Performance Contracts
I love this idea. I have my students create a Plagiarism Contract in week one of my class and it has the same effect. Let them research what plagiarism is, let them tell you what the consequences are and have them write down why they aren't going to do it.
I agree, creative assignments make them want to do the research.
I utilize a performance goal for the clinical course I teach. In a way it is a contract with the student to overcome an area of deficiency by setting a goal with very specific measurements. I use the SMART goal format.
S=specific
M=meaurable
A=attainable
R=realistic
T=timeline
I have the students write one or two goals the first week of clinic, then we revisit the goals at midterm. The students are amazed that they are reaching their goal/s by midterm. Then I have them write a new goal for the rest of the term.
I see this like the performanace contract and the responsibility the students take is valuable.
Another instructor I have known for years actually has a list of lawsuits related to plagiarism that include web addresses, and she encourages her writing students to investigate their choice of case and research it from all angles: personal experience; text definitions of plagiarism; additional reporting of the case from perspectives different from the students'. Then, the students are asked to make their own judgment about whether the plagiarism was a real problem or not and justify their position. She says even the least concerned student ends up writing about how bad plagiarism is...and she seldom has a case in her classes. I haven't tried this, myself, yet, but have thought about it.
James ,
I've found this as well. They may not be avoiding responsibility, but maybe they just need to be challenged in new ways.
Ryan Meers, Ph.D.
Interesting idea...Sometimes as educators we think students are looking for "the easy way out." I have found adding new and creative methods of engagement and relevance not only invigorates the students but me as well. I also find it interesting when students respond to being held accountable in ways other than how their outcomes are defined by grades.
