The program will drive joint scientific research at both institutes in the areas of sustainable design, innovation, computer science and digital technologies, as well as in the translation of research results into practice. Rather than being principally directed by student's beliefs prior to, or when they begin a writing task, the on-the-fly interactions they have during the writing task may best explain their tendency toward plagiarism.The Hasso Plattner Institute-MIT Research Program on Designing for Sustainability is a new research collaboration made official in a signing ceremony in New York City on November 2. performance goals) and the affordances of the writing environment including the ease of copy-paste or precautions taken to protect text (such as using jpegs of text). Findings highlight individual-environment interactions, including a writer's adopted goals for writing as set by writing prompt instructions (learning goals vs. There was a significant interaction in which instructional performance goals lead to more plagiarism when copy-paste is available. Results indicated that overall 79.5% of the writers engaged in digital plagiarism. A 2 × 2 factorial design was used to analyze the effects of these contextual variables on digital plagiarism. The study focused on two possible influences on digital plagiarism, a) instructional goals for writing, and b) the affordances of digital learning environments specifically the availability of a copy-paste function.

Under two experimental conditions, undergraduate writers were guided by different achievement goals to write an essay with or without the copy-and-paste function on a website. more This paper presents an empirical study of digital plagiarism. This paper presents an empirical study of digital plagiarism. The suggestions and implications are provided to specify how the mixed methods assessment in this study represented learners’ perspectives in terms of transferring and applying their skills and knowledge into the real-world situations in contemporary STEM education. Subsequently, two instruments measuring the students’ learning outcomes were built based on the previous qualitative data and preliminary learning objectives. An exploratory sequential design was conducted by firstly collecting qualitative data to signify the students’ interactive learning process during the project-based collaboration and team communication. Specifically, this mixed-methods assessment was designed to explore the goal, implementation, and implication of a mixed methods assessment for a STEM course integrating educational pedagogies and innovative hands-on projects. more This paper aims to utilize a mixed-methods assessment for an innovative course, Application Period, in a world-class Russian University. This paper aims to utilize a mixed-methods assessment for an innovative course, Application Perio. Her current digital assessment projects have also been highlighted in the American Psychological Association (APA) publication- Monitor on Psychology. Additionally, she serves on the Editorial Board of Frontiers in Educational Psychology and has published several articles on issues of assessment and digital learning in top tier journals. Her expertise lies in the filed of designing and developing quantitative, qualitative, and mix-methods instruments and assessments to measure educational needs and evaluate learning effectiveness. Kauffman has led multiple national funded projects and conducted large-scale assessments across multiple institutions with all levels of academic and industrial partners. She is also a certified evaluator for the National Center for Teacher Effectiveness at the Harvard University and has been teaching for the Kaufman Teaching Certificate Program at MIT.

She has collaborated with MIT faculty in developing assessments to measure learning effectiveness and designing instructional materials to facilitate active learning at MIT Skoltech Initiative and the MIT Department of Mechanical Engineering. in Educational Psychology from the University of Connecticut with an emphasis on Situated Cognition, Education Assessment, and Instructional Design. Yashu Kauffman is the Director of Assessment and Evaluation at MIT (AIM Academy).

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