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…
The syllabus describes the course, outlines the requirements, and sets the expectations. Important expectations relate to academic integrity, and ensuring academic misconduct is avoided. Updated Template at USask The University’s syllabus template has recently updated some of the standard information…
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…
Oral assessments can serve as a great method to collect another type of evidence of student learning. It typically consists of a time-limited interview with a student to verbally confirm to what degree they’ve met one or more course outcomes…
“Contract cheating occurs when a student procures a third party (who knows about and benefits from the transaction) to produce academic work (that is usually, but not always assessable work) that the student then submits to an educational institution as…
“Contract cheating occurs when a student procures a third party (who knows about and benefits from the transaction) to produce academic work (that is usually, but not always assessable work) that the student then submits to an educational institution as…
“Contract cheating occurs when a student procures a third party (who knows about and benefits from the transaction) to produce academic work (that is usually, but not always assessable work) that the student then submits to an educational institution as…
When you suspect academic misconduct in your course, it’s common to feel frustrated. Some educators feel insulted or angry. Some blame themselves. Some people have a mix of all of this. Regardless, if you suspect a student has engaged in…
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…
The causes of academic misconduct have been well-studied and the following points explain most of this concerning behavior. Research shows that very few students plan on doing things like buying papers or crowd-sourcing exam questions when they enroll in courses. …
There is more than one way of looking at the extended time period for open book exams when it comes to academic misconduct worries. You can see 24 hours of unsupervised time with an exam as more time for students…
You may be concerned with how much feedback or advice students are getting on their assignments or open exams. Below are some options, reasons to try them, and some tools for implementing. Option Reason Helpful tools for this Require an…
Are you worried about non-permitted collaboration? It’s true, students can seek each other out for help, examples, interpretations, translations, feedback, and peer teaching when unsupervised. In fact, we often encourage students to do so as part of the learning process. …