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3203 Southeast Woodstock Boulevard, Portland, Oregon 97202-8199

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Dr. Jon-Marc G. Rodriguez earned a B.S. in Pharmacological Chemistry (2014) and an M.S. in Chemistry at UC San Diego (2016), followed by a Ph.D. in Chemistry at Purdue University (2019). He conducts chemistry education research with an emphasis on theory-based qualitative methods. Much of his previous work has focused on how students use equations when solving problems and how students construct and interpret graphs. His research group focuses on chemistry as a community of practice, which involves multiple intersecting communities of bench-top chemists, chemistry education researchers, and instructors. Dr. Rodriguez aims to advance and support the chemistry community, especially individuals at the periphery such as emerging researchers, instructors, and undergraduates interested in participating in science. 

Longitudinal Analysis of Academic Integrity Discussions in the Chemistry Course Syllabus

Concerns related to academic integrity move beyond the type of knowledge and skills we want students to develop toward the type of individuals we want students to become. Understanding how we can promote academic integrity among students is critical for the next generation of our workforce. This is especially important within large-enrollment introductory courses that set the tone for future courses. Moreover, reflecting on expectations regarding academic integrity is timely considering the backdrop of an emergent and rapidly evolving technological and online landscape. One avenue for communicating expectations about a course is the syllabus, a common feature of university education that often serves as an entry point into a course for students on the first day of class. In this work, we investigated how instructors discuss academic integrity in syllabi and how that changed over time. Our data source for this talk involves nearly 800 syllabi for courses offered during the timeframe of 1976-2023 within a chemistry department at a research-intensive university in the Midwestern United States. Through inductive analysis, our work focused on developing categories to characterize the ways syllabi discussed academic integrity. Based on the emerging trends from this analysis, we assert faculty have the opportunity and responsibility to promote an ethical community in their courses, which starts with explicitly articulating what constitutes cheating in the context of a specific course.

This event is supported by the Thomas Dunne Lecture Fund.

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