# data[].attributes.body
Explicitly tie every assignment to students' identity, skills, intellectualism, criticality, and joy

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Instructors should do a "time audit" of their assignments to make sure they aren't overburdening/overwhelming students with "busy work" 

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Instructors should do a "time audit" of their assignments to make sure they aren't overburdening/overwhelming students with "busy work" 

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Educating faculty & students about academic integrity and rethinking grading and assessments. 

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Educating faculty & students about academic integrity and rethinking grading and assessments. 

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1. Educating Faculty on how talk about Academic Integrity in classroom, without making it a threatening concept, but giving clear explanation/expectations.
2. Project based assignments instead of midterms/finals.
3. Ungrading.

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Culturally relevant - connect the assignment/material to their lives

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Culturally relevant - connect the assignment/material to their lives

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Use things like social media, music, etc.; other "non-traditional" ways of learning/assessing; meet them where they are

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Create assignments that allow you to refer to notes, etc. so that students "practice" what they learn.

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Create assignments that allow you to refer to notes, etc. so that students "practice" what they learn.

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Help students connect the course to how they can apply it to the real world; relevant to their future goals/careers

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Help students connect the course to how they can apply it to the real world; relevant to their future goals/careers

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Portfolios and Opportunities for Self or Peer Assessments

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Portfolios and Opportunities for Self or Peer Assessments

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Placing evaluation responsibility on the student(s) -- with some guidance -- gives them more investment in the project.

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Try to start from a place of no negative assumption about students and their intentions

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Try to start from a place of no negative assumption about students and their intentions

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Using respectful language; be motivating!

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Using respectful language; be motivating!

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No deficit-minded language; don't assume students are "procrastinating," etc.

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As an instructor, it's easy to feel hurt or insulted by academic dishonesty. Although students cheat for many reasons, almost none of them are meant a personal attack on the instructor. Take a deep breath and try to see their perspective.

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Low-stakes assignments that might involve peer review/feedback

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Low-stakes assignments that might involve peer review/feedback

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Giving students a chance to correct their work after turning it in or having staged deadlines can be a useful way to lower pressure and model a growth mindset. It also make the teacher student relationship a "back and forth," coaching model rather than a dictatorship/

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*Authenticity in teaching
*Linking current learning to future goals
*Understanding cheating behaviors are not about you as an instructor but something that is happening within the student

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Provide students with the opportunity to create something

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Provide students with the opportunity to create something

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Helps students find a sense of purpose, see their value in contributing to their community, to your class, etc.

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"Humanize" the assignment/course - Connect the course content to students lives/lived experiences; make the assessment/assignment/project meaningful to students

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"Humanize" the assignment/course - Connect the course content to students lives/lived experiences; make the assessment/assignment/project meaningful to students

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Providing students with choices on projects/assignments that resonate with them that they can do to show mastery of classroom topics. This counteracts the problem of low engagement that can often lead to academic dishonesty.