taken our MOOCs are outside
the United States, representing
over 200 countries,” Finholt
said. “We also aspire to use our
MOOCs to reach an important
domestic audience, which are
students in community colleges
who are transfer candidates …
And (use) MOOCs as a way of
exploring alternative completion
of a residential degree.”

Hilton
then
moved
the

conversation into a dialogue
on MOOCs and their place
at the University. Instead of
a
dichotomous
relationship

between
offering
completely

online courses and face-to-face
interaction
with
professors

as implemented now, Videka
said both teaching methods
can be utilized to provide
comprehensive educations.

The Masters of Social Work

program only offers a full-
time option, which includes a
mandatory 912 credit hours of
field experience, and Videka said
many people cannot commit to
the full-time program. Even now,
MSW students have demanded
equitable pay for these field
hours because they offset time
students could be working to pay
for school, rent or food for their
families.

Videka said online courses

could both include these students
who could only complete a part-
time program that currently isn’t
offered and spur new ideas in the
full program.

“In some sense, (MOOCs) will

open a slightly new market but
the flipside of that is it’s requiring
us to completely rethink the rest
of our program,” she said.

Taking into account the field

experience
many
programs

require at the University, Finholt
said some MOOCs in the School
of Information lend themselves
very well to an autograder
that can check an assignment
automatically and show whether
the student got the question
correct, but other courses require
more thought in how to replicate
a field position.

“How do we deal with this

problem
of
assessing
(our

programs) online when so much

of the pedagogical practice of
my school is oriented toward
experiential learning or engaged
learning where people are doing
field placements?” Finholt said.

Millunchick said the current

tendency of MOOCs to be large
classes can decrease diversity in
ideas, especially in task-oriented
fields. She said instead of putting
one large class on a project, they
could utilize small, private online
courses, set 50 smaller classes on
a project and see a large diversity
of solutions to the same problem.

Many
argued
MOOCs

puts
quality
education
that

is
inaccessible
to
some

communities in their hands,
provided they had the technology
to support it. Massey said while
this is true, the product the
University already offers, face-
to-face education, will become
highly coveted.

“(MOOCs)
democratize

education but we will, in fact,
reinforce the prestige value, the
monetary value of face-to-face
communities around campuses
like this one because that will
become the exception rather
than the norm,” Massey said.

During
a
Q&A
segment,

Provost Martin Philbert asked
the panelists what innovations
they would take with their
schools if they had no budgetary
restrictions.
While
specific

applications in their schools
varied,
many
panelists
saw

common characteristics of higher
education such as expertise
and curriculums as worthwhile
targets for innovation.

Finholt
said
academic

institutions across the Big Ten
conference and worldwide are
not recognizing where their
strengths
are
nor
catering

educational products to those
strengths. With no monetary
restrictions, Finholt said students
could access professionals across
the country digitally.

“It would be great if we could

… stop having to teach the things
we’re not very good at and
recognize that there are other
places in the world that are really
good at teaching those things and
let our students take those courses
from those institutions and from
those instructors,” Finholt said.

Millunchick said the way

schools in the University such
as the College of Engineering

and the Taubman College have
to
structure
their
students’

curriculums so they can graduate
on time includes taking classes
certain semesters to align with
course offerings. Millunchick said
the University could be utilizing
technology to help students
explore their other interests,
gather necessary knowledge for
their concentrations and break
out of locked-in curriculums.

“If
we
could
somehow

use technology to break that
curricular demand so that …
rather than having to follow these
curriculum locks, students could
take the curriculum a different
kind of way,” Millunchick said.

Rachel Niemer, director of

the Gameful Learning Lab in the
Office of Academic Innovation,
said the summit was designed
to gear the campus community
toward thinking forward to what
the University could achieve.

“I
think,
honestly,
we’re

heading
for
some
really

interesting,
thoughtful

conversation
amongst
the

community about what our values
are and how we’re going to share
and co-create knowledge with
the broader community,” Niemer
said.

Philbert, during his segment,

noted all of the panelists had come
from professional backgrounds
and professional schools and,
therefore, have a bias toward
preparing students specifically for
the workforce.

Matt MacQueen, a lecturer at

the Center for Entrepreneurship,
attended the summit and found
it encouraging to hear people
critique longstanding institutions
of higher education. He said while
LSA was not represented at the
final panel, the ideas mentioned
are not limited exclusively to
professional paths and these tools
could be available to more liberal
arts students and faculty.

“I think the opportunities

in less professionally driven
programs
are
just
around

different, more exciting ways
to learn, less that it has to have a
concrete, job outcome at the other
end of it,” MacQueen said. “I
would be bullish on people in LSA
thinking about these tools as just
more engaging ways to get more
learners and get them thinking in
different ways than it is, ‘Here’s
your path to a profession exactly.’ ”

The Michigan Daily — michigandaily.com
News
Wednesday, November 15, 2017 — 3A

caught for cheating but then write
a response and that being cheating
… just seems really unfair.”

Harris, on the other hand, was

asked by a friend if she could send
her the homework answers. While
Harris specified that her friend
should rephrase the answers, her
friend submitted them as is and
both were flagged for academic
dishonesty.
Harris
said
while

sharing her answer wasn’t a
completely innocent action, she
should not be punished to the
extent that her friend who copied
the answer was because Harris did
the homework and her friend did
not.

“I think that I did make an error

in the fact that I sent my answer to
someone,” Harris said. “However,
I don’t think I should be getting
the same punishment as someone
who copied my answer because
I explicitly stated that she did
not have permission to copy my
answer word for word. I do think
that I kind of cheated, but I don’t
think to the level of someone who
just copies something.”

According to Esrold Nurse, LSA

assistant dean for undergraduate
education, common misconceptions
like the ones in Stats 250 are
reflected in data gathered by the
Office of the Assistant Dean and
the LSA Student Academic Affairs
Office. Data provided by Nurse
shows 159 of the 305 academic
integrity violations reported to
SAA in the 2016-17 school year
were categorized as unauthorized
collaboration. In addition, 170 of
these violations were dealt with
within the class structure instead
of through SAA.

Brenda
Gunderson,
statistics

senior lecturer, confirmed this
large number of unauthorized
collaboration reports was from
Stats 250. Now, she said, the
class utilizes an internal system
consisting of an email conversation
between the Stats 250 student and
the lecturer, and an automatic zero
when the first instance of academic
dishonesty appears. She said this
protocol is meant to teach students
about the classroom’s expectations
and then move on with the material.

“We want the students to grow

from the experience,” Gunderson
said. “In fact, our response to
them when they come back and
say, ‘We’re sorry’; we want it to
be a teachable moment and so we
internally say, ‘OK, well then what
we’ll do is that homework will get a
score of zero but we drop the lowest
homework score in the class too, so
in the end that can be no effect on
their grade and I don’t keep track
and have a list of students that have
had this happen. … We want them
to know we aren’t going to pass any
judgement on them for the mistake.
It’s done. It’s gone.”

For
Bernstein’s
situation,

Gunderson said she encourages
collaboration but in terms of
actually writing short answers,
wording would be different if
written
independently
after

understanding the concept.

“When you are sort of given an

open-ended prompt of ‘Take from
this output and write up a two or
three or four sentence summary’
… those things would be maybe
focusing on similar numbers but
said in different ways and if a
student is struggling, it’s easy to
try to explain but then just let them
look at your answer,” Gunderson
said. “If you went through the idea
of what a confidence interval means
and you each got the good idea and
went off in your own corners and

wrote it up, it wouldn’t be identical.
You would have your own little
flair.”

The LSA Academic Integrity

Statement is reportedly included
in all LSA class syllabi, according
to Nurse. This statement defines
cheating as “creating an unfair
academic advantage” for yourself
or others in your class. This could
involve cheating to offset a grading
curve that negatively affects the
rest of the class and many other
scenarios like Bernstein and Harris
experienced.

Official cases not dealt with

internally, reach the desk of Nurse.
From there, the student and Nurse
enter a conversation about the
situation. If an agreement cannot be
reached, the case is sent to the LSA
Academic
Judiciary
Committee

for review and to determine if a
student has violated the statement
or not. In 2016-17, 104 of all
academic integrity cases found
the students responsible for the
violation. Twenty-one were found
not responsible.

Nurse
said
discrepancies

between
academic
integrity

protocols
of
different
colleges

such as LSA and the College of
Engineering can be confusing,
but as for LSA, uniformity among
classes is key.

“The College of Engineering, for

example, has an honor code,” Nurse
said. “Students sign the pledge
each time they take an exam. (LSA
doesn’t) have an honor code but that
doesn’t mean we’re less committed
to integrity. How we manage it is
a little different because we have
more students and more cases to
attend to, so we have a process
which, we think, works well for us.
It respects the educational aspect of
it. We allow faculty to resolve cases
for themselves rather than sending
(students) to us for fear that we’re
going to do something really bad
which we don’t.”

The
statement
was
written

in conjunction with the LSA
Student Honor Council, a group of
undergraduate students who work
with students and staff to promote
academic
integrity
and
create

uniform procedures for reporting
academic dishonesty cases. They
also inform students of what
their options are when accused of
committing academic misconduct.

However, LSA seniors Khyati

Somayaji and Laura Donohue, the
SHC president and vice president,
respectively, make it clear they
do not act as lawyers or defense
for students. They attend LSA
Academic
Judiciary
Committee

sessions, but they do not take a side
or vote in the verdict.

Donohue
said
the
faculty

presentations were implemented last
year and allow the SHC to clarify
some misconceptions about the
reporting process and create a fair
situation for the faculty and students.

“There’s
a
lot
of

misunderstanding about what the
academic
misconduct
reporting

process is and what exactly the
hearing process means for students,
so it’s really important that we get
to go in and clarify that,” Donohue
said. “I think it’s also valuable for
faculty to see that there are students
on campus who have an interest in
integrity.”

Somayaji said academic integrity

is important to promote because it
affects the lives of students once
they graduate through them having
good morals and representing their
work as their own.

“These values really play out

into not only professional lives but
social lives and being a responsible
community
member,”
Somayaji

said. “We do a lot of work that really
puts our values and ideals into
perspective farther down the road

than just academics.”

Nurse
echoed
Somayaji’s

sentiments and said if people
practice good academic integrity
in school now, they will feel a much
larger sense of accomplishment
once they graduate than if they had
cheated and got away with it.

“There was a student who

graduated and became a doctor
who wrote to me 30 years later as
his kids were in high school and
admitted to me that he had cheated
not once but three times while he
was here as a student and wasn’t
caught,” Nurse said. “He got away
with it because no one knew but
here it is, 30 years later, that his
conscience is beginning to (wear
thin). … When you’ve earned your
degree, you earn your degree and
that’s something you should be
proud of. You shouldn’t have any
regrets later on.”

This
year,
Stats
250
has

implemented the M-Write program
into the course to encourage
students to think critically and
be able to write about statistical
concepts.
Previously
an
LSA

honors credit option, the writing
assignments are now officially
part of the curriculum. With these
new
longer
essay
assignments

comes the worry of students
passing and selling their essays
through what Nurse calls “essay
mills.” With one search on a
University class Facebook page,
sites like eHomework can be found.
EHomework offers “a high quality
paper” and encourages students to
“NOT BE AFRAID” because the
site has “NEVER had a student get
in trouble for ordering an essay
from (them).”

Gunderson said she’s not looking

for students sharing essays or
utilizing essay mills because the pros
of giving students experience with
writing in statistics outweigh the
cons of a longer written assignment.

“The
ability
to
write
and

communicate is so much more
important these days, and even
more so in STEM disciplines,”
Gunderson said. “We’re bring this
into the course because there’s a
very useful learning experience
through that process and … a
student is going to get so much
more out of it if they indeed to that
writing experience than if they just
take something off the internet and
submit it. It’s not worth those three
points.”

Nurse said these essay mills are

just another difficulty in the current
age of technology that professors
have to watch out for.

“The internet has expanded the

availability of information related
to almost anything conceivable
that you’re trying to find so there
are times students take shortcuts,”
Nurse said. “Professors have had to
work very hard to design homework
and exams to reduce the incidents
of plagiarism, and I think they’ve
done a good job. Having students do
drafts, for example, are key.”

With so many elements of

cheating to monitor, Bernstein
said she had never heard of essay
mills. However, she said she hopes
most University students don’t
use mills or other students’ work,
but the University should better
understand the difference between
accidentally having similar answers
and directly stealing work.

“There are some ways of cheating

that you just know are wrong. You
just know you don’t buy a paper off
someone else,” Bernstein said. “You
know you don’t submit another
student’s work, but there are
definitely these gray areas when it
comes to working with students or
citing something wrong where you
didn’t purposefully, intentionally
try to disrespect the Code of
Academic Integrity.”

CHEATING
From Page 1A

SUMMIT
From Page 1A

AYUSH THAKUR/Daily

Dicks and Janes A Cappella rehearses for their upcoming concert, themed around The Office, this Saturday in
Angell Hall Auditorium B.

PITCH PE RFECT

evoked by Kaepernick.

Hackett
and
Tagliabue

spoke about kneeling boding
the question of whether or not
NFL players should be given the
platform to voice their opinion
on political matters while on the
field.

Tagliabue, who served as

commissioner of the NFL from
1989 to 2006, expanded the
league from 28 to 32 teams and
was heavily active in social
justice movements. Tagliabue
moved
Superbowl
XXVII

from Arizona after the state
refused to establish a state
holiday in honor of Martin
Luther King Jr. and has also
been honored for his work
with LBGTQ rights group
Parents, Friends and Families
of Lesbians and Gays.

“It’s
complicated,”

Tagliabue
said
on
the

connection between sports
and public policy. “Sports
have had an enormous impact
on diversity and inclusion and
on our relationships with each
other — race, color, creed,
etc. Athletes and sports can
have an enormous positive
effect on communities; we
are all woven together in the
best of circumstances that is
the melting that that is our
society.”

Hackett served as interim

director of Michigan athletics
from Oct. 31, 2014, to March
11, 2016, and served on the
Ford School Committee from
2006 to 2017, making his
involvement in sports and
policy
extensive.
Hackett

recalled his time on and off
the field.

“There is no line between

racism and patriotism, they
are just your teammates,”
Hackett said. “The highest
percent of participation on a
team is when you don’t think
of yourself, you think of the
person next to you. My dream

was that the young people on
campus would understand the
underpinnings of diversity
and inclusion meant when
it was not mediated and was
highly controversial.”

Tagliabue emphasized the

fine line between protest and
action. He questioned what
societal change this protest
could enact and how players
can move forward with their
message.

“I think you’ve got to fight,”

Tagliabue said. “But you have
to do it in the right way. If
your goal is to galvanize the
public in support of a point of
view that you’re advocating,
you need to pay attention
to not only those who are
already with you, but those
who are not yet convinced.
That means you have to
strike a balance, you have
to understand what it takes
to grow your constituency.
You need to recognize the
limits of a sports institution.
However, leadership is at all
levels at the institution.”

Public
Policy
graduate

student Jai Singletary also
emphasized the link between
social
justice
movements

and athletics, and believes
it beneficial to continue this
conversation.

“By tapping into the social

aspect of what’s going on in
the country and how it relates
to the athletes not just within
the NFL but within the sports
world, protesting and voicing
their opinions gives a little
bit of insight about where
protests and social change
will come within the sports
arena,” Singletary said.

Traci
Carson,
a
Ph.D.

candidate
in
the
School

of Public Health, said she
attended the event to expand
her knowledge of the debate
surrounding kneeling.

“This is a topic that I have

been going back and forth on,
and I think each individual
regards the topic of kneeling
and the First Amendment
right differently, and I think it

is really important to ask why
they are doing it, and to get
that individual’s response and
not generalize everybody into
one group; it is their choice to
or to not kneel,” Carson said.

LSA senior Kyle Lefkowitz,

however,
questioned
what

comes next after kneeling for
the anthem.

“This is such an important

platform for the players —
allowing them to be able to
fight for what they believe.
Now we just have to continue
with actions and not just
words,” Lefkowitz said.

Tagliabue later urged the

students to try to understand
why
people
protest.
He

believes it is imperative to
acknowledge
why
people

are fighting and, even if the
president demands a halt in
the discussion of policy, people
continue the conversation.

“You won’t gain respect

if you think that ‘the only
solution is mine,’ ” Tagliabue
said. “You have to understand
who
these
people
are.

Everyone should understand
that we do have a First
Amendment right in America,
and
that
the
government

should stay the hell out of
regulating speech. You should
be able to say what you think.
He cannot shut us down. That
is not America.”

Tagliabue left University

students with advice on how
this controversy can teach
values and unite the next
generation.

“Men
and
women
are

better prepared in society to
be leaders than ever before.
We need to make sure they
have the research and the
institutions to give them the
opportunity to do what they’re
doing
in
an
environment

where celebrity is not always
an asset some people learned
in last presidential election.
Celebrity is not the key to
the kingdom. Hard work,
good ideas and institutional
support is the key to the
kingdom.”

AWARENESS
From Page 1A