* I see that there are two sample syllabi… one for credit and one for non-credit. I assume we can choose either one – yes you can.
* What’s the difference between the two? The non-credit one is typically used for 60-level and ACE classes.
* How “in detail” should the learning activity be written? I think the samples provide some good detail. Give me enough info that I can see what your plan is. What do I need to know if I wanted to do something similar in my class? Too many details are better than not enough!
* Is there a sample learning plan? I have posted this…let me know if you didn’t see it yet.

I enjoyed reading your post on academic integrity. I couldn’t agree more — catching students BEFORE their plagiarizing catches up with them is the key. I reflected in my own post on the challenge of getting students to understand the severity of what they are doing when the plagiarize, and I think catching them early is part of that challenge. If they cheat and then fail — by getting kicked out of school or losing a job — it is too late.

The other thing in your post that struck me was the challenge of confronting this issue across a curriculum. In teaching English 1, I assign students to write essays; one of the easiest ways to catch plagiarism is when they copy and past. Surprisingly few students realize that when they copy and past information into a Word document, the format doesn’t match their Word settings and the information jumps out at anyone reading their paper. I presume your Intro to Programming students have figured out how to reformat — giving you a much greater challenge in catching those who would copy and paste!

-Dale