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40% POD Network Conference Discount

Use Promo Code 18POD24 at Checkout

Free shipping on orders over $75

Sale ends December 15, 2024. For institutional orders, please contact Longleaf Services directly at 800-848-6224 ext. 1 or [email protected].

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For more information, or to submit a query, please contact Derek Krissoff, Editor-at-Large

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Available March 2025

A how-to centered on proactive methods for preventing cheating and promoting learning

The Opposite of Cheating

Teaching for Integrity in the Age of AI

By Tricia Bertram Gallant and David Rettinger

Volume 4 in the Teaching, Engaging, and Thriving in Higher Ed Series

In these days of an ever-expanding internet, generative AI, and term paper mills, students may find it too easy and tempting not to cheat, and teachers may think they can’t keep up. What’s needed, and what Tricia Bertram Gallant and David Rettinger offer in this timely book, is a new approach—one that works with the realities of the twenty-first century, not just to protect academic integrity but also to maximize opportunities for students to learn.

The Opposite of Cheating presents a positive, forward-looking, research-backed vision for what classroom integrity can look like in the GenAI era, both in cyberspace and on campus. Accordingly, the book outlines workable measures teachers can use to better understand why students cheat and to prevent cheating while aiming to enhance learning and integrity.

Bertram Gallant and Rettinger provide practical suggestions to help faculty revise the conversation around integrity, refocus classes and students on learning, reconsider the structure and goals of assessment, and generally reframe our response to cheating. At the core of this strategy is a call for teachers, academic staff, institutional leaders, and administrators to rethink how we “show up” for students, and to reinforce and fully support quality teaching, learning, and assessment. With its evidentiary basis and its useful tips for instructors across disciplines, levels of experience, and modes of instruction, this book offers a much-needed chance to pause, rethink our purpose, and refocus on what matters—creating classes that center human interactions that foster the personal and professional growth of our students.

Tricia Bertram Gallant is Director of Academic Integrity and Triton Testing at the University of California, San Diego. David A. Rettinger is Applied Professor and Undergraduate Program Director in Psychology at the University of Tulsa. Bertram Gallant and Rettinger coedited Cheating Academic Integrity: Lessons from 30 Years of Research.

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Available April 2025

Linking student lived experiences and identities to meaningful writing instruction.

Making Writing Meaningful

A Guide for Higher Education

By Michele Eodice, Anne Ellen Geller, and Neal Lerner

Volume 5 in the Teaching, Engaging, and Thriving in Higher Ed Series

It seems obvious: students will have more meaningful writing experiences if we offer more opportunities for their writing to be meaningful for them. But what does that mean? What makes writing meaningful for students? What, really, makes students want to write? The authors of this practical little book asked precisely that, and the answers they gathered from students across disciplines, majors, and institutions over several years inform their advice in Making Writing Meaningful: A Guide for Higher Education.

The critical lessons that Michele Eodice, Anne Ellen Geller, and Neal Lerner took from their survey research, as well as from their own classrooms and workshops, are these: Students want their writing to be consequential, to build on connections with their lives, their world, and their futures, and to foster an inclusive learning experience. The authors delved further into these findings by asking what role identities—whether racial, ethnic, or cultural—played in students’ approach to writing and by exploring what students found meaningful in writing during experiences such as disruption, dislocation, and loss; personal, economic, and health challenges; and political, racial, and societal conflict. The resulting guide pairs a wealth of new data with pedagogical strategies and reflective exercises to help instructors of all kinds connect more effectively with their students—and to help students connect their lives and their writing in meaningful and productive ways.

Meaningful writing makes for a richer, more successful learning experience,  and this book invites students and teachers alike to take advantage of the guidance offered here to foster connections that will serve students—and the world—well beyond academia.

Michele Eodice is Professor Emeritus of Writing at the University of Oklahoma. Anne Ellen Geller is Professor of English at St. John’s University. Neal Lerner is Professor of English at Northeastern University.