization, the rewards for doing it are wellworth the effort. The schedule should containdates with the corresponding sequence of lectureor lab topics, the preparations you suggest, andthe assignments which will be due. A typicalformat is a tab't like the following:

Mapping out this daily/weekly schedule withmidterm and final dates, as well as holidays, letsyou know exactly how many class days areavailable to you and what is expected of thestudents on each day.

7. A discussion of course policy

Policies need to be clearly stated regarding:attendance; below average performance;discipline; excuses from tests; quizzes andassignments; cheating; and plagiarism. It isimportant that the language you select be direct,matter of fact, and in a non-punishing tone. Onceyou have written this section, have others read itfor feedback as to its clarity, completeness, andtone.

Once class begins, how do you best use yournew syllabus?

While there ...:.--.D one particular rule to 1 (Mow,

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there are a few suggestions that have beencollected from instructors who use syllabisuccessfully.

1. Hand out the syllabus on the first day ofclass.

When you do this you set the tone for thecourse. The syllabus lets the students knowyou have completed your preparation andintend to present an organized course.

2. Review and discuss the syllabus with yourstudents.

Be prepared to answer questions about yourtesting and grading policies, and other mattersof concern to students. Most instructors preferto candle the initial discussion themselves, sothat answers to questions about course policiesare given by the major instructor rather than aTA.

3. Be prepared to alter the syllabus.

If there is a typographical error, a date whichyou have miswritten, or a holiday on whichyou have inadvertently scheduled a lecture, youcan be sure that the students will spot it. It isadvisable that you put in writing any changesyou make concerning important items.

4. Duplicate more copies than you havestudents.

Be prepared to replace lost syllabi, and havecopies available for students enrolling late.

A final note

A well thought out and carefully preparedsyllabus becomes a clear and concrete contractbetween you and your students. You will knowthat it is useful when students want and need torefer to it frequently.

ADDITIONAL HELP

The Instructional Development Division of the Office of Instructional and Management Services at theUniversity of Illinois at Urbana-Champaign is a campus-wide unit that works with faculty, departmentsand colleges to promote effective instruction.

For further information contact:Instructional Development Division307 Engineering Hall1308 West Green St., Urbana, IL 61801217-333-3370MGH:86

13

INSTRUCTIONAL & MANAGEMENT SERVICESINSTRUCTIONAL DEVELOPMENT DIVISION

University of Illinois at Urbana-Champaign No. 4

PRACTICAL APPROACHES TO DEALING WITHCHEATING ON EXAMS

It is the responsibility of faculty to discourage students from cheating and not turntheir back on cheating when it is detected. To meet both responsibilities, faculty need tocarefully plan classroom and testing procedures which take into account the many waysin which cheating occurs, and learn how to follow institutional guidelines whenimposing a penalty.

What are the responsibilities offaculty and students?

At the University of Illinois at Urbana-Champaign, the booklet, Code on Cam-pus Affairs and Re2nlations Applyina tQAll Students, is published prior to eachfall semester. It is available withoutcharge from the Office of Admissionsand Records, 177 AdministrationBuilding, to all staff members andstudents. The caig contains theUniversity's definition of cheating andthe campus policies and guidelines fordealing with its occurrence. It is valu-able to read it thoroughly before be-ginning instruction each semester orwhen writing and administering examsand quizzes.

In the August 1986 edition, Rule 64of the Code presents the university'sstatement on academic integrity whichpertains to all students and facultymembers. In the preamble of this sectionit is stated that:

"The University has the responsibilityfor maintaining the academic integrity soas to guard the quality of scholarship onour campus and to protect those whodepend on our knowledge and integrity.It is the responsibility of the student torefrain from academic dishonesty, to re-

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frain from conduct which may lead tisuspicion of academic dishonesty, and torefrain from conduct which aids othersin academic dishonesty."

All instructors are responsible for theestablishment and maintenance of an en-vironment which supports academic in-tegrity and prevents academic dis-honesty.

How do students cheat?

Students cheat on exams in differentand creative ways.

For example, imagine a common set-ting wh:re a multiple-choice exam isbeing administered to students in a lec-ture hall or classroom. The students areinstructed to sit anywhere they wish butin every other seat. The following formsof cheating have been documented:

1. Two students sitting one desk apartsnare an eraser. The students writeanswers on the eraser and pass itback and forth.

2. Students write pertinent informa-tion on the visors of their caps,shirt cuffs, or the palms of theirhands.

3. Students wear a 'walkman'(portable radio with headphones)which has recordings of pertinentinformation.

4. Students store answers on handcalculators, then use and/or sharethe calculators with other students.

5. Students arrange themselves at lo-cations and angles so that they caneasily pass information. Some ofthese arrangements include:a. the 'power wedge' where stu-

dents form a triangle with theknowledgeable student at thebottom point. Other participatingstudents sit at higher levels,fanning out as the rows goupward;

b. students sitting one seat apartbut with pertinent books and pa-pers placed on top of the sepa-rating desk;

c. students sitting close enough tolook at each other's exams.

6. Students use a code system such astapping or hand signals to commu-nicate back and forth.

7. 'Ghost' persons, knowledgeable inthe subject, take the exam by im-personating the real student.

8. Students appear to take the exambut do not turn one in. Later thestudents accuse the instructor oflosing the exams and demand to begiven a re-test or amenable grades.

9. One student creates a diversion byasking a question of the proctor sothat the proctor cannot observe oth-er students cheating.

10. Both a 'ghost' person and the en-rolled student take the exam. The'ghost' person puts the student'sname on the exam and completes it.The student takes the exam but putsa fictitious name on it. Both examsare turned in. In the end, the in-structor has no alternative but todiscard the extra exam.

11. Two forms (A & B) of the exam arehanded out. Students, who havegotten the answers to Form A priorto the test, may be given Form B.The students are instructed to codethe answer sheet with whicheverexam form they were given. Thesestudents code in Form 'A' insteadof 'B' and then provide the answersthey have previously gotten.

What can faculty do?

Advance Communication

Whatever decisions faculty make re-garding academic integrity, it is imper-ative that full communication ahead oftime and during the exam takes place bet-ween faculty members and their proc-tors.

Faculty need to make a clear statementon the first day of class about proce-dures students must follow. This state-ment can also appear in the course syl-labus, be repeated the class day beforean exam, and/or as an exam begins.

Some suggested procedures for testpreparation and test administration fol-low.

Test Preparation

1. Prepare more than one form of theexam. Possible alternatives are tohave the same questions on eachform but:a. present questions in different

orders;b. vary the orders of the response

alternatives;c. modify values within the same

question on different forms sothat responses are different(essentially parallel items maybe useful where calculations areinvolved).

2. Pre-code answer sheets and testbooklets by:a. using a numbering system so

that the number on each testbooklet matches the one on eachstudent's answer sheet;

b. marking the answer sheets insuch a way that the coding can-not be altered, e.g., by using a'Sharpie' felt-tip pen.

Test Administration

1. Most cheating on tests in largeclasses occurs when students are al-lowed to sit wherever they choose.It should be no surprise that cheat-ers choose to sit near each other!By numbering seats and tests and

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then assigning students with a testto sit in the seat with the samenumber, cheating can be greatlyminimized. Seating arrangementsare effective if they are a surpriseto the test takers! Students shouldbe warned that penalties will fol-low if seating directions are notfollowed.

2. Be systematic in handing out al-ternate forms, assuring the alter-nate order. Take into account stu-dents sitting laterally as well asthose sitting in front and in backof each other.

3. Always attempt to have sufficientproctors for the exam. It is hardto pick an exact ratio, but oneproctor per 40 students, when theproctor does not know the stu-dents, is advisable. If the proctordoes know the students, e.g., as aquiz instructor, then having thestudents sit together by section inpreassigned seats, is advisable.This latter assists in minimizing'ghost' exam takers because it iseasier for the proctors torecognize and account for theirown students.

4. When the identity of the exam tak-ers is a concern, require studentsto bring their student I.D. and an-other form of identification toeach exam. Of course, this onlyworks if proctors carefully look ateach I.D. and student!

5. Have an enrollment list or cardfile of names or signatures to bematched against I.D.s or exam an-swer sheets and checked off asthe students enter (or leave) theexam room.

6. Proctors should be alert, movingaround the exam room. Theyshould not be reading or involvedin unnecessary chatter with otherproctors. They should never leavethe students alone.

7. Any suspicious conduct by the stu-dents should- be attended to imme-diately If any conduct is suspi-cious (but not necessarily conclu-sive), you should move the stu-dents to other locations in theroom. This is most successfulwhen it is done immediately andwith as little disturbance as possi-ble. State ahead of time that youplan to follow this practice whensomething suspicious occurs, andthat you do it as an assistance to

all students involved. A statementsuch as this frequently helps toreduce the disturbance element.

What can you do when cheatingoccurs?

Charging students with cheating maynot be the easiest thing you have everdone, but if you have followed the sug-gestions in this document, you willhave an easier time than will facultymembers who were less prepared.Having taken adequate preventivemeasures, you have fulfilled yourresponsibility for maintaining academicintegrity and should consider the fol-lowing suggestions when charging stu-dents:

1. Be certain that you are actingfairly and objectively and have allthe facts.

2. Become familiar with the campuscode (Rule 64 in the Code) toknow the procedures to follow.The UIUC ombudsman (3-1345)is one resource for assisting youthrough this process. The Execu-tive Director of the Senate Sub-committee on Student Discipline(3-0050) is another resource.

3. Speak with:a. your department head or chair

to learn of departmental andcollege practices;

b. other faculty, especially thosein your department to see whatthey have done, and what hasresulted when they have charg-ed students with cheating.

5. Become familiar with the sanctionalternatives, and at what level ofthese alternatives students' ap-peals leave your departmental ju-risdiction.

6. Be able to justify the sanction youwish to impose, attempting tomatch it with the level type ofcheating that has taken place.

7. When your proctors or teaching as-sistants wish to make a charge ofcheating, learn the facts surround-ing their charge, and support themin pursuing appropriate action.

8. Do not make threats to studentstt-t you or the University cannotback up. For instance, once youhave charged cheating, do not tellstudents that yj are going to16

"flunk them and kick them out ofschool." Rule 64 in the Code statesthat while UIUC faculty have the ja:dependent authority to Pjve reducedor failing grades on assignmentsand exams, and in a course, theycan enly recommend a suspensionor dismissal! By being knowledge-able about the cldg, you can bebetter assured of commenting ap-propriately to students.

9. Remember that a system for ap-pealing all sanctions has been es-tablished for all students.

Remember. The UIUC Cal states thatonce you are aware that cheating has oc-curred, you have a responsibility tomake a charge. Your responsibility ex-tends to all of your students who do macheat, as well as to your colleagues andteaching assistants.

What takes place when you takeactionI

Once you have formally charged astudent with cheating, the UIUC processis set in motion. When students decideto appeal the charge, we urge you tocontinually communicate with your de-

ADDITIONAL HELP

partment head as the appeal processmoves through its stages. Knowing whatis in the Code is essential. Listed beloware additional thoughts.

All students at the URIC (and mostinstitutions of higher learning) havethe opportunity to appeal charges ofcheating.

Prepare yourself for moments ofuneasy feelings. These are commonand do not mean that you havemade a mistake or are being unrea-sonable. These moments may alsooccur well after the entire proce-dure is over.Support your teaching assis-tants/proctors in handling the pres-sures incurred. They will be look-ing to you for guidance more so atthis time than at 2,ny other.

FINAL WORDS

It is much easier for students to meettheir obligations for academic integritywhen faculty create conditions whichminimize cheating, and deal fairly withcheating when it does occur.

The Instructional Development (3-3370) and Measurement and Evaluation (3-3490) Di-visions of the Office of Instructional and Management Services at the University of Ill-inois at Urbana-Champaign are campus-wide units which work with faculty, depart-ments and colleges to promote effective instruction.

For further information contact:Instructional Development Division307 Engineering Hall1308 W. Green St., Urbana, IL 61801217. 333-3370 or 3490MG H/JO:87 17