It is a common and effective practice to contexualize academic integrity for students using clear and relevant cases that bring home the relevance and applicability of these principles in and beyond the classroom. Cases from Current Events and/or Professional Practice…
In Manitoba, a network of academic integrity educators, scholars, and faculty has been in existence since 2019. On May 6, they had their annual meeting in a virtual format–free of charge, involving over 140 participants, and hosted by Red River…
Do you wonder how best to speak with students about academic integrity?Here is a great resource from Kwantlen Polytechnic University, developed by Dr. Kristie Durkewich (thanks again for creating this, Kristie, and for the CC-BY license). Watch this eight minute…
In addition to pointing students to the USask academic misconduct policy (a minimum requirement as part of your syllabus), it’s important to talk about academic integrity and academic misconduct with students. Students need to know that: You know about academic…
You and your students will be out there wondering how fair final assessments can be when everyone is unsupervised. Thankfully, there are some students, that no matter what, will follow the rules and maintain their academic integrity. A small number,…
The commitment of the University of Saskatchewan to academic integrity and fair assessment remains in place during this time of remote and online learning. As instructors, here are key points for academic integrity: You should explain your rules again, or…
[social_share/] Here are some propositions about students’ academic integrity that I’ve been working with: Students are more likely to do their work honestly when they see the personal value in what is to be learned. Students are more likely to…
This is the final post in a series of four about metaphors revealed in students’ discussions of academic honesty and dishonesty. The four metaphors presented in this series do not represent mutually exclusive understandings and can overlap in their meanings. …
This is the third in a series of four posts about the ways students positioned themselves when discussing matters of academic honesty and dishonesty in my doctoral study. The metaphor of trainee described below, could also be conceived as the…
This is the second in a series of four posts where I present the metaphors I recognized as being in use in students’ discussions in my doctoral study of students’ understandings of academic honesty and dishonesty. These metaphors can be…
This post is the first in a series of four. My posts largely draw from the insights I gained by conducting a doctoral study of students’ understandings of academic honesty and dishonesty. In my analysis, I noted that students used,…
Having read and thought about students’ understandings of academic dishonesty, students’ responsibilities, and our own as teachers, I am very intentional about how I present my expectations and commitment to academic integrity in my teaching practice. Here are some principles…
It was interesting to me in my discussions with students for my doctoral study that the matter of unwarranted or easily begotten extensions came up as a concern for academic integrity. Of course, I realize the students who volunteered to…
Students encounter mixed messages when it comes to the seriousness of different forms of academic misconduct. As instructors, we may be assuming that our colleagues teach about and respond to academic misconduct issues in a similar way to ourselves, when…
First, the not-so-good news There is no such thing as a “cheat-proof” assessment. Now, for the good news Instructors can reduce the likelihood of academic misconduct through assessment design and the context for assessment. Such designs and contexts…