“I started out as an academic integrity prescriptivist. I was the hard-nosed.”“There’s really only three main ways that we can ask students to demonstrate academic integrity: Trust, Verification, Observation.”In this 41st episode of The Opposite of Cheating Podcast, David talks with Thomas J. Tobin, an educational developer and consultant with decades of experience, to challenge the punitive paradigms that dominate academic integrity conversations. Sharing his personal transformation from “academic integrity prescriptivist” to UDL champion, Tom walks listeners through a powerful framework for promoting honesty in learning environments: Trust, Verification, and Observation.He emphasizes how lowering barriers—around time, grades, due dates, and communication—can dramatically reduce student pressure and cheating behavior. Rather than defaulting to surveillance and restriction, Tom calls on instructors to make design choices that respect learner variability and build integrity by default.Listeners will learn how Universal Design for Learning intersects with academic integrity, and how reframing our goals around student agency and flexibility not only preserves rigor, but reduces workload for faculty and increases authentic learning for students.You can follow Tom's work at https://thomasjtobin.com/ and on LinkedIn at https://www.linkedin.com/in/drtomtobin/, and find his writings about UDL at https://www.ahead.ie/udlforfet-guidance and http://wvupressonline.com/node/757(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“It’s not: do you have integrity or do you not. It’s: are there conditions in place that allow people to act with integrity?”
“One of the things that alternative grading can do is to help shift students’ focus from getting grades and generating products to learning and engaging in a learning process.”
In this episode, educational developer and writing instructor Emily Pitts Donahoe of the Center for Excellence in Teaching and Learning (CETL) of the University of Mississippi, shares how collaborative grading and inclusive pedagogy can transform how we think about academic integrity in the age of AI.
Drawing from her work with graduate instructors and first-year writing students, Emily discusses how alternative grading shifts the focus from polished products to meaningful engagement and growth. She reflects on formative moments in her own educational journey, including a high school ethical dilemma, and examines how systemic inequities shape integrity choices.
This episode invites listeners to rethink what learning looks like—and how we might redesign our courses to better support integrity, equity, and motivation in a rapidly changing world.
You can follow Emily's work on LinkedIn at https://www.linkedin.com/in/emily-pitts-donahoe-54093a242/, on her Unmaking the Grade Substack at https://emilypittsdonahoe.substack.com/, and on the CETL website at https://olemiss.edu/profiles/ejdonaho.php. For specific links to the Progress Tracker Emily gives to students, a sample rubric, and her current AI Policy document, see this blog post - https://emilypittsdonahoe.substack.com/p/sharing-my-course-documents.
Episode Resources
Leonard Cassuto's The New PhD (https://www.press.jhu.edu/books/title/12093/new-phd?srsltid=AfmBOorgiP2uw_IKt47yzNA5sX1-dIHQyZ8YKS4aWg0-hbTKFT_7g5R5) and his appearance on Dead Ideas in Teaching and Learning (https://podcasts.apple.com/us/podcast/why-is-there-no-training-on-how-to-teach-graduate-students/id1535499508?i=1000646374045&l=es-MX)
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
"We've been loathed to change and evaluate ourselves, make sure that we're addressing these fundamental issues and we need to own it."
"These are wicked problems and we have the knowledge and the ability, but we are headbutting not willing to come together and come up with a path forward."
In this 39th episode of The Opposite of Cheating Podcast, Tricia speaks with Sonny Ramaswamy, former President of the Northwest Commission on Colleges and Universities (NWCCU), about the intersections of accreditation, academic integrity, and systemic reform in higher education. Drawing from his expansive career in science, public service, and accreditation, Sonny reflects on the evolution—and shortcomings—of U.S. quality assurance models, especially in light of new challenges posed by AI and persistent pressures around access, funding, and equity.
Together, they tackle the validity of the credit hour, the need to move toward competency-based education, and how accreditors like NWCCU must move to centering learning outcomes, professional ethics, and durable human skills in their evaluation processes.
You can learn more about Sonny on his Wikipedia page - https://en.wikipedia.org/wiki/Sonny_Ramaswamy - and by following him on LinkedIn at https://www.linkedin.com/in/sonnyramaswamy/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).Episode ResourcesBeing There (Movie): https://www.imdb.com/title/tt0078841/?ref_=nm_flmg_job_1_accord_1_cdt_t_2Carnegie Credit Hour: https://nwccu.org/news/v6i4-letter-from-the-president/Math Education in Crisis: https://www.seattletimes.com/opinion/wa-math-education-is-in-crisis-heres-what-could-help/
WASC's KIDS (Key Indicator Dashboard) - https://www.wscuc.org/resources/kid/
"The issue I have is honestly that AI itself is a thief of ideas and doesn't really attribute where it got it from."
"When you disclose, you're unpacking your thinking and you're making your thinking visible."
In this 38th episode, Dr. Tricia Bertram Gallant is joined by Hoda Mostafa and Maha Bali from the Center for Learning and Teaching at the American University in Cairo (AUC). They explore how academic integrity is shaped by culture, language, and historical context, like how ideas of "helping" can blur lines in collectivist cultures and why Western-centric frameworks for integrity can create pitfalls. Hoda and Maha explain how AUC co-created guidelines for generative AI use with faculty and students to reframe originality, attribution, and collaboration in empowering ways. They also critique AI tools' biases, the dangers of outsourcing feedback to machines, and the need to preserve students' voices and relationships in learning.
You can follow Hoda and Maha on LinkedIn at https://www.linkedin.com/in/hodamostafa/ and https://www.linkedin.com/in/maha-bali-3b51615/ respectfully.
And for more on the Center for Learning and Teaching at The American University in Cairo go to https://www.aucegypt.edu/academics/center-learning-and-teaching
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
Episode Resources
"AI shaming":
https://blog.mahabali.me/educational-technology-2/against-ai-shaming/
Peter Feltern's work: Connections Are Everything https://www.press.jhu.edu/books/title/12845/connections-are-everything?srsltid=AfmBOooLKOLIxxe13qUi1ZXM88EQYMBltzX6SRbQ54sk1MzTd6T6HfTI
Compassionate Learning Design
Gachago, D., Bali, M., & Pallitt, N. (2022). Compassionate learning design as a critical approach to instructional design. In J. Quinn, M Burtis, & S. Jhangiani (eds). Critical Instructional Design. Hybrid Pedagogy publishing. https://criticalinstructionaldesign.pressbooks.com/chapter/compassionate-learning-design-as-a-critical-approach-to-instructional-design/
Bali, M. & Tamer Atef, Y. (2024). https://blog.mahabali.me/pedagogy/cultivating-compassionate-community-to-foster-academic-integrity-with-yasser_tammer/
“Nobody’s brain wants to work overtime on something that seems pointless.”“Transparency full stop… you really you you cannot be too clear and transparent.”In this 37th episode of The Opposite of Cheating Podcast, David speaks with Syracuse University's Jessamyn Neuhaus (Director of the Center for Teaching & Learning Excellence) and Kate Marzen (Director of Academic Integrity) about using joy, trust, and proactive communication to reshape how academic integrity is approached.Jessamine shares her journey from content-focused historian to pedagogy-centered faculty leader, reframing academic integrity as a teachable skill embedded within good teaching. Kate, drawing on her background in K–12 and student conduct, emphasizes developmental approaches to misconduct and shares Syracuse’s standout initiative: a low-tech academic integrity escape room designed for first-year students.The episode dives into the power of transparency, the importance of giving students voice and agency, and how faculty can create learning environments that reduce misconduct by design—not policing.Listeners will come away with actionable strategies for humanizing integrity conversations, making teaching joyful again, and building campus cultures where students are seen as partners—not problems.You can follow Jessamyn at https://www.linkedin.com/in/jessamyn-neuhaus-975b00168/ and Kate at https://www.linkedin.com/in/kate-bussell/. You can learn more about Syracuse University's Center for Teaching & Learning Excellence (CTLE) at https://teachingexcellence.syr.edu/ (Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
"Assessment and feedback inspires and assures student learning""Formative, instant feedback, repeatable, and evaluative judgement - that's FIRE"In this 36th episode of The Opposite of Cheating Podcast, Pro Vice-Chancellor of Quality & Integrity at Western Sydney University Cath Ellis discusses the evolution of educational integrity in Australia, the role of regulatory frameworks like TEQSA, and how scandal and data paved the way for institutional change. She introduces Western Sydney's Inspire and Assure (IA) Approach to assessment, which is their refinement of the “two-lane” model talked about by Danny Liu in Episode 28, to center faculty on the importance of inspiring learning and assuring assessment validity. Cath shares practical strategies for identifying “enrolled persons” who may not be doing their own work, like oral assessments, and the need to build student capacity while holding institutions accountable for fairness and transparency. She also unpacks the matrix model for assessment reform and makes a compelling argument for replacing “sour” assessments with “FIRE” ones.You can follow Cath on LinkedIn at https://www.linkedin.com/in/cath-ellis-8162581b/(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“AI is helping a lot of students to find a voice and at the same time though AI can also completely overtake the student voice.”
“Critical thinking, communication, and relationship building… those are pieces of the AI puzzle that AI cannot solve on its own.”
In this 35th episode of The Opposite of Cheating Podcast, David speaks with Aviva Legatt about the growing role of GenAI in higher education—from its use in admissions processes to course design, and institutional governance. Drawing from her background in admissions at Wharton, work with families through her company Ivy Insight, and policy consulting via EdGenerative, Dr. Legatt emphasizes the dual nature of AI: as both a powerful enabler and a source of ethical complexity. She highlights how institutions can build AI literacy, the tension between academic integrity and AI-driven futures, and why relationship-building, communication, and critical thinking remain irreplaceable human skills.
You can learn more about and follow Aviva on LinkedIn at https://www.linkedin.com/in/avivalegatt/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
"AI can do this. Why am I asking them to do this?” "We've lost these opportunities where students fail and then learn through failure" In this 34th episode of The Opposite of Cheating Podcast, Tricia sits down with Torrey Trust, professor of learning technology at UMass Amherst, to explore how Generative AI is reshaping how students learn and how educators teach.
Torrey shares insights from her popular courses on edtech and digital tools, her pioneering seminar “AI for College Success,” and her research-based “TRUST Model” for teaching and learning. She reflects on academic integrity from her own student days, expresses concern about AI’s emotional manipulation, and champions new assignment designs that prioritize transparency, real-world relevance, and process over product. You can follow Torrey on LinkedIn at https://www.linkedin.com/in/torreytrust/ and learn more about her at http://www.torreytrust.com/Resources Mentioned in Episode:Hallucination Board: https://github.com/vectara/hallucination-leaderboard?tab=readme-ov-fileDavid Wiley - https://opencontent.org/blog/archives/4691Trust model: https://www.facultyfocus.com/articles/teaching-with-technology-articles/essential-considerations-for-addressing-the-possibility-of-ai-driven-cheating-part-2/(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human)."AI can do this. Why am I asking them to do this?”
“Students are human and humans cheat.”"If you make it easy for people to do, then it's more likely to happen."In this thought-provoking 33rd episode of The Opposite of Cheating, David speaks with Phil Newton, neuroscientist and academic integrity researcher at Swansea University in Wales. Phil brings a rare blend of scientific rigor and pedagogical insight to the conversation, reflecting on how memory, motivation, and fairness intersect with cheating, assessment, and the rise of AI in education.Together, they explore:* the neuroscience behind why facts matter—and why offloading them to AI could erode critical thinking* the ethics of unsupervised exams and why “please don’t cheat” is not enough* what it means to “certify” learning in a world where students—and machines—can do so much unseen* why foundational knowledge is still essential in medicine, democracy, and education* how universities might be failing students by making cheating the easiest optionYou can follow Phil on LinkedIn at https://www.linkedin.com/in/prof-phil-newton-21966b8a/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“At some point, you have to decide which parts of your course are essential, and which you can let go of.”“Agents aren’t coming—they’re here. And they’re going to make academic dishonesty invisible.”In the 32nd Episode of The Opposite of Cheating, Tricia talks with Dr. Joseph Brown, Director of the Academic Integrity Program at Colorado State University. A long-time member of the International Center for Academic Integrity, Joseph brings a faculty perspective—rooted in his background as an English professor—and bridges it with deep administrative experience in both student conduct and faculty development.Listen to Joseph's thoughts on how institutional structure impacts academic integrity, what faculty exhaustion reveals about the limits of 20th-century assessment models, and why “authentic assessment” must become more than a buzzword in the age of agents, smart wearables, and constant disruption.Through personal stories, cultural reflections, and institutional insights, this episode captures the complexity—and possibility—of teaching for integrity in today’s higher education landscape.
You can follow Joseph Brown on LinkedIn at https://www.linkedin.com/in/josephfbrown/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“Abstinence doesn’t work. Not for drugs, not for alcohol, and not for AI.”
“There’s something deeply dehumanizing about massive lecture halls. If we want human-to-human learning, we need to rethink the model.”
In this Episode 31 of The Opposite of Cheating, Tricia talks with Lance Eaton, Senior Associate Director of AI in Teaching and Learning at Northeastern University and a prominent voice in the ethical use of AI in education. Lance shares his journey from being an open education advocate and adjunct instructor, to one of the first educators to co-develop institutional AI policies with students.
The conversation weaves together personal stories (chicken nuggets, Blockbuster, and fairness), reflections on power and pedagogy, and a deep dive into what it means to “start with trust” in a tech-saturated world. Together, we explore AI literacy, course design, relational learning, institutional policy development, and the hard truths about equity, workload, and educational culture.
You can follow Lance on LinkedIn at https://www.linkedin.com/in/leaton01/
For more on the AI Course Policies he's been crowdsourcing, go to https://aiedusimplified.substack.com/p/ai-syllabi-policies-a-look-at-the
And subscribe to Lance's Substack (AI + Education = Simplified) at https://aiedusimplified.substack.com/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“Students cheat for different reasons. It’s not one-size-fits-all—and our responses shouldn’t be either.”“We have to teach students what ethical use of AI looks like. If we don’t, how can we blame them for getting it wrong?”In this 30th episode of The Opposite of Cheating Podcast, David talks with Dr. Eric Anderman, a pioneer in studying academic integrity and motivation. Eric shares his journey from a high school teacher surprised by widespread cheating to a leading researcher on how assessment practices, classroom language, and institutional culture shape student behavior. Together, they discuss what practices drive cheating, how AI impacts that, and how to respond to cheating with understanding and learning.Eric Anderman is Vice-Provost and Professor of Educational Psychology and Quantitative Research, Evaluation, and Measurement at The Ohio State University, USA. You can follow Eric on LinkedIn and read more about his work in Classroom Motivation: Linking Research to Teacher Practice and Sparking Student Motivation.(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“Integrity isn’t about catching cheaters—it’s about creating a culture where shortcuts don’t make sense.”
“First-year writing isn’t just a requirement—it’s where students discover how to think independently.”
In this 29th episode of The Opposite of Cheating Podcast, Shane and Tricia explore the pressures students face in foundational writing courses and the challenges of maintaining academic integrity in the face of ever-changing AI tech. The keys, they conclude, are to amplify human connection, develop new ideas of authorship versus assistance, and cultivating critical thinking through genuine engagement.
Shane Shukis is a Continuing Lecturer in the University Writing Program at the University of California, Riverside
Resource
Mahowald, Kyle, Ivanova, Anna, et al. "Dissociating Language and Thought in Large Language Models," 23 March 2024, arXiv, 2023, arxiv.org/abs/2301.06627.
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“Faculty development isn’t about tools; it’s about changing how we teach.”
“Academic integrity is more than catching misconduct—it’s about designing courses that make learning worth doing.”
In this 28th episode of The Opposite of Cheating Podcast (Season 2), Tricia sits down with Danny to explore the two-lane assessment approach, the Australian national efforts to respond to the impact of GenAI on higher education, and that age-old question - should we just trust students? We think you'll find this to be a candid and practical discussion of the changes that colleges and universities need to make to help students learn with integrity in the age of AI.
Danny Liu is a Professor in Educational Technologies at the University of Sidney and his work is centered on helping faculty redesign their pedagogies and assessments to match our current reality and our student populations.
You can follow Danny on LinkedIn at https://www.linkedin.com/in/dannydotliu/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
"You can’t ask AI to do what you don’t understand."
"I once thought an epsilon-delta proof was just busy work… until years later I saw why it mattered."
Join Tricia's discussion with Lew Ludwig in the 27th episode of The Opposite of Cheating Podcast. Lew, a math professor and former teaching center director at Denison University, helps us think about how STEM faculty can teach for integrity in the age of AI and what faculty can do to build trust, foster critical thinking, and meaningfully integrate AI into teaching. Tricia and Lew also touch on how institutions can better support faculty adapting to this rapidly changing landscape.
You can follow Lew on LinkedIn at https://www.linkedin.com/in/lew-ludwig/
Resources:
Marc Watkins Rhetorica Newsletter (https://marcwatkins.substack.com/) and Chronicle of Higher Education columns (https://www.chronicle.com/author/marc-watkins?sra=true)
The TILT Framework (Mary-Ann Wilkelmes)https://www.tilthighered.com/resources (navigate to Example Assignment Prompts for STEM examples)
Backwards Design (Dee Fink)https://ceils.ucla.edu/map-your-course-with-backward-design/
Expert Blindspothttps://blogs.iu.edu/citl/2023/04/10/reflecting-on-expert-blind-spots-to-improve-skills-based-teaching/
Todd Zakrajsek's The New Science of Learning and Dynamic Lecturing (https://www.toddzakrajsek.com/publications)
Ezra Klein's Podcast Episode: We have to really rethink the purpose of education (https://www.nytimes.com/2025/05/13/opinion/ezra-klein-podcast-rebecca-winthrop.html)
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“The most horrifying student question I see in ChatGPT is: What should I think about this?”
"Students don’t care about privacy like we do. As one said: My mom’s ultrasound pictures are on Facebook.”
In this 25th episode of The Opposite of Cheating Podcast, Tricia (after mistakenly saying Chris got a shout out on Hard Fork when it really was on Uncanny Valley!) delves into the grey area with Chris Ostro on how GenAI shapes student engagement with course learning outcomes, whether using AI Detection undermines student-faculty relationships, and what many get wrong about trust, punishment and the “I can tell” fallacy. With candid nuance, Chris challenges to rethink our responsibility for integrity not as "surveillance" but as a commitment to intentional course/assessment design, speaking with students, and figuring this out together.
Christopher Ostro is an AI-Focused Assistant Teaching Professor and Course Designer at the University of Colorado Boulder.
You can follow Chris on LinkedIn (https://www.linkedin.com/in/ochristo/) and BlueSky (https://bsky.app/profile/ochristo.bsky.social)
You can listen to the shout-out Chris got on an Uncanny Valley episode -ttps://podcasts.apple.com/us/podcast/uncanny-valley-wired/id266391367 - and learn more about his approach to teaching for integrity with GenAT at https://drive.google.com/drive/folders/1lEHRQv8b3DEF9B2MVemoA5F5MHFSjl42
(You can find the Kofinas article referenced in the episode at https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13585?af=R)
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“Integrity isn’t just for students—it’s about the culture we create in learning, teaching, and working.”
“Trust is essential, but it’s not an assurance technique—we still need ways to validate learning.”
In the 25th episode of The Opposite of Cheating Podcast, David speaks with Amanda McKenzie, Director of Academic Integrity at the University of Waterloo, Canada. With over a decade of experience in academic integrity and quality assurance, Amanda shares insights on fostering a culture of integrity across institutions, the role of remediation and education in supporting students, and the evolving challenges posed by GenAI.
Amanda McKenzie is the Director of Academic Integrity at the University of Waterloo, Ontario, Canada and Board Emeritus Member of the International Center for Academic Integrity.
You can learn more about Amanda's work at https://uwaterloo.ca/academic-integrity/ and follow her on LinkedIn at https://www.linkedin.com/in/amanda-mckenzie-924b4512/.
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
"Some of the best learning happens when you fail upwards."
"I have probably never saved any time from using AI."
In this 24th episode of The Opposite of Cheating Podcast, Tricia speaks again with Laura Dumin (for previous conversation, see Episode 3) to check in on how her teaching asynchronous online classes are going with the latest GenAI developments. We explore why developing meaningful relationships with students (when possible) can help minimize cheating, the dangers of overhyping GenAI in education, and how she has found that emphasizing trust, relationships, and thoughtful course design is a better approach to teaching for integrity. Tricia and Laura also ruminate on whether it is possible to have integrity in asynchronous, online assessments in an AI powered world.
Laura Dumin is an award-winning Professor at the University of Central Oklahoma and a popular voice for speaking to how we might integrate GenAI into writing courses. You can learn more about Laura and her work on LinkedIn (https://www.linkedin.com/in/laura-dumin157/) and at her website (https://ldumin157.com/).
If you want to connect with Laura and others thinking about GenAI in education, you can join the Facebook Group she founded at https://m.facebook.com/groups/632930835501841
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“I think it's important to trust students first. And if there's a reason not to trust, I get that. But embracing the idea of trust and empathy first is important.”
“When students value not just the process but what they’re doing, they’re engaged. And engaged students are far less likely to cheat.”
In this 22nd episode of The Opposite of Cheating Podcast, Tricia and Jeanne talk about choosing to assume "confusion over corruption" as a writing educator, integrating AI into first year writing courses, and how alternative grading practices can help engender trust and empathy while teaching for integrity.
Jeanne Beatrix Law is a Professor of English, Coordinator of the graduate certificate in AI & Writing Technologies, and past Director of First-Year Writing at Kennesaw State University in Georgia.
Learn more about Jeanne and her work at https://facultyweb.kennesaw.edu/jlaw29/index.php and read a The Conversation piece she wrote at https://theconversation.com/ai-isnt-replacing-student-writing-but-it-is-reshaping-it-254878
You can follow Jeanne on LinkedIn at https://www.linkedin.com/in/jeanne-beatrix-law-phd-a05b2391/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).
“Kids are born curious. The structure of schooling—standardized tests, boxed curricula—often kills that curiosity.”
“There are no shortcuts. We must design learning experiences that are meaningful, relevant, and worth doing.”
In this 22nd episode of The Opposite of Cheating Podcast, Joshua talks to Tricia about how our 20th century systems of grading can harm student learning, exacerbate structural inequalities, and erode intrinsic motivation. Together, they wrestle with this notion of "harm", lament that removing grades isn't the "magic bullet" solution to stopping cheating, and challenge the myth that its the job of colleges and universities to prepare students for work.
Joshua Eyler is Senior Director of the Center for Excellence in Teaching & Learning and Director of the ThinkForward Quality Enhancement Plan at the University of Mississippi, where he is also on the faculty in the Department of Teacher Education. Josh is the author of Failing Our Future: How Grades Harm Students and What We Can Do about It (John Hopkins University Press, 2024) and How Humans Learn: The Science and Stories behind Effective College Teaching (WVU, 2018).
You can follow Josh at https://www.linkedin.com/in/joshua-eyler-88583338/ and Josh would like to recommend that you check out his colleague Emily Pitts Donahoe's newsletter "Unmaking the Grade" at https://emilypittsdonahoe.substack.com/
(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).