Using Sources with Integrity - New Tutorial Progress

These are the proposed learning outcomes for the new tutorial.

In the interests of backward design, there are also suggested assessment measures associated with these learning outcomes. As the tutorials have hundreds of students enrolled every term, we have to use Brightspace Quizzes that are automatically graded to complete these assessments.

We will be using a rotating question bank with different variations of the questions developed by the librarian team to ensure that students are getting different questions of a similar difficulty.

What are sources?

The first group of learning outcomes discuss sources, how they are created, and what role they play in a post-secondary research project.

1. Students will be able to describe the role that sources play in an academic research assignment.

Assessments for this learning outcome will include quiz questions that:

• have students identify what kinds of sources may be appropriate for this level of assignment
• match resources to their role in a paper (for example, an encyclopedia -> background research and information)

2. Students will be able to give examples of the stakeholders, creators, and interested parties in the creation of an academic resource.

Assessments for this learning outcome will include quiz questions that:

• have students define different stakeholders in resource creation (for example a reviewer: another expert in the field who reviews submissions to journals for accuracy, sound research methods, and contributions to the field)
• match stakeholders to their role in creating a resource

3. Students will be able to define "peer-review" and explain it role in scholarly discourse.

Assessments for this learning outcome will include quiz questions that:

• put the peer review process in the correct order
• have students define important terms in the peer-review process (for example: what does the term "peer" refer to in peer-review?)
• determine whether a described source has been peer-reviewed or not

The Scholarly Conversation: Citation and Discourse

This module frames citation as an important part of scholarly practice and allows students to see their own place in scholarly discourse.

1. Students will be able to trace the relationships between scholarly sources that further the discourse on a topic.

Assessments for this learning outcome will include quiz questions that:

• have students correctly order a typical scholarly discourse scenario
• identify the typical participants in scholarly discourse
• identify the goals of scholarly communication

2. Students will be able to prepare citations that comply with of one the 3 major citation styles supported by the library (APA, MLA, Chicago).

Assessments for this learning outcome will include quiz questions that:

• put citations in the correct order
• identify citation elements or missing citation elements
• identify incorrect citations

3. Students will be able to relate their own scholarly efforts to the larger academic discourse.

Assessments for this learning outcome will include quiz questions that:

• equate goals of research assignments to larger scholarly themes
• identify who students are interacting with when they are completing research assignments

Sources and Academic Integrity

This module will discuss issues around using sources, crediting sources, common knowledge, and innovations in scholarly discourse that have implications around academic integrity.

1. Students will be able to define plagiarism and explain how it relates to citation practice, scholarly discourse, and academic integrity.

Assessments for this learning outcome will include quiz questions that:

• ask students to identify scenarios where a writer may be accused of plagiarism
• ask what consequences students may encounter if they have a lapse of academic integrity
• ask students to identify why citation practices are so important

2. Students will be able to identify challenges that appear around sources and academic integrity.

Assessments for this learning outcome will include quiz questions that:

• ask students to identify new technologies and describe their possible impact on academic integrity (i.e. generative AI)
• have students select scenarios where academic integrity has been brought into question based on source usage

3. Students will be able to characterize common knowledge statements in different scholarly contexts and disciplines.

Assessments for this learning outcome will include quiz questions that:

• define common knowledge
• identify scenarios where common knowledge may be present and citations are not required or places where a citation would be necessary
• match a common knowledge statement to its discipline