Now you understand why it is helpful to give lots of opportunities for students to practice the work of your course and for you to provide feedback without high-stakes testing. Here are some methods to make this work for you.

Clearly state what is appropriate behavior in your course in your syllabus

This is particularly important for assignments that may be collaborative or open-note in other courses.

Can homework be completed as a group?
Can online quizzes be taken open-book? Can a student tell their friends about what questions were asked?
Can students ask a friend to read over their paper and offer suggestions?
Should a student ask to read over a friend's paper to "get ideas" for their own identical assignment?

Also, clearly state the consequences for being caught in academic dishonesty. Get advice from your dean and talk to someone in your department who does regularly report students for cheating to find out the best language to put in your syllabus for your class.

Use weekly quizzes worth low to moderate points

Reduce temptation to share answers with other students by randomly assigning questions from a pool
Make quizzes worth just enough points for students to complete them, but not more. Low points subconsiously encourages intrinsic motivation
If you want students to memorize information rather than search for it (in a book or online), use a timed quiz.

Limit the availablility of online quizzes and exams

Only make exams available long enough for everyone to reasonably have access. Warn students early in the term about these time limits, so they can make accomodations with work and family.

Give different prompts to different students in a discussion board

Encourage students to create their own answers rather than recycling those of another student by listing multiple, related prompts and indicating students should answer the prompt that corresponds with the first letter of their first name (or their birth month, or whatever)
Use prompts that require students to incorporate their own major, or culture, or home town, or personal interest into responding to the prompt

Break down large assignments into parts

Early on, require students to pick a topic and turn in an annotated bibliography
Ask for an outline as an assignment.
When collecting a rough draft, require a "cover letter" for students to ask for help on one particular aspect of the draft. This will require them to write out a full draft plus think about what parts they are most unsure about. You only need to give feedback on the one aspect (and not the whole draft).

Use effective proctoring

If a high-stakes exam or writing session is required, it is important that students know cheating will not be tolerated and academic dishonesty will be punished. Using effective proctoring reinforces this message.

If many students are local, consider an on-site version of the exam (either paper or online) with human proctors.
Use a proctoring service if testing is online.

Recognize the limitations of plagiarism "detectors."

Plagiarism detectors like Turnitin and SafeAssist are intended to match text in student papers to previously published work. Unfortunately, the software often fails to catch copied text (seen in research by Susan Schorn and Hunt and Tompkins). Using a service like this is probably a bit of a deterrent for students considering copying an existing paper. But be alert to other indications that the student's work isn't their own--a change in vocabulary from their previous work, or overly articulate phrasing, or odd synonyms inserted to make the text different enough to not trigger a match.

Participants who are working on their Certificate will be asked to complete a short assignment about how they plan to encourage academic honesty in their course.