2015 Global Innovation Awards
Congratulations to this year’s winners!
The Global Innovation Awards program recognizes educators and technology administrators from around the world who have demonstrated excellence in promoting academic integrity, student engagement and the innovative use of Turnitin and other educational technologies to support learning in their institutions.
Use the interactive map or read on below to see the 2015 winners and Honorable mentions from each award category and region.
If you are interested in learning more about our winners in the coming months, as well as receiving stories, best practices, quick tips and resources from other educators devoted to improving student learning, join our Global Turnitin Educator Network! You'll also have a chance to share your feedback, shape the product and explore professional opportunities with Turnitin.
Africa and Middle East
Africa and Middle East | Global Innovator Award
Academic Development Advisor and Academic Computing Specialist
North West University, South Africa
Matshidiso first started using Turnitin in 2008 to address high levels of similarities in postgraduate dissertations. Whilst she recognises that Turnitin is used for decision-making during research supervision to ensure the reputation of the university and the students is not adversely affected, she has made it her mission to decode the myth that Turnitin detects plagiarism:
“What we want is the students’ voice. So you can get to hear the voice of the author of that piece of writing...I also acknowledge that students become overwhelmed with the amount of information that is available.”
She advises management, staff and students on integrating Turnitin into teaching and learning, and promotes its use as an educational tool through workshops. She has made her views clear on its developmental potential at conferences!
Professor of Urban and Regional Planning
Federal University of Technology, Minna, Nigeria
Oluwole has been instrumental in the creation of academic integrity policy within his institution, and with his efforts being influential country-wide, has sometimes been referred to as “the father of Turnitin in Nigeria”. He implemented a policy making it mandatory for students to produce a Turnitin Originality Report with their final thesis before they are able to graduate and led a project to digitise 30,000 theses following concerns about potential plagiarism from these works.
Zaynab El Bernoussi
Lecturer in International Relations
Al Akhawayn University, Morocco
Although located in a rural mountainous region where the use of technology in the classroom is not widespread, Zaynab implemented Turnitin in her classes to assist with issues she had been encountering with academic integrity. There is now a systematic approach in place for identifying any potential issues. She has made innovative use of the statistics produced by Turnitin as a diagnostic tool to highlight any areas where students may need writing guidance.
Africa and Middle East | Student Engagement Award
Campus Academic Coordinator
SAE Institute Dubai, UAE
The highly vocational nature of the programs at SAE Institute, which specialises in media-related courses such as audio and film production, means that students often find academic writing a challenge. Informed by her studies undertaken for her Masters action research study on academic integrity, she identified that students were struggling with even the basic concepts of academic writing such as paraphrasing. Tasnim has helped her students tackle this challenge by establishing what she calls a student training program. The program uses Turnitin as a tool to address these gaps in understanding and knowledge. Tasnim received feedback on the training from one student:
“[The student] said that it changed her life because now she is going to go on to do her Master’s and feels so much better that now that she knows how to write, how to paraphrase and how to check her work.”
Tutor in English, History
and Academic Assistance
Stellenbosch University, South Africa
Babette has been using Turnitin to engage her students as writers, and develop their own voice, commenting, “It’s very easy for students to get bogged down in their own opinion rather than validating it”. She says Turnitin is a resource which can help bridge the gap between expectations of academic writing in high school and university, helping the students to develop accountability and introducing them to a broader academic community outside of the immediate classroom.
Professor of English Language and Literature and
Dean of Faculty of Languages
Modern Sciences and Arts University, Egypt
Most students come to MSA University having never been introduced to the concept of academic dishonesty, and so all students at the university are required to take her English for Academic Writing module and submit their assignments via Turnitin, enabling them to learn various key writing skills and develop critical thinking skills. As further means of engaging her students to develop their understanding, Soha uses Turnitin to undertake reflective marking where only text identified as original is marked.
Africa and Middle East | Academic Integrity Award
Zeenath Reza Khan
Instructor in the Faculty of Engineering and Information Sciences
University of Woolongong in Dubai, UAE
Zeenath’s dissertation focused on cheating and technology and in her teaching practice she has initiated a range of approaches to promote academic integrity with her students and the wider academic community. She uses innovative exercises with her students to promote good practice and has redesigned aspects of her assessment practice following previous issues with students cutting and pasting from the web. She also hosts workshops on academic integrity for high school teachers in the region. She has been using Turnitin for around 10 years as a quality assurance mechanism and is always keen to promote awareness of the tool alongside academic writing instruction, through workshops when assignments are due:
“[The students] become really comfortable using Turnitin; they understand what it is and why it is there, and that we are not using tools to get to them. We want to be sure that they know how to use them correctly and for their academic benefit.”
Academic Development Coordinator
Varsity College, South Africa
Jessica’s role is to work with staff and students to maintain the quality of teaching and learning at the college. In the context of a well-defined academic integrity policy she works with students to improve their academic writing, in particular paraphrasing which they often struggle with. To help, students are given the opportunity to submit their work early to Turnitin and seek guidance from their tutors on their academic writing.
Lecturer in Remote Sensing
University of Calabar, Nigeria
Princewill was instrumental in the implementation of Turnitin at the university following concerns of unoriginal work being submitted by graduates. He initiated and continues to hold training on the best use of Turnitin, and provides support and guidance on its use to help improve student writing skills. In a short period of time Turnitin has been embedded into policy and practice as a mechanism to demonstrate the integrity of students’ work where they have seen great results!
Asia | Global Innovator Award
Hazman Shah Abdullah
Assistant Vice Chancellor in the Institute of Quality and Knowledge Advancement
Universiti Teknologi MARA, Malaysia
Although Turnitin had been in use with postgraduate students since 2005 at this large university (spread over 12 campuses!) Hazman was asked in 2010 to lead a project to formally develop the university's academic integrity policy:
“The policy did a lot to amplify the rules, which left too much to interpretation and discussion…[The] policy firmly provided clear guidance in terms of definition, procedures, processes.”
Clearly part of the policy was to endorse Turnitin as a tool to assist staff with awareness, decision-making and the facilitation of teaching and learning in the classroom to support lecturers.
“We wanted to make sure it was also something that the students would find useful, helpful for them to do their work in the right way.”
The policy was endorsed by the university senate in 2012 and has significantly raised the profile of academic integrity at the institution, whilst also motivating staff to use Turnitin in line with the policy, including those who were initially reluctant to engage with the technology. This has also meant that staff are now beginning to investigate using Turnitin for online grading and feedback.
Dean of the Faculty of Engineering and Applied Sciences
DHA Suffa University, Pakistan
As a passionate technologist at this relatively new university Athar spearheaded Moodle deployment and saw the opportunity to make Turnitin available via the LMS and access easier for staff and students. With around 60% of staff using the LMS Athar has made the submission process for Turnitin seamless.
Associate Professor in the Institute of Health Sciences
Universiti Brunei Darussalam, Brunei
Having previously taught in the UK, Anne had prior experience of the full range of Turnitin benefits. As such, in her move to Brunei she became her university's champion of online grading and feedback, using audio feedback in particular. She holds workshops filled with practical examples, anecdotes and other informal support mechanisms and uses the tool in her own teaching practice to assist students new to conventions of scientific academic writing to avoid inadvertent plagiarism.
Deputy Director (Quality Assurance)
Higher Education Commission, Pakistan
Muneer is Deputy Director (Quality Assurance) of an organisation whose role is to oversee and regulate higher education provision in Pakistan. In 2009, as a response to complaints received by university staff and students about plagiarism and poor academic writing, the Higher Education Commission was tasked with developing policy in this area. The organisation acquired Turnitin for 60 public sector universities in the first instance, and Muneer and his Quality Assurance team embarked on a comprehensive program of awareness raising, implementation and training throughout the entire country. In the first five year period, levels of unoriginal work (classed as showing a Turnitin Similarity Index over 50%) dropped from 35% in 2009 to 18% in 2014, with a future target figure of 10%, as Muneer contests:
“This is a great achievement in the sense that unoriginal work is reducing day by day and people are trying to properly cite everything.”
The main focus of the HEC’s campaign has been on graduate level work, but the positive impact on academic writing and general awareness has been so impressive that universities in the region are now starting to use Turnitin with their undergraduates. Each of the nominations received from Pakistan mentioned the HEC’s work specifically in the success of the academic integrity programs within their institutions:
“The Higher Education Commission of Pakistan has brought a very substantial and significant change in learning within higher education institutions.”
Asia | Student Engagement Award
Assistant Librarian, Journal and Computer Application Section
Indian Institute of Technology, Bombay, India
In his role, Manju provides guidance on information literacy and user education to staff and students at the university. Since subscribing to Turnitin in 2012 he has also been responsible for providing practical guidance on using the tool with graduate and research level students. His advocacy of Turnitin has resulted in a seven-fold increase in usage and from a student engagement point of view he reports an improvement in writing skills, enhanced citation and a general increase in students’ confidence levels:
“[Their] confidence levels have increased drastically. Even after submissions they had doubts whether or not they had cited, was there something they were supposed to cite, that sort of the thing...IIT Bombay users are more confident.”
These activities have been so effective that undergraduate students at the university are now also asking to use Turnitin. Manju has also been involved in awareness raising activities at other institutions in the local region.
Muhammad Athar Hussain
Assistant Professor of Education
Allama Iqbal Open University, Pakistan
Muhammad teaches at a unique open and distance learning provider in Pakistan attracting students from all areas of the country, but especially female students from rural regions. He views Turnitin as a mechanism for transformational change and empowerment to promote a new academic culture amongst this unique student population. To this end he has formed a Core Turnitin Group of students in order to “empower the junior students with the power of Turnitin”.
Ng Siew Hua
Senior Lecturer in Education
HELP University Malaysia
Teaching Masters students in the main, Siew has been using Turnitin for a relatively short period of time. However, in the past 6 months, she has been using the online grading tools to provide students with feedback on their written work in an attempt to allow them to “exercise their voice” more fully. She feels that this is a particular challenge with Asian students as she tries to get them to move away from deeply-embedded conventions of rote learning.
Asia | Academic Integrity Award
Chi Kin Leung
Assistant Professor, Department of Electronic and Information Engineering
The Hong Kong Polytechnic University
Although Turnitin was initially used to raise awareness of issues of collusion between students, as part of a working group CK was instrumental in implementing the tool and supporting resources as part of a comprehensive holistic approach to academic integrity at his institution. Over a 10 year period of time where Turnitin has been used as an educational tool in CK’s department this approach has changed students’ perceptions of academic integrity and embedded good practice:
“So actually the students gave up the thought of copying narrative without proper attribution...I discovered that more and more students really tried to write their own reports without copying...It’s really amazing, I think, and remarkable. But I think that now this kind of culture is quite firmly established in their mind, so this is quite a big change, in my opinion.”
CK feels there has been a similar cultural shift as regards staff engagement with Turnitin in that they now are aware that they need to invest time and effort to achieve the desired results in terms of students’ behavior. His ultimate aim is to reduce student plagiarism levels in his department to nil.
Associate Professor, Finance
Badrinath has been using Turnitin as a means of creating awareness of the issues of academic integrity, proven to be a particular challenge in India due to various practical and societal factors. For instance, he says Turnitin can be used to discourage academic dishonesty from students who may be inclined to indulge in plagiarism as a result of strong cultural factors, such as extreme pressure from their families to succeed academically.
Muhammad Shahid Soroya
National Centre for Academic Integrity and Information Technology University, Pakistan
Shahid is Director and founder of the National Centre for Academic Integrity which is based at his university. Completing his PhD in 2014 on academic integrity, one of his recommendations was to establish a centre dedicated to raising awareness of issues of academic dishonesty amongst the education community in Pakistan. In a relatively short period of time he has embarked on a comprehensive awareness raising campaign. During the last five years Shahid has conducted workshops, seminars and orientation programs throughout the region whilst promoting Turnitin as a key tool in this approach.
Australia and New Zealand: Higher Education
Australia and New Zealand | Global Innovator Award
Lead Business Analyst
La Trobe University, Victoria, Australia
Alyson has had sole responsibility of managing Turnitin at her University since 2002. Under her management the use of Turnitin has grown from a few early adopters to almost universal usage. As well as training more than 500 academic staff, she was also involved in the design, administration and promotion of the inaugural Academic Integrity Module aimed at teaching staff and students about the principles of academic integrity and the university’s values. Always the innovator, Alyson is excited about the Turnitin roadmap and future development of the product, and is working with Turnitin to help shape its direction. According to Alyson one of the additional benefits of Turnitin is that students prepare their assignments more in advance:
“Using Turnitin provides students with the opportunity to submit their papers to Turnitin well in advance of the assignment due date...this really helps with time management and planning which are wonderful additions to their skill set.”
Sub-Dean and Director Academic Integrity, Business School
University of Sydney, New South Wales, Australia
Pearl has driven the uptake of Turnitin across the Business School, and now the University, by developing with her team an innovative approach to correct behavior, not punish it. This multilayered approach includes embedded education in first year units. All students are required to take and pass an Academic Honesty module in which she presents educational videos and online quizzes as well as corresponding administrative and academic development that efficiently complements student learning.
Narelle Oliver (supported by Tracy Donelly and Myra Vandine)
Librarian, Social Sciences and Psychology
Western Sydney University, New South Wales, Australia
Narelle, and fellow colleagues Tracy and Myra, have demonstrated their passion for Turnitin by increasing staff learning and knowledge of the use of Turnitin and its online grading features. They have produced FAQs and run training sessions, which include updated product information, anecdotes and learning from others’ experiences, as well as offer face to face and online support across five campuses.
Australia and New Zealand | Student Engagement Award
Principal Academic Staff Member, Centre for Health and Social Practice
Waikato Institute of Technology (Wintec), Waikato, New Zealand
Fiona finds it imperative to impart the importance the role high standards play in academic study, particularly to her students, who will one day be registered as professional health practitioners.
“We start right on day one explaining this to our students… That the way you are perceived as a student will be the way you're perceived as a health professional… It goes hand in glove, academic integrity with professionalism.”
Further, Fiona constantly seeks out new and innovative ways to engage with her Midwifery students to ensure they receive the most constructive feedback. To this end she has assisted her peers to implement Turnitin and is the first teacher at Wintec to use the tool for offline marking as well as use the audio feedback features. She is described by her colleagues as an inspiration, using Turnitin to save them time and helping to give better feedback to all students to assist in their learning. Fiona’s engagement with her students is very proactive. As Fiona explains:
“I work using Turnitin as a tool with students if they are struggling with their academic writing to help them for the future. This is not necessarily to correct their writing but point out where they need to improve, what areas are not quite there yet, and when they’ve missed the intent of the assignment.”
Learning Skills Advisor
Monash University, Victoria, Australia
When Turnitin was implemented at her university for text-matching, Lynette created a “Practice Turnitin Assignment” and associated online self-study resources so that students could learn and understand how Turnitin works. The outcome of this innovation was very positive and the resources that Lynette developed has engaged her students, reduced any concerns they had regarding the implementation of Turnitin and helped them to improve the academic integrity of their work.
Lead Coordinator, Associate Degree of Accounting
TAFE NSW Higher Education, New South Wales, Australia
Gregory works at an institution covering an area over 800,000 km2 (larger than the state of Texas!), which has 130 campuses and over half a million vocational students. He is acknowledged as a champion of Turnitin by fellow staff, promoting the use and effectiveness of Turnitin as an educational tool for students. Greg has effected a cultural change in the organisation in the way academic staff have embraced the use of Turnitin to enhance their practice as professional educators.
Australia and New Zealand | Academic Integrity Award
Senior Lecturer, Associate Head Learning and Teaching and MEd Coordinator
University of Adelaide, South Australia, Australia
In her current roles, and previously as Director of Researcher Education, Michelle’s philosophy has been to teach her students not just to focus on 'gross plagiarism', but to interpret their Turnitin Originality Report in a way that can aid improvement in writing style. Teaching predominantly postgraduates, she says:
“The principal issue for my students is using literature appropriately in a way that expresses their own unique academic voice.”
She thoroughly integrates Turnitin into her research design courses and courses for PhD students, using it as a tool to teach students acceptable (and unacceptable) intertextuality. Michelle eventually sees many of her students go on to become staff members at international universities and colleges. Having initially introduced them to Turnitin as students, she is heartened to in turn hear reports of their professional promotion and engagement of Turnitin among their very own students and fellow staff members.
Academy of Design Australia, Victoria, Australia
David has been teaching design for over ten years at this relatively small institution of around 250 students. He uses Turnitin as a tool for making feedback more accessible for his visual learners who may not be as adept at the writing part of the curriculum. He sees significant educational value in offering students quantitative and visual insight into the originality and integrity of their own academic efforts, as well as those of their peers.
Mona Abou Taleb
University of New England, New South Wales, Australia
Mona’s goal during her 15 years of teaching has been to create a stimulating and supportive learning environment in which students can absorb relevant knowledge, learn applied skills and realise academic potential. She utilises both traditional face-to-face and flipped classroom approaches with her culturally diverse group of students, which can bring both opportunities and challenges. Mona finds Turnitin invaluable in assisting her to achieve her goal and overcome these challenges.
Australia and New Zealand: Secondary and Further Education
Australia and New Zealand | Global Innovator Award
Education Technology Manager
Hale School, Western Australia, Australia
Being passionate that his students produce original work, Toby saw a great opportunity to assist them in this through the use of Turnitin at Hale School over the last eight years:
“The students are encouraged to produce original work, which in turn promotes deep learning and enhanced understanding.”
He has proactively created several innovative ways to ensure that his colleagues are able to fully utilise all of the benefits of the software. This has included the creation of ‘how to guides’, large group professional development classes and providing one-on-one assistance if requested. Toby has positively influenced staff attitudes to Turnitin by successfully suggesting they incorporate Turnitin into a year long, student-led group project, the nature of which he felt was open to potential plagiarism. He has also created specific Turnitin training programs for students that take the onus off the classroom teacher having to provide this training, freeing up valuable class time and allowing the teacher more time to focus on their subject.
Teacher, Design Technology
Queensland Academy for Creative Industries, Queensland, Australia
Glendyn is a strong advocate of Turnitin for both students and staff at the academy, where the initial reason behind implementation was “to encourage a more comprehensive feedback system that streamlines the process of submission and marking, keeping the process consistent among all faculty members”. In the future he would like to take usage to a new level, with the long term goal of allowing teachers from all over the world to review his marking and give feedback, in order to create a global standard.
Australia and New Zealand | Student Engagement Award
MacRobertson Girls' High School, Victoria, Australia
Sue brings over 35 years of experience to her role at the high school and believes that the purpose of education is to help students to enhance and build on their existing skills. For Sue, writing, reading and self expression are the key skills for students’ future development. She makes sure students understand that this continual improvement and development is in their own hands:
“I can’t teach them a recipe; they actually have to work on the process themselves.”
Sue recognized the educational value of Turnitin in helping to achieve this end goal upon its initial introduction to the school, and has made sure that she, her colleagues and importantly, her students are able to realise its full benefits. Sue is described by one of her colleagues as “a wonderful mentor”, running Professional Learning sessions for the English faculty and working closely with teachers in other faculties:
“She is constantly enhancing her understanding of what aspects of the program she can include to enhance her teaching skills and the students' learning.”
Director of E-learning and Head of Biology
Palmerston North Boys High School, Palmerston North, New Zealand
In his role Des has assisted in bringing Turnitin to his school to the delight of his students, who are especially happy about the ability to get results faster. In particular, a key asset for the Head of e-Learning is the ability to guarantee consistency of grading across the department and provide broader feedback. Des has dedicated one-on-one time with some of the more technology averse staff members in order to guide them through the tool to ensure they get the full benefit of the school's investment.
Australia and New Zealand | Academic Integrity Award
St. Mary's College, South Australia, Australia
Giovanna is responsible for providing ongoing professional development for staff and students on the uses and benefits of using Turnitin across the college, which was one of the first schools in South Australia to adopt Turnitin and embed it as part of its digital pedagogy. Giovanna regularly reviews teacher engagement with Turnitin, working with low engagers on a one-to-one basis in order to assist them to get best from the tool’s features and increase usage. The college has a digital citizen policy that helps to ensure that integrity is part of the school's culture and values which Giovanna constantly reinforces. Her view of Turnitin as a positive teaching tool is highlighted in her comment:
“It’s used more as a formative teaching tool, a part of the writing process.”
These policies and Giovanna’s commitment have seen a noted increase in the awareness and importance of academic integrity, resulting in better academic writing from the students.
Academic English Teacher
International Education Services, Queensland, Australia
Karen’s main role is to prepare international students to enter their undergraduate degree at the University of Queensland, where she may see students from as many as forty different nationalities come through her course. She uses Turnitin to teach them the fundamentals of academic integrity, not only focusing on the Originality Report as a tool to teach proper citation practices, but teaching them how to interpret feedback critically in order to become better writers.
Europe | Global Innovator Award
Marjo de Graauw
Adviser Educational Innovation and Academic Teacher at Bio-Pharmaceutical Sciences
Leiden University, Netherlands
Last year, Marjo was one of ten teachers at the university selected to collectively promote new innovative methods of teaching throughout the institution:
“It’s a great job...you promote all different things that you try in your own classes. Then, you translate that to different faculties - teaching teachers.”
One of these methods was Marjo’s particular usage of Turnitin. While the university initially started using the tool two years ago for text-matching, Marjo has advocated its use as a diagnostic tool, using the online grading and peer review features quite heavily. She has been instrumental in encouraging other teachers to use these features in order to create insight into the students’ progress through each of their Bachelor years. This way, the next term's teacher can see where problems may lie, and what can be addressed differently for each student:
“We didn’t have any communication about student progress between different teachers and now it’s easy. You can easily provide the grades and say, ‘Can you train on this topic?’”
Marjo finds her students appreciate this feedback and through use of the same rubric they are able to track their development year on year.
Head of Literature and Writing Department and Literature and Writing Teacher
QSI International School of Sarajevo, Bosnia and Herzegovina
Primarily focused on decreasing student plagiarism at this culturally diverse international school, John led a coordinated effort to implement and promote the use of Turnitin not only in his subjects but throughout the school, and early results have shown a sharp decrease in unoriginal content. Above and beyond the implementation process, John also provides training to fellow teachers, and with his guidance, they have started using Turnitin to provide student feedback via online grading as well.
Europe | Student Engagement Award
Assistant Professor, Faculty of Education
Canakkale Onsekiz Mart University, Turkey
As with most educators, Salim first started using Turnitin to assist with increasing levels of plagiarism, and in the last four years he has seen unoriginal content decrease by 40%. However, what he is now specifically focused on is using the peer review facility within the tool to help his weaker students who sometimes are hesitant to submit their papers at all. He groups his students according to academic performance, dividing them into three categories; good, moderate and poor. Each student receives anonymous feedback from each group, which helps them to develop their writing, whilst also forcing them to look critically at the quality of their own reviews. He requires multiple submissions and reviews these at each stage, which assists his students to revise and develop their critical thinking skills. Salim is currently engaged in ongoing research on this particular use of Turnitin and has published several papers on the subject.
Head of Library Funds Management Department
Ilia State University, Georgia
Giga and his team can be seen as pioneers in their region as one of the first universities to implement Turnitin in Georgia. He took the lead in training both teachers and students, writing training guidelines and providing a platform for students to ask questions, further expanding the usage of Turnitin to include online grading. Preliminary results are so promising that other universities in Georgia have reached out to him for advice in implementing themselves.
Europe | Academic Integrity Award
LIUC Cattaneo University, Italy
At one of the first universities in Italy to adopt Turnitin, Piero has been instrumental in introducing a highly successful systematic, widespread academic integrity culture at the university, of which he says Turnitin is an integral part. Not only has he focussed on reducing plagiarism and teaching proper citation practices but on improving student writing over time. In particular, he has instituted an anti-plagiarism service at the library with drop-in sessions for students. An expert or tutor sits with the student and gives one-to-one support on their work using their Turnitin Originality report as a guide, particularly focussing on how they can improve their academic writing:
“We saw an overall improvement in the quality of our students' reports and research work, because they are having to focus more on the quality of the text they are writing; the work is more defined and clear; all parts are better developed, and, of course there is an absence of plagiarism.”
His commitment to academic integrity and improvement of writing skills has also seen him reach out to high schools in the region. In 2013, he created a cooperation program devoted to local headmasters with the purpose of teaching final year pupils the importance of creating original work and monitoring their progress through Turnitin. In May 2015, he was interviewed by the prestigious daily Il Corriere della Sera to discuss the success of his awareness campaigns and the use of Turnitin at the university as a key educational tool.
Head of Department, Department for Banking and Finance
KTH, Royal Institute of Technology, Sweden
Faced with the challenge of helping students make the transition from high school to university through developing scientific writing skills and promoting information literacy, Bjorn found an effective tool in Turnitin. In order to strengthen the university’s standards of honesty and integrity, he and his colleagues use Turnitin as part of a holistic approach to academic integrity where students are given formative feedback on their work.
Latin America and Caribbean
Latin America and Caribbean | Global Innovator Award
Gloria Isabel Villegas Gómez
Director of New Technologies for Education
Antioquia School of Engineering, Colombia
Gloria and colleague, Professor Christian Lockmüller, were amongst the first users of Turnitin at their university. The school’s internal policies and culture regarding academic integrity have benefitted greatly from the implementation of Turnitin as a complementary tool to its academic and administrative development. Rather than taking a “policing” approach to unoriginal content, the university decided to offer students the opportunity to review their work within Turnitin before submitting a final draft. This part of the writing process is called “confessionales,” or “confession booths,” and is used throughout the university (and not just in individual classrooms). Students can consult with other professors and staff to revise their work at any point during the writing process-- from their first draft to their final submission. EIA is part of a network of eight universities in the Medellin area of Colombia, and Gloria has been instrumental in advocating for policies on academic integrity within this entire network. Within the university itself, Gloria provides instruction to other professors and staff on how to use Turnitin and how to support academic integrity.
Alabel Lavelle Terry
Co-ordinator, Center for Language Studies
Universidad San Ignacio de Loyola, Peru
Alabel has been heavily involved in providing professional development and training on the use of Turnitin to both students and staff at the University. Alabel works with the students directly to encourage them to understand the value of academic integrity, getting them to think from the viewpoint of those from whom they might copy and paste. Her professional development course is so effective that 100% of both constituencies end up using Turnitin after taking it.
Latin America and Caribbean | Student Engagement Award
Catalina Londoño Cadavid
Associate Professor (plus colleagues María Gutiérrez and Claudia Echeverri)
Antioquia School of Engineering, Colombia
The goal of this private university is to use Turnitin to encourage students to take responsibility for their own academic integrity. Towards that goal, Catalina encourages her students to view and use Turnitin as a tool for self-management that supports the instruction of citation and proper attribution:
“We don’t want to be the police for them. We want them to use the tool and to learn it by heart and to make it part of their everyday life...we want that to last after they graduate [when] there’s no professor asking them...to check for integrity.”
Catalina and colleagues use online grading in a collaborative manner, which has become especially important and facilitative for the multi-disciplinary course on Research Methodology that they collectively teach. Each is from a different discipline and they provide instruction in both English and Spanish. This is a large class, and so coordination is key to their success. All three professors use the same rubrics and personalized QuickMarks for each of their individual sections. This shows the students that all three lecturers hold the same rigorous expectations for them and offers transparency to their grading criteria. Catalina emphasizes that her experiences demonstrate how Turnitin works to enhance and support collaborative teamwork between educators.
Antioquia School of Engineering, Colombia
As such, she employs Turnitin’s Originality Reports towards both the purposes of text-matching and also to engage students in formative instruction. Additionally, she utilises Turnitin’s online grading feature to offer both qualitative and quantitative evaluations of her students’ work.
Latin America and Caribbean | Academic Integrity Award
Senior Lecturer, History
College of Science, Technology and Applied Arts of Trinidad and Tobago, Trinidad and Tobago
With a heavy workload Radica has found it a challenge to review so many papers for originality and provide feedback to so many students. Following concerns regarding the integrity of students’ work the college implemented Turnitin and related training. However, the system began with a basic implementation and Radica and others realised that students, despite receiving Originality Reports, had no idea how to use and interpret the reports. Therefore, Radica began allowing her students multiple submissions so that they could review, revise, and check their work again. In addition, she began providing them with more instruction on what plagiarism is, how to avoid it, and how to introduce proper citation into their writing. She also gives her students examples of high similarity papers, and informs them of the criteria by which they will be graded regarding their levels of originality. In providing these sample papers, she finds that students are “shocked” by how comprehensive Turnitin is in finding source matches and that similarity scores could be so high. She emphasizes that this approach makes them realise how severe the problem of unoriginal writing can be, and motivates them to make sure to conduct appropriate attribution.
Baldwin School of Puerto Rico, Puerto Rico
Maite uses Turnitin to support instruction in the proper methods for writing scientific research papers and to maintain a completely paperless classroom. Not only does she ensure that students are maintaining original writing in their work, but she employs the use of rubrics, online grading and peer review which has allowed her to flip her classroom. Students can read, evaluate and revise outside of normal school hours. This allows her to dedicate more in-class time towards discussion and instruction.
United Kingdom: Higher Education
United Kingdom | Global Innovator Award
e-Learning Services Manager
Buckinghamshire New University
Steve and his team have been busy creating a unified approach to assessment management using Turnitin.
“We wanted to have a fully integrated system that would allow students to submit online, for us to mark online and for the feedback to get back to the students efficiently online.”
His aim is to improve the quality and efficiency of feedback provided to students, particularly using voice comments which will hopefully have a positive impact on UK National Student Survey scores in this area. Steve also implemented an innovative approach to incentivise staff to use the iPad App for off-line marking by providing them with an iPad after undertaking 6 hours of CPD training.
Academic Developer in the Institute for Academic Development
University of Edinburgh
Amy and a group of colleagues from across the university were keen to use Turnitin as a developmental tool and created an innovative online resource to be used alongside the Turnitin Originality Report. The tool ultimately helps to develop students’ academic writing skills, addressing key areas such as synthesis, summary and paraphrasing.
Lecturer in Information Technology Management
Queen Mary University of London
Concern that his institution was not taking full advantage of Turnitin’s features for effective online assessment, as well as wanting to reduce his carbon footprint, prompted Eranjan to successfully move his entire assessment process online. Using the tools’ online marking capabilities allowed him to provide more detailed feedback to his students and enrich their experience, serving as an example which other colleagues are now starting to follow.
United Kingdom | Student Engagement Award
Senior Lecturer in Sports Therapy
University of East London
Teaching a practical subject where students can often struggle with concepts of academic writing, Earle has implemented a system of providing red, yellow and green comments using Turnitin’s online marking features in order to highlight any areas where students are at risk of poor academic practice, whilst also highlighting examples of good practice. Any examples of good practice are shared with other students, and Earle works with the university writing team to help students address any at risk areas. He was keen to note that Turnitin can be a platform for improvement and transforming learning:
“It’s reinforcing how students can improve, and more importantly, transform the way they think and learn. Turnitin provides a wonderful platform for actually showing students what good writing is”.
He has also been using voice comments to provide students with feedback on their work and has found that using subtle background music whilst speaking has helped them to engage with the message.
Lecturer, School of Biology
Although Turnitin had been utilised for some time at the university for text-matching, Alison was the first person in her School to use the tool’s online marking features. Student frustration surrounding feedback quality prompted Alison to initiate a project to open up a dialogue on marking with them directly to the criteria. Using Turnitin as a tool, she holds tutorials to talk through the marking criteria, providing specific comments that relate directly to that criteria. Their response in the UK National Student Survey has been extremely positive.
Senior Lecturer, Occupational Therapy
Queen Margaret University College
Working at a relatively new campus with a robust IT infrastructure and an emphasis on sustainability has greatly influenced Gail's approach to assessment. Using Turnitin for online marking enabled her to become one of the few lecturers in her department to go ‘paperless’ and importantly, enhance the level of engagement with her digitally literate students by offering comprehensive feedback and more transparent marking schemes. She has also used this to identify any issues of poor scholarship.
United Kingdom | Academic Integrity Award
Tutor, Working with Communities Programme
University of Sheffield
Lyndsay primarily works with non-traditional learners from socially diverse backgrounds for whom the opportunity to study at university is rare and therefore precious. Using Turnitin has enabled Lyndsay to help students overcome both practical and academic challenges. Initially Lyndsay found that students’ work exhibited high levels of unoriginality, as students struggled with abstract concepts of plagiarism, and using Turnitin has helped them to visualise and understand the unfamiliar ideas of paraphrasing and using quotations. Additionally utilising the online marking tools for assessment management has alleviated the financial burden and stress of printing and also transport costs to physically hand in work. The drop-out rate has stabilised for the course and Lyndsay feels Turnitin has given her students “control and power to be in charge of their own learning” whilst offering them empowerment, something which is often lacking in other aspects of their lives.
Senior Lecturer, School of Biological Sciences and Academic Misconduct Officer, College of Science and Engineering
University of Edinburgh
Heather recently completed a year-long Higher Education Academy funded project which initially grew from concerns amongst colleagues about students’ use of social media and academic integrity. As part of the project she led a team of students to create an online video to address student concerns around use of Turnitin and various aspects of academic writing they found problematic, such as paraphrasing.
Principal Lecturer, Public Health and Member,
Academic Misconduct Panel
University of Bedfordshire
In his roles, Krishna sees many students struggle with academic writing and good practice, particularly overseas students. He believes greatly in the use of Turnitin as a formative tool to develop the skills of these students as part of what he describes their “learning curve” and imparts this thinking into his role on the academic panel. He is in the process of writing an academic paper exploring the subject of using Turnitin in formative learning further.
United Kingdom: Secondary and Further Education
United Kingdom | Global Innovator Award
Senior Lecturer and Programme Leader, Teacher Education
As a true innovator with a passion for technology, Clare has been an advocate for Turnitin use within her Department, using training and word of mouth to provide the impetus for the entire Teacher Education Department to provide feedback to students via the online marking platform:
“I started putting two and two together and thought, ‘We’ve got this resource that we’re actually not using to its full capacity that would give the students their own individualised, personalised feedback that they could access, and would allow the tutors to give the feedback in a way that we could all see.’”
Students in the Department have responded positively to this approach from their lecturer, in particular to the speed with which their work is returned and also to the depth of feedback offered within the actual text of their work. Clare is understandably proud of this unique achievement:
“I’ve had to put a lot of blood, sweat and tears into it...But I’ve really enjoyed being able to make a difference”
Learning Technology and Innovation Co-ordinator
Tom promotes Turnitin as an assessment management tool to staff at the college. He has promoted the use of QuickMarks or “SPAG Marks” to support a college initiative to promote correct “Spelling, Punctuation And Grammar” from students. His passion in this area has also seen him implement an awards scheme for the use of technology on courses by staff at the college, of which Turnitin is a key tool.
United Kingdom | Student Engagement Award
Curriculum Team Leader and Teacher
North Nottinghamshire College
Debbie teaches across a variety of programs and as a keen technologist with a background in the IT industry she saw the opportunity to make use of Turnitin to engage students in their own writing development through formative feedback. In particular, allowing students to make amends to their draft work up until the assignment due date. Combined with information literacy skills teaching, Debbie views Turnitin as a mechanism to not only “spot plagiarism” but to “also teach about plagiarism”. Developing these key skills for students on higher education access courses is vital, as Debbie’s colleague pays tribute:
“The College firmly believes that all learners leaving to go into higher education at the end of their courses will be best prepared as they can be due to Debbie's support and enthusiasm for equipping learners with the skills and knowledge required to advance at that level.”
Teacher, Business Studies
Cranford Community College
Jonathan has been using Turnitin as a quality assurance mechanism to assist his students to develop the referencing, citation and writing skills necessary for them to make the transition to higher education. Students have engaged positively with Turnitin as they strive to develop an awareness of the need for referencing sources in their work.
United Kingdom | Academic Integrity Award
Head of ICT and Computing
Cranford Community College
In her role at this large multicultural London college, Barbara is keenly aware that the key to the school’s use of Turnitin is to ensure the integrity of student work, which is validated by a range of different awarding bodies, and to equally prepare students for future study. In particular, she says what is most important is developing academic integrity and critical thinking skills which will be fundamental to those students making the transition to higher education as they learn how to develop their own voice:
“What are your thoughts, what are your feelings, what are your opinions? It's about getting them to think independently really early on.”
Barbara reports her students are highly competitive as they compare Similarity Indexes with each other, and whilst being a bit of fun for the students in the classroom, it also has the serious effect of making their work fundamentally better. Use of Turnitin in the classroom has acted as a catalyst for discussions on academic integrity and the consequences of misconduct for students’ future career choices.
Teacher, Health and Social Care
Leyton Sixth Form College
Verity has initiated two Quality Improvement Projects on Turnitin which have focussed on encouraging students to make use of the software to promote academic integrity and also policy development in this area. As a result of her QIPs Verity has seen levels of unoriginal work in the Department decrease with the knock-on effect of students taking more ownership of their writing. Policies and guidelines initiated by Verity have now become part of established practice.