March 30, 2020
All event times are Eastern Time Zone unless otherwise specified.
Career Services This Week-Virtual Drop in Hours: Virtual Wabash
Career Services will be available virtually for drop-in questions.
Monday - Friday 10a – 12p
Monday - Thursday 2p – 4p
Stop by the Zoom account to ask quick questions.
You can always schedule one-on-one meetings in Handshake.
Associate Director, Wabash College
Professional Development & WISE
301 W. Wabash Avenue | Crawfordsville, IN 47933-0352
O: 765-361-6249 | E: firstname.lastname@example.org | @WabashCareers
Schedule a student appointment in Handshake: here.
Humanities Colloquium Goes Virtual!: Virtual Wabash , 12:10PM
Please join us as we welcome Dr. James van der Kolk as a Wabash Virtual Speaker.
Academic Honesty After Artificial Intelligence
This presentation aims to inform teachers of nascent forms of academic dishonesty and suggest proactive strategies for preventing them. New developments in artificial intelligence, augmented reality, and mobile computing have made possible tools and apps that present new challenges to foreign language instruction. The convenience and enhanced accuracy of deep-learning online translators, automated proofreaders, and real-time electronic interpreters make their abuse more appealing to language learners and more difficult to detect for language instructors. Traditional plagiarism countermeasures that rely on forewarning and enforcing negative sanctions have difficulty in dissuading these practices.
To combat the abuse of these technologies, this presentation lays out strategies that aim to proactively prevent bad practices without significantly constraining the availability of technology in the classroom or compromising known best practices. Drawing on Nudge Theory, it presents three main avenues of action: Firstly, it encourages instructors to create a classroom culture of accountability. By using various “soft power” methods, teachers can facilitate a sense of mutual obligation from students to their peers as well as the instructor themselves, adding a “human face” and emotional consequences to the vice. Secondly, it promotes tactics that preempt student attitudes and habits that can lead to dishonesty. Instructors can mitigate feelings of frustration and desperation before they lead to plagiarism by cultivating support structures, such as study groups, accessible feedback, and