Subjects -> EDUCATION (Total: 2346 journals)
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    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
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    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 18)
Ámbito Investigativo     Open Access   (Followers: 4)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 10)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 56)
Excellence in Higher Education     Open Access   (Followers: 39)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 9)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 55)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal  
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 3)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 21)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 7)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 42)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 1)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 18)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 2)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 4)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access   (Followers: 1)
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 19)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Canadian Perspectives on Academic Integrity
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2561-6218
Published by U of Calgary Homepage  [18 journals]
  • Editorial: Contract cheating in Canada

    • Authors: Brandy Usick, Brenda M Stoesz
      Pages: 1 - 2
      Abstract: We present the second issue of the fourth volume of the Canadian Perspectives on Academic Integrity (CPAI). This issue consists of an invited historical article about contract cheating and the proceedings from the second Canadian Symposium on Academic Integrity (CSAI) 2021 hosted virtually by Thompson Rivers University, Kamloops, British Columbia, Canada.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74333
      Issue No: Vol. 4, No. 2 (2021)
       
  • Pens for Hire

    • Authors: Geoff E. Buerger
      Pages: 3 - 15
      Abstract: This is part one of a three part invited article series examining the historical evolution of the “ghost writing” industry, a term that is now widely referred to as “contract cheating.” This article describes the commercial trade in academic work starting in the 1930s through the term paper mills’ heyday of the mid-1970s. The 1960 investigative reporting of Alex Benson of the New York World-Telegram and The Sun, receives close attention, as does the field of competing firms active at the University of Wisconsin at Madison in 1972. The article concludes with a series of questions to help provoke reflection. These questions can be used as discussion topics in courses with students or within professional development opportunities for educators and practitioners.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74183
      Issue No: Vol. 4, No. 2 (2021)
       
  • Welcome and Keynote Address: The Power of Academic Integrity Communities

    • Authors: Thomas Lancaster
      Pages: 16 - 16
      Abstract: Video presentation can be viewed at https://media.tru.ca/playlist/dedicated/0_0u3o63xd/0_ngpid8xr
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74105
      Issue No: Vol. 4, No. 2 (2021)
       
  • Ethics, EdTech, and the Rise of Contract Cheating

    • Authors: Brenna Clarke Gray
      Pages: 17 - 17
      Abstract: This talk traces the connections between the unethical use of algorithms, inattention to issues of equity and access, and failures of data privacy to the rise of contract cheating. The reported experiences of instructors and students tell us that contract cheating firms mine student data and exploit existing relationships between students and their educational technologies in order to find new clients and to extort the ones they already have. These companies use algorithmic searches of social media to track down vulnerable students, and once granted access to a closed educational context like Moodle, approach more students in the course or institution, which is how the use of these services seems to multiply by orders of magnitude within an institution. Once these companies have student ID and credit card information, they often engage in financial exploitation of students. Research demonstrates that many of the educational conditions that drive students to seek out contract cheating firms — lack of guidance on assignments; high-stakes assessments without appropriate scaffolding; personal or financial crises — are also conditions that do not promote learning. This talk argues that the epidemic of contract cheating can be insulated against by a renewed attention to ethical pedagogical strategies in the deployment of educational technologies. Given the explosive growth of the contract cheating problem and the huge money it makes for unethical players, it is imperative that post-secondary institutions protect students by all possible means. Limiting for-profit vendor access to student data, avoiding course-in-a-box homework system approaches to education, and using open pedagogical strategies to design persistent, non-disposable assignments are critical strategies in the fight against contract cheating, as is educating students and faculty about the importance of data security and privacy.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74106
      Issue No: Vol. 4, No. 2 (2021)
       
  • How Chegg Blew Up Our Exams

    • Authors: Crystal Samela, Heather Martin
      Pages: 18 - 18
      Abstract: Join the presenter for an experience-based discovery about the file-sharing giant Chegg. Engage in one institutions journey when they learned many of their exams were virtually compromised, how they addressed the issue, and how they moved forward. During this session the Chegg Honor Code investigation will be described, and the results shared.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74155
      Issue No: Vol. 4, No. 2 (2021)
       
  • Academic Misconduct and Online Support for Students

    • Authors: Amara Wong
      Pages: 19 - 19
      Abstract: In response to the shift to fully online delivery of student services in March 2020, the University of the Fraser Valley’s Academic Success Centre quickly revamped the way we connect with and support students charged with academic misconduct. Our presentation will explain the historical and philosophical foundations of our Academic Integrity Matters (AIM) program including the training of our student Peer Mentors and the key role they have. We will describe the multi-step workshop process we developed to guide students to stronger understanding of academic misconduct, academic integrity, and their own role as models of academic honesty. We will present data showing how the pandemic impacted the number of misconduct cases and the types committed. We will conclude the workshop with an outline of the challenges we encountered and how we resolved them as we altered an already successful face-to-face program to run in a virtual environment. Participants will be invited to discuss how our approach might apply in their own contexts.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74156
      Issue No: Vol. 4, No. 2 (2021)
       
  • Issues and Problems in Educational Surveillance and Proctoring
           Technologies

    • Authors: Ceceilia Parnther, Sarah Elaine Eaton
      Pages: 20 - 21
      Abstract: Introduction. The increase of online course offerings due to COVID 19 has substantially increased eproctoring technology used to streamline classroom management and assessment. Faculty and students are increasingly concerned about the requirements of these systems. This presentation will:
      Explore the experiences of eproctoring internalized by college.
      Categorize this population's experiences and concerns in the context of eproctoring and surveillance. To do so, the following research questions are considered:
      How is eproctoring described in scholarly literature, social media, and student print media'
      What components of eproctoring surveillance are viewed as detrimental to student learning using these sources, and how do the impacted individuals describe these components' Research Methods. The presenters rapid review method is intended to provide timely decision-making information compared with standard systematic reviews. This method demonstrates the urgency and impact of eproctoring technologies on students. Institutions may use this information to make informed and holistic decisions on the specialized software they acquire and implement. For this study, the unit of analysis refers to unique student responses to eproctoring. The authors include (a) Peer-reviewed scholarly literature, (b) traditional print, (c) student print media defined as newspapers and magazines, (b) social media. Preliminary data (N = 20) describes e-proctoring surveillance technology as anxiety-provoking, intrusive, discriminatory, and adversarial. Stakeholders actively push back against e proctoring requirements and demand transparency, aligning with prior research on student privacy (Ifenthaler & Schumacher, 2016). Implications for Higher Education Policy or Practice. This study's results inform policymaking around assessment practices, standardizing expectations, and creating eproctoring standards and policies that center students' rights, personhood, and privacy that outweigh the need for convenient assessment.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74157
      Issue No: Vol. 4, No. 2 (2021)
       
  • Navigating the Sea of Online Proctoring

    • Authors: Susan Ng
      Pages: 22 - 22
      Abstract: Education nurtures competency and critical thinking in students, which in turn, lead to the betterment of society.  Academic integrity is instrumental in upholding the goal of education.  With the rapid pivot to remote teaching and assessment, the incorporation of online proctoring to ensure academic integrity became a necessity.  Recognizing some of the causes of academic dishonesty could be magnified with this mode of delivery, the implementation of a student-centred approach to enhance academic honesty with online assessments was embedded in our Practical Nursing math course at Centennial College.   Through the use of PowerPoint presentation, demonstrations of strategies and anecdotal stories, I will highlight the complex challenges with online proctoring, the unwitting discoveries of academic breaches, and the multifaceted solutions required.  At the end of the formal presentation, an opportunity will be provided for the audience to ask questions, as well as share their experiences.  The outcome will be a collect of best practices on how a crew of professors can both support students and keep academic integrity afloat while navigate the uncharted waters of online proctoring on a vessel from an external company offering remote invigilation services.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74158
      Issue No: Vol. 4, No. 2 (2021)
       
  • E-proctoring Gone Wrong

    • Authors: Missy Chareka
      Pages: 23 - 23
      Abstract: The 2020-2021 academic year saw an unprecedented rise in the use of e-proctoring, for the facilitation of online exams. With that also came unprecedented challenges and issues. This presentation will be a survey of some of the issues and questions regarding the use of e-proctoring. Some issues that will be addressed include accessibility issues and the use of artificial intelligence and its ethical problems. The presentation will then focus on the question of academic integrity, and more specifically how academic integrity breaches were handled by various institutions across North America. The presentation will showcase how e-proctoring introduced a new host of problems in the area of academic integrity adjudication and a discussion will follow on considerations for the future of e-proctoring and the maintenance of academic integrity in academia.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74159
      Issue No: Vol. 4, No. 2 (2021)
       
  • Contract Cheating in Canada: National Policy Analysis Project Update and
           Results for 2021

    • Authors: Sarah Elaine Eaton, Brenda M Stoesz, Jennie Miron, Amanda McKenzie, Lisa Devereaux, Marcia Steeves, Jennifer Godfrey Anderson, Joanne LeBlanc-Haley
      Pages: 24 - 25
      Abstract: Join us for an in-depth look at how contract cheating is addressed in Canadian higher education policies. In this session we share results synthesized from 80 publicly-funded universities and colleges across Canada, where English is the primary language of instruction. Our results show why Canada is lagging behind in terms of addressing contract cheating pro-actively through policy and procedures. We offer concrete recommendations for improving the ways that Canadian schools can address contract cheating and other breaches of academic integrity through policy and procedures. In this study, regional teams assembled to collect and analyze academic integrity policies from 80 publicly-funded universities and colleges across Canada where English is the primary language of instruction (Western Canadian universities, n = 24; Ontario universities, n = 21; Atlantic Canadian universities, n = 13; Ontario colleges, n = 22). Although the entire study is not yet complete, we now have full or preliminary results to share from 9 Canadian provinces (BC, AB, SK, MB, ON, NB, NS, PE, and NL). In this session we offer the most comprehensive synthesis of the project to date. In our presentation we provide an overview of the project as a whole, show how we have conducted the study (i.e., method), and present our findings at both a regional and national level. Based on our findings, we offer evidence-based recommendations for policy reform for academic integrity in Canadian higher education, concluding with a call to action for policy makers and administrators to take a stronger stance against contract cheating. For more information on this project visit https://osf.io/n9kwt/.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74160
      Issue No: Vol. 4, No. 2 (2021)
       
  • Pay-to-Pass: Emerging On-Line Services that are Undermining the Integrity
           of Student Work

    • Authors: Ebba U. Kurz, Nancy Chibry
      Pages: 26 - 26
      Abstract: Students have been connected digitally from an early age and have been encouraged throughout their educational journey to turn to the internet for information. However, less emphasis is typically placed on educating students about the origin and appropriateness of these sources. For many post-secondary students, it can be challenging to distinguish between resources that are supportive of their academic development and resources that are undermining and questionable in their veracity. In this workshop, we discuss the emergence and infiltration of pay-to-pass websites in the Canadian post-secondary setting. We differentiate pay-to-pass websites from other forms of contract cheating by describing them as sites encouraging students to share and access course material, assignments, tests, and notes for academic and personal gain. These sites are alluring to students because they commonly offer real-time support from academic 'experts' or tutors that is available 24/7. In the rapid shift to online learning due to the COVID-19 pandemic, we have acutely observed the impact of these services on student behaviour in online-based assessments. This workshop examines the growing scope and deepening impact of these sites on teaching and learning in the post-secondary context.  To address the challenges posed by these websites, we present a three-part approach that may be implemented in the efforts to uphold academic integrity in post-secondary education.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74161
      Issue No: Vol. 4, No. 2 (2021)
       
  • Academic Integrity: Putting Policy into Practice

    • Authors: Susie Schofield
      Pages: 27 - 28
      Abstract: On first reading of the University of Dundee’s Policy on Academic Misconduct seems eminently sensible, fair and clear. The Policy classifies plagiarism cases as 1 (very minor), 2 (minor) and 3 (serious), giving examples of each to inform the academic community. There is guidance on how all three should be handled, ranging from additional educational support through written warning through a hearing from a formal academic misconduct panel. As Associate Dean Quality Assurance and Standards at our Medical School I oversee how this policy is both enacted and data collected across the school. This paper outlines how we have operationalised the policy for a distance learning course with a thousand students and over 50 markers, based both within the Centre and globally. The programme is a masters in medical education, with about a third of the students based overseas, about 90% medical doctors, the others being allied health professionals, dentists, nurses and vets. The studies are all online at a distance, and assignments are in the main written. They are submitted, marked ad moderated via Turnitin, and students are encouraged to engage with the similarity report before finalising their submissions. I summarise the policy and identify various issues and how the Centre has sought to solve these. I present the process we have developed so far, our rationale behind each decision made and how going forward we are evaluating this process. I discuss our assessment strategy, including our underpinning pedagogical philosophy and how these have informed the decisions we have taken. I give an overview of both our student and our marker induction and faculty development for our core staff, who as module leads moderate the process. I present some initial statistics on student uptake of the various elements. I describe the development of an efficient and effective reporting process, codeveloped between academics and professional services, and the next stages of this development as we move to the piloting stage. I finish with some current questions we have on how we can support the students further as they navigate through the academic discourse around misconduct, learning and enacting the language, not least the challenges of collaboration versus corroboration and self-plagiarism in a course ending with a capstone assessment.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74162
      Issue No: Vol. 4, No. 2 (2021)
       
  • Systematic Collaboration to Promote Academic Integrity During Emergency
           Crisis

    • Authors: Salim Razi, Shiva Sivasubramaniam, Sarah Elaine Eaton, Olha Bryukhovetska, Irene Glendinning, Zeenath Reza Khan, Sonja Bjelobaba, Özgür Çelik, Ece Zehir Topkaya
      Pages: 29 - 30
      Abstract: Increasing emphasis on proactive approaches to academic integrity in institutional strategies and policies can be seen as a response to both the challenges of on-line learning and a search for more effective educational models in promoting fundamental values of academic integrity for higher education institutions globally. Thus, towards the end of 2020 the European Network for Academic Integrity established the “Academic Integrity Policies Working Group”. The working group aims to collect examples of effective policies to serve as practical recommendations for educational institutions developing proactive institutional policies towards the establishment of a culture of academic integrity. To achieve this purpose, the WG members are 10 academics from 7 different countries spread over 3 continents who are collaborating on a voluntary basis. The working group facilitates international collaboration on research and development of institutional policies, addressing the roles and responsibilities of stakeholders including pedagogical aspects and assessment design. Within the last six months, the WG has held several virtual meetings during which each of the members presented their achievements in this field, to reach a common understanding. The WG decided to begin by reviewing the relevant literature to identify potential gaps and categorize existing sources in terms of the approaches proposed or adopted and underlying strategic objectives. We aim to reveal how the occurring shift from a punitive to an educative approach to academic misconduct is reflected at different levels of strategies, policies and procedures within the matrix of five indices of consistency, accountability, fairness, proportionality, and clarity of definitions. The multi-country collaborative notion of the WG brings different perspectives to the analyses, adding value to the experiences of the members. Considering the digitalization of education as an emergency reaction to COVID-19, the relevance and importance of academic integrity values has been elevated due to increased concerns of academic misconduct in emergency remote teaching (Eaton, 2020; Khan et al., in press; Razi & Sahan, 2020). Unreadiness and unfamiliarity with on-line learning resulted in many institutions failing to adequately guide lecturers to design appropriate educational models for effective delivery. Implementing effective solutions to meet these challenges has proved difficult for some institutions. The working group is very new and still establishing its identity and direction. In this presentation we will share our experiences about collaborating virtually as a multi-national, trans-continental team to achieve a common goal focused on academic integrity policy. We will also highlight integrity issues faced by the academic communities during COVID-19 and provide some examples of pro-/re-active measures taken in some institutions to address the post-Covid integrity challenges. The presentation to the conference audience will provide an opportunity for the WG members to present their initial ideas and get feedback from interested participants. We are also happy to welcome new members who share an interest in this important subject.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74163
      Issue No: Vol. 4, No. 2 (2021)
       
  • Policies Matter: Tendencies towards Academic Misconduct

    • Authors: Nalan Erçin, Salim Razi
      Pages: 31 - 32
      Abstract: Upon the breakout of COVID-19 around the world in March 2020 and due to the threat of its spread, the mode of teaching has been shifted. This sudden influx to online education is named as Emergency Remote Teaching (ERT – Hodges et al., 2000). Technology-based academic integrity infringements are affiliated with the utilization of the internet for getting aid in taking exams, plagiarizing, taking an exam on behalf of others and many more (Etter et al., 2006). This study aimed to explore students’ perception of academic misconduct through the hypothetical scenarios adapted from Lozier (2012) and individual and focus group interviews focused on three concepts: the self-evaluation as a student, the sanctions of the academic misconduct policies, the perception of the academic integrity promotion provided by the lecturers in the light of these research questions:
      Do the participants consider examples of a) contract cheating b) collision c) plagiarism as cheating'
      How serious do the participants consider the scenarios of academic misconduct'
      Have the participants witnessed a) contract cheating b) collision c) plagiarism'
      Do the participants’ perceptions of a) contract cheating b) collision c) plagiarism as cheating vary by gender significantly'
      What is the participants’ perception relevant to the rise or the fall of academic integrity transgression during ERT'
      What are the participants' perceptions regarding the sanctions of academic misconduct and integrity promotion acts provided by the institution where they study' The study was carried out in one of the public universities located in the west of Turkey called Kocaeli University (KOU), in the School of Foreign Languages (KOU SLF) in the spring term of the 2020- 2021 academic year. The participants (N=234) were the students who learned English as a foreign language EFL). The demographic features of the participants were as follows: 147 participants were female while male participants were 87 and their ages ranged from 18 to 24. Specifically, of the 234 participants, a total of 18 participants volunteered to take part in the interview. The participants’ departments were various. The questionnaire consists of twelve (12) scenarios, and contract cheating, plagiarism, collision are the academic misconduct types employed in these hypothetical scenarios. The data collected through the questionnaire from 234 participants were analyzed with the help of SPSS (Statistical Package for Social Sciences, version 25.0). Of the findings, in the light of the mean values, plagiarism scenarios were regarded as academic misconduct, contract cheating is followed by collusion scenarios. Similarly, plagiarism scenarios were considered as the most serious academic integrity transgression, while collusion scenarios were taken as the least serious academic misconduct by the participants. The findings of the third research question were consistent with the findings of the first two research questions; that is to say, the participants reported that they had witness collusion more than any other academic misconduct forms. The focus of the fourth research question was the gender variation towards academic misconduct, and the findings revealed that the female participants showed a tendency to regard the cases in the scenarios as academic misconduct. In contrast, the male participants did not consider the cases in the scenarios as academic misconduct as much as their female counterparts. The focus group interviews conducted with the three different groups of six students revealed that all participants reported that if the system had the gaps allowing academic misconduct, they would benefit from these gaps. And taking an exam for somebody else was the most common academic misconduct form among the students.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74164
      Issue No: Vol. 4, No. 2 (2021)
       
  • Learn by Doing: An Academic Integrity Policy Revision

    • Authors: Josh Seeland, Caitlin Munn
      Pages: 33 - 33
      Abstract: After several years of developing a culture of academic integrity at Assiniboine Community College, over twenty stakeholders from five college campuses and a dozen different service areas and academic programs formed the Academic Integrity Advisory Committee (AIAC) in late 2019. In the midst of a push through emergency remote learning, and towards blended learning ahead, they undertook a multi-stage plan: to develop, implement, and evaluate a revised academic integrity policy. Using research and evidence from the world’s foremost sources to inform their work, the AIAC embodied Assiniboine’s academic signature of learn by doing. Join members of the AIAC for a detailed look at the ins and outs of this policy revision process. Participants will leave this session with an understanding of several key academic integrity frameworks, how to implement a change model at their own institution, and a deeper understanding of how to collaboratively develop an academic integrity policy.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74165
      Issue No: Vol. 4, No. 2 (2021)
       
  • Insights on Academic Integrity Policy Development: Crafting Policy Catered
           to Your Institution

    • Authors: Rashed Al-Haque
      Pages: 34 - 34
      Abstract: The purpose of this session is to highlight the opportunities and challenges of crafting an academic integrity policy that is responsive to an institution’s unique needs and character. A robust and comprehensive policy is crucial to upholding the values and principles of academic integrity within higher education. Over the course of two years (2018-2020), Camosun College’s Office of Education Policy and Planning worked with stakeholders from across the college to develop its new academic integrity policy and procedures. The work led to an extensive overhaul of the college’s academic integrity policy along with a review of its associated procedures intended to address and appeal allegations of academic misconduct. The end result is a clear policy and set of procedures that appropriately balances the rights and responsibilities of students, faculty, and administration. The presentation will focus on sharing strategies on how to engage institutional stakeholders in a meaningful way to develop an academic integrity policy for your college/university. Emphasis will also be placed on what supports and resources are required to implement an academic integrity policy and insights from how policy implementation is going so far at Camosun.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74166
      Issue No: Vol. 4, No. 2 (2021)
       
  • Promising Practices and Emerging Ideas in Academic Integrity Policy
           Development

    • Authors: Cindy Ives, Cheryl A Kier
      Pages: 35 - 35
      Abstract: Recently, Athabasca University canvassed faculty, tutors, and students about their perspectives on academic integrity. Responses to open-ended questions were received from 102 faculty and tutors and 146 students, generating hundreds of comments. The survey asked how Athabasca University could improve its policies concerning issues of academic integrity, about satisfaction with how academic violations were treated, on the role of faculty and tutors in encouraging academic integrity, and on how faculty and tutors handled cases of misconduct. As well, we collected suggestions from faculty, tutors, and students for reducing cheating, increasing academic integrity, and other ideas about academic integrity in general. Using content analysis, we categorized these open-ended replies into similar threads. Five general recommendation groupings were extracted: policy and procedures, compliance and commitment, resources, plagiarism detection software, and other. The proposed presentation will focus on two sets of recommendations: policy and procedures and plagiarism detection software. We believe that our work meets the criteria for the call for papers because we are learning from our faculty, tutors and students and are interested in sharing their insights. Although we conducted the study pre-COVID-19, we think the recommendations apply now as much as they did then, and will continue to be useful into the future.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74167
      Issue No: Vol. 4, No. 2 (2021)
       
  • ESL Student Perspectives on Problems and Solutions for Academic Integrity

    • Authors: Jim Hu, Chen Zhang
      Pages: 36 - 37
      Abstract: While technology has made information readily available to university students, many of them have no sound understanding of how to use the sources properly, especially ESL students (Löfström & Kupila, 2013). When they use others’ ideas, text, or work without crediting the sources, they may commit either intentional or involuntary plagiarism (Camara et al, 2017). When they reuse a submitted assignment for another course improperly, they may commit self-plagiarism (APA Style, 2019), However, rather than simply punishing students for plagiarism, the universities should educate and empower students, especially ESL students, to avoid plagiarism (Khoo, 2021). Previous research has found student plagiarism to arise for such reasons as language incompetence, first culture influence, and time pressure (Camara et al., 2017; Löfström & Kupila, 2013; Shi, 2004, 2006). However, there might be other challenges ESL students encounter that are not well understood. To counter plagiarism, programs such as Turnitin have been developed to detect copying but it would be more ideal if teachers understand student needs and strategies to address them. Unfortunately, only limited research has studied these issues (Camara et al., 2017; Hu, 2001; Löfström & Kupila, 2013; Shi, 2006). Thus, this presentation reports on a study examining student perspectives on academic integrity challenges and institutional solutions. The study employed semi-structured individual in-depth qualitative interviews (Creswell, 2007; Hu, 2009) with 20 ESL students taking Academic Writing at a western Canadian university in Winter 2021. The participants were selected based on EDI (equity, diversity, and inclusiveness) principles and represented 10 countries. Some participants had completed high school and others had finished undergraduate or graduate studies in part or whole. Each interview was conducted online via Blue Jeans, lasting about an hour, and each transcript underwent member checking. The data were analyzed qualitatively to determine recurrent themes.   Preliminary findings suggest that the predominant challenge of the participants is their lack of  experience using citations before studying at the Canadian university. The participants generally had written either no formal essays or only opinion-based essays with no source requirement. In some cases, although the participants used sources, they were not required to cite them. In others, although they cited sources, they were not required to follow strict conventions like APA style. Because of the lack of citation experience, the participants found APA 7th edition rules hard to follow in the beginning. Even after the course, many participants still found paraphrase challenging because ESL students typically have limited vocabulary and grammatical structures, which make it difficult to rephrase the source in their own words while keeping the original meaning. A less serious challenge is to create a reference list of various types of sources in APA 7. To help students with the challenges, style templates and models are valuable, but perhaps even more valuable are interactive workshops at semester start offering explanations and opportunities for hands-on practice. Thus, a combination of resources and workshops along with improved language competence are expected to empower ESL students in academic integrity. By attending the session, participants will understand ESL student challenges for academic integrity and strategies to help students. Furthermore, they will receive a list of internet resources.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74168
      Issue No: Vol. 4, No. 2 (2021)
       
  • Formation of the Student Board at the UAE Centre for Academic Integrity -
           Our Initiatives and Experience

    • Authors: Serene Regi John, Sruthi Ramdas, Sara Khan, Sarah Wilson, Rukaiya Shabbir
      Pages: 38 - 41
      Abstract: The CAIU constitutes academicians, students, professionals and universities from UAE, working in collaboration with each other to promote and raise awareness about academic integrity. The CAIU was officially launched in the year 2020. How it all started' The idea to establish an Academic Integrity Centre in the UAE began in 2016, when the first International Conference on Academic Integrity was held in UAE at the University of Wollongong. The late professor Tracey Bretag and Dr. Teddi Fishman, were important pioneers in the process of building the centre. Since then, several efforts have been taken to collaborate and bring together the local universities and academicians under one roof for the benefit of the greater community. This ultimately led to the formation of the CAIU About the Centre The Vision of the Centre is “To bring together educators, students and industry to discuss, create and promote the culture of integrity across school and university campuses in the UAE.” The centre’s logo is depicted as the ‘Tree of Hope’. The tree in the logo represents the stage we have reached in launching the centre. The CAIU constitutes 2 leading committees - the Founding Board Members (FBM) and the Student Board. The FBM consists of 7 teachers and researchers who are at the forefront of leading the centre to achieving its goals and objectives. The Student Board consists of students from the local schools and universities. They closely interact and work with the FBM to organize and conduct various events across schools and universities in the UAE. Student Board Students play an important role in helping build a culture of academic Integrity and are the primary initiators for any activity, campaign or dialogue. The Center for Academic Integrity seeks out passionate students with strong voices and minds willing to volunteer their efforts to further its initiatives. With that purpose in mind, CAIU sent out appeals to recruit students that fit this description. And so the Student Board was born.  The CAIU Student Board is a sub committee that directly works with the Founding Board Members. The members of the Student Board are students studying in various schools and universities. The board consists of 6 members actively participating, initiating many events and trying to reach out to a wider audience through various social media platforms. The main purpose of this board is to work as a united front of members that think in the Students’ perspective, run and support various campaigns in their respective institutions of CAIU events, and work on research. Some of the works in which the board was involved include Practitioner Series, Podcasts, Spring e-camp. Our future initiatives include Back-to-School e-camp, new episodes of podcasts and practitioner series, roadshows, poster competitions, academic writing, hands on research work, inter-school debate competition and much more. Current Initiatives Podcast. The Student Board was hoping to launch podcasts every month relating to academic integrity and the center’s several initiatives to further knowledge on this important topic. This was decided on in order to bring to awareness the issue of academic dishonesty through a platform that would be accessible to people from all over the world. So far there have been two podcasts launched. The first one an introduction to CAIU and its goals along with a brief description of the Student volunteers taking the initiative to be a part of the main Board and collaborating with the Founders of CAIU to incorporate academic integrity and honesty in schools and universities across the UAE. Our second podcast talks about a recent initiative: The 2021 Spring E-Camp conducted on the last three days of the month of March. This was deemed a huge success by both the hosts and the Camp participants. It was a Virtual Camp which consisted of several fun activities meant to educate students from different cities in the UAE about the importance of academic integrity and its enforcement. The podcast also includes the experience of two Camp participants and their feedback on it. Spring Camp. Towards the end of March, the Centre for Academic Integrity in the UAE, in collaboration with the University of Wollongong in Dubai, hosted a 3-day Ignite Integrity (I^2) Spring e-Camp, the first camp of its kind. The purpose of the spring e-camp was to enhance the student community worldwide to help develop a sense of integrity and increase awareness and interest towards academic integrity to assist school students in experiencing a smoother transition into higher education. Fifty-three students from around the world attended the camp. On the first day, the students were educated about the importance and impact of integrity on their academic careers. We held workshops on Citations and Referencing and training on Academic Integrity on the second day. On the final day, the students participated in a unique Ignite Integrity Competition where they applied the knowledge they acquired from the previous days. The campers all graduated to become Integrity Ambassadors and were presented with special e-Badges and Certificates . We received positive feedback from the students in the survey we conducted. Future Initiatives Inter School debates: schools in UAE compete, topic related to academic integrity Our first future initiative will be an event opened to schools around the UAE, as an opportunity for discussion of issues concerning academic honesty from both the educators and student’s sides. Although it will be primarily a competitive event, the main purpose of it is to encourage students to participate in an active conversation in teams, and compete based on each team’s argumentative skills, reasoning, and logic. There are also plans of an additional open discussion panel so that after the mai...
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74169
      Issue No: Vol. 4, No. 2 (2021)
       
  • Moving the Spotlight from Plagiarism to Academic Integrity in Paraphrasing
           Instruction

    • Authors: Silvia Luisa Rossi
      Pages: 42 - 42
      Abstract: For higher education students completing research-based assignments, paraphrasing is an essential skill. While instructors often expect students to be reasonably proficient in paraphrasing by the time they finish high school, the reality is that many students arrive at college or university never having experienced explicit instruction in paraphrasing. They have certainly used paraphrasing in their previous academic work, but their understanding of this critical skill rarely goes beyond the basic notion that paraphrasing means “saying it in your own words,” and many believe that synonym substitution is paraphrasing. Once students embark on their post-secondary journey, paraphrasing instruction is still rare, but the stakes are immediately higher. Through dire warnings on course outlines and in assignment instructions, students quickly learn to associate paraphrasing with plagiarism, and the resulting fear can prevent them from becoming excited about joining the academic conversation. In the paraphrasing workshops offered by university and college writing centres, practice opportunities may be limited to short, decontextualized transformation activities, which can inadvertently reinforce the common but misguided belief among students that effective source integration is a matter of skimming the first few pages of a source for a useful target sentence to slot into a pre-existing argument. This session will describe how writing specialists at one undergraduate university are shifting their approach to paraphrasing instruction. Practice activities that prioritize contextualization and writer agency are helping students discover the power of paraphrasing. By de-emphasizing plagiarism and instead focusing on the values of academic integrity, this new approach aims to help students view themselves as members of discourse communities - members who have a responsibility to deeply engage with and fairly represent one another’s work.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74170
      Issue No: Vol. 4, No. 2 (2021)
       
  • Practice makes perfect (or close enough): Teaching paraphrasing in an
           undergraduate lab

    • Authors: Tyler Donner
      Pages: 43 - 43
      Abstract: During my time as a lab coordinator for labs of five different undergraduate courses, I have tried many different strategies to reduce incidents of plagiarism in student work. Following a large number of cases (> 50) in the first semester of online lab instruction, I dedicated an entire week of lab activities to teaching and discussing plagiarism, paraphrasing, and citation. In three lab courses at different levels of the undergraduate program, I saw a major reduction in the number of cases of plagiarism detected. In this session, I will share the activity, facilitate discussion about activities that others have implemented in their courses, and discuss how to adapt this activity to other subject areas.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74172
      Issue No: Vol. 4, No. 2 (2021)
       
  • Student Voices in Academic Integrity

    • Authors: Erin Hagen, Charlotte Sander
      Pages: 44 - 44
      Abstract: In the Spring 2021 semester, Langara College held a student contest inspired by a project created by a Dalhousie instructor, asking students to create fun, creative memes discussing the importance of academic integrity. The contest ran for two weeks, after which finalists were shortlisted and posted to the Langara College Instagram for the winners to be voted on by the College community. Starting with an introduction to the Academic Integrity Campaign and its goals, the presenters would discuss the goals of the contest and the contest outcomes, including the community interaction with the social media posts. Lastly, they would expand on the future goals of the contests and the campaign itself.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74173
      Issue No: Vol. 4, No. 2 (2021)
       
  • Encouraging Academic Integrity Through a Preventative Framework

    • Authors: Jessica Kalra, Vicki Vogel
      Pages: 45 - 45
      Abstract: Through a collaboration between the Teaching and Curriculum Development Centre (TCDC), the Centre for Intercultural Engagement (CIE) and the Academic Integrity and Student Conduct Office, Langara has developed an open access toolkit for educators called “Encouraging Academic Integrity Through a Preventative Framework”. The impetus for developing a toolkit focused on encouraging academic integrity came from increasing requests for support in addressing the challenges of academic misconduct at our institution. This toolkit was developed to provide instructors with methods and examples of activities and assessments that can help students meet academic standards and expectations. This document is divided into four parts: we start with an exploration of the principles of academic integrity as defined by the International Centre for Academic Integrity, and then move on to examine the complexity in expression and perception of academic integrity using a model we call the complexity quadrant. With this model in mind, we discuss strategies for fostering integrity and preventing contraventions of academic integrity standards through the use of different assessment design practices.  We propose to present the sections of the toolkit, focusing on the complexity quadrant, using an interactive discussion approach. By the end of the presentation, participants will be able to:
      Use the complexity quadrant to reframe conversations around academic integrity
      Describe assessment design practices that encourage academic integrity The e-book is available for free through BC Campus Pressbooks Open Education Resources.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74174
      Issue No: Vol. 4, No. 2 (2021)
       
  • Perceptions and Experiences of Academic Integrity and Group Work in
           Post-Graduate Management Courses: Strategies and Risks

    • Authors: Mo Kader
      Pages: 46 - 46
      Abstract: Student perceptions of group assignments indicate that there are lower levels of plagiarism or contract cheating in these assessments given the collective nature of the work, while individual assignments, particularly reports, are perceived as easier to cheat in. This paper examines the perceptions and the experiences of post-graduate management students and teaching staff in the level, type and source of plagiarism as it relates to group versus individual assignments. It compares the views of the academic literature on plagiarism with the student’s own perceptions and with the tendency to cheat in different forms of group and individual assessment. It further presents strategies for the mitigation of academic plagiarism and evaluates the risks arising from over-dependence on group assessments in an attempt to minimise plagiarism. Practical implications as well as theoretical concepts are addressed that may help develop effective strategies to address academic plagiarism.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74175
      Issue No: Vol. 4, No. 2 (2021)
       
  • Strengthening a Culture of Academic Integrity across a Faculty of Health
           Sciences & Wellness in the Face of COVID-19

    • Authors: Jennie Miron, Tammy Cameron, Wendy Murphy, Sylwia Wojtalik, Leanna Tuba
      Pages: 47 - 47
      Abstract: The ongoing pandemic has presented unique challenges to our post-secondary learning communities, structures, pedagogies, and processes in Canada and around the world. An abrupt pivot to an all online learning environment created stressors that threatened the quality of educational offerings and the ability to cultivate and preserve cultures of academic integrity. The demands of the pandemic compelled members of the learning community to consider the many intersecting threats to teaching and learning efforts that went far beyond our abilities to incorporate technology across our educational settings. The psychosocial and emotional aspects of learning combined with the biological threat of COVID-19 created circumstances that jeopardized cultures of academic integrity and deeply affected all members of the learning community. In an effort to meet the many challenges associated with the dramatic and necessary changes to post-secondary education and continue to commit to the delivery of quality educational programming, the Faculty of Health Sciences & Wellness (FHSW) Academic Integrity Council at one college, stepped back to strategically plan efforts across the FHSW learning community, that would support academic integrity efforts during the continued pandemic. A framework developed by the co-chairs of the FHSW Academic Integrity Council served to ground the efforts of council members to create a plan to continue the building and strengthening of an academic integrity culture. This presentation will describe and discuss the framework, outline the strategic planning process adopted by the council, and outline plans for moving forward with future work across the FHSW in our efforts to strengthen academic integrity across our learning environments.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74176
      Issue No: Vol. 4, No. 2 (2021)
       
  • Using TurnItIn to Run Cheating-Resistant Take-Home Tests

    • Authors: Laurie Prange
      Pages: 48 - 48
      Abstract: Thanks to a lot of criticism, TurnItIn has changed a lot of its settings recently that comply with privacy legislation. In this session, a former academic librarian turned business professor will show and discuss why TurnItIn is a useful tool for avoiding plagiarism. By having the students generate their Similarity Reports themselves, and as many times as they want, faculty are providing a new opportunity to students to self-identify mistaken plagiarism. This proactive, student-driven focus is proving especially helpful for international students who are still new to the Western ideas of plagiarism, sharing credit, and copying works. Furthermore, students themselves are self-reporting to faculty that they feel less pressure to cheat because there is more opportunity for early feedback on their writing at times outside the regular Writing Centre and Library service hours. This presentation includes a copy of the assessment package for Business Case Analyses used by CapU faculty that incorporates the use of TurnItIn to maximize student success and minimize challenges with academic integrity.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74177
      Issue No: Vol. 4, No. 2 (2021)
       
  • An Aggie's Approach to Restorative Academic Integrity Practices

    • Authors: Kathleen Wilson
      Pages: 49 - 49
      Abstract: This presentation will focus on restorative practices employed at The School of Agriculture in Treaty 1 land (Winnipeg, MB) in an effort to work with students on repairing issues related to academic integrity and community within the school. We will explore intention as it relates to student success and prevention of recidivism, while focusing on rejecting traditional means of punitive action and the long-term effects of these practices on students. Attendees will gain insight on our practices, including procedures and outcomes, as well as a firsthand retelling of how these processes have improved and supported staff and student connections as well as outcomes for academic success. This presentation was previously presented at the Academic Integrity Inter-Institutional Meeting (AIIIM) 2021.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74178
      Issue No: Vol. 4, No. 2 (2021)
       
  • Coming Full Circle: What Happens When Your Class Turns into ‘Real
           Life’

    • Authors: Sheri Fabian, Zana Nicolaou
      Pages: 50 - 50
      Abstract: In this session, we will share some of the results of my experience with remote teaching and academic misconduct in my 200 seat, Introduction to Canadian Criminal Justice System class, which ran from May to Aug 2020 in the School of Criminology at Simon Fraser University. In June 2020, I learned quite by chance, that 41 of 200 students cheated on their midterm celebration of learning (ironically it was on the bonus question worth 1 of 90 marks - they looked up the due date of the quiz on academic integrity). After considerable thought, I decided to use course concepts and applied a restorative justice approach in my response and invited students to reach out and take responsibility. The student response was surprisingly encouraging, and I realized I needed to understand what happened more formally. Accordingly, we developed a study to examine student experiences with my response, how it affected their learning and understanding of course concepts and materials, and their feelings about academic integrity in online courses, especially during a global pandemic. My research assistant, Zana Nicolaou, and I will present findings from the 41 survey responses and 5 interviews that examined these questions. Then we will engage in conversation about how we can shift from conversations about academic misconduct to strategies that help us build a culture of academic integrity.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74179
      Issue No: Vol. 4, No. 2 (2021)
       
  • Restorative Practices as a Tool to Affect Peer Influence on Academic
           Integrity and Misconduct

    • Authors: Paul Sopcak, Alycia Stewart
      Pages: 51 - 51
      Abstract: Integrity is often related to acting ethically based on intrinsic motivation, rather than external controls. The disconcerting spike in misconduct cases in the pandemic-related, uninvigilated, remote learning environments has made it clear how far away from promoting integrity and its fundamental values (ICAI, 2021) over mere rule compliance we really are. Further, research routinely finds peer influence to be one of the most important factors affecting academic misconduct. Restorative Practices (RP), when applied not only in response to misconduct, but also as an educational and proactive community building tool, have been shown to be an effective way of preventing misconduct by fostering a sense of trust and community. They have further been found to empower marginalized individuals and communities, pursue and demonstrate fairness, as well as foster empathy, compassion, and accountability. Moreover, RP provide a process that enables student engagement and thus an opportunity to engage in peer-to-peer interaction on the topic of academic integrity and misconduct. In our presentation, we will provide a brief introduction to the principles of RP, followed by a discussion of their application to academic integrity and misconduct at MacEwan University, with a particular focus on student engagement and peer to peer interaction.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74180
      Issue No: Vol. 4, No. 2 (2021)
       
  • Developing a High Touch Model for Misconduct Processes

    • Authors: Suzie Lavallee, Atul Gadhia
      Pages: 52 - 52
      Abstract: Using principles of restorative justice and best practices, we developed a new administrative model for misconduct procedures, with some significant success in reducing recidivism and increasing awareness amongst faculty and students. Key aspects included low barriers for instructors to report issues and semi-scripted student interviews for each offense. Though this 'high touch' model may not be fully scalable to all academic units, the interviewing process was particularly effective at identifying issues with student well being and academic struggles, allowing us to put students in touch with additional resources. We were also able to identify issues with instructions to students on exams and mistakes by instructors, which we used to inform faculty and prevent possible future harm to students. For these reasons, we advocate for a high touch approach to misconduct at an early stage of reporting.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74181
      Issue No: Vol. 4, No. 2 (2021)
       
  • Academic Integrity and Mental Well-being: Exploring an Unexplored
           Relationship

    • Authors: Helen Pethrick, Sarah Elaine Eaton, Kristal Louise Turner
      Pages: 53 - 53
      Abstract: The rapid and accelerated shift to online learning during the COVID-19 pandemic has heightened parallel conversations about student well-being and academic integrity in higher education. On one hand, post-secondary students have been under increased pressure to succeed in stressful learning and societal environments. On the other hand, reports of student academic misconduct have increased throughout the COVID-19 pandemic. There is an urgent need to consider the intersecting relationship between mental well-being and academic integrity to foster supportive, learner-focused, and caring higher education environments. In this session, we will open a conversation about this widely unexplored relationship. We will present the findings of a rapid review wherein we investigated how the academic integrity literature had taken up mental well-being. We will address ways that student well-being should be considering in academic integrity research and practice, such as the need to care for student well-being during academic misconduct incidents. Participants will leave this session with lessons that will be applicable during the ongoing COVID-19 pandemic and beyond.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74182
      Issue No: Vol. 4, No. 2 (2021)
       
  • Resolving the Ambiguous Expectations of Academic Integrity

    • Authors: Susan Bens
      Pages: 54 - 54
      Abstract: Students encounter wide-ranging teaching and learning contexts and approaches in Canadian post secondary institutions. As a result, they receive and perceive mixed messages when it comes to academic integrity. The purpose of this session is to remind us, as educators/ scholars/researchers what it is like to be the “novice” in our disciplines and fields. The presenter calls for more explicit and contextual teaching of the norms and skills required for academic integrity. This will lead to discussion of (1) what should be done at the program level to explain and educate students on ethical academic and professional practices; and (2) the value and the limits of awareness campaigns and standardized syllabus statements. The session foreshadows a chapter in a forthcoming edited book about academic integrity in Canada and fits with “best practices and emerging ideas in academic integrity policy development.”
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74185
      Issue No: Vol. 4, No. 2 (2021)
       
  • Remediation: Understanding Academic Integrity

    • Authors: Anita Chaudhuri
      Pages: 55 - 55
      Abstract: Recent data on academic misconduct shared by some Canadian post-secondary institutions have reported that the numbers have doubled (CBC News, 2020; CTV News Regina, 2021) or increased significantly by up to 38% (UCalgary News, 2020). These instances establish academic integrity as a current and critically important topic for institutions as well as the scholarship of teaching and learning. Discussions in this ethical area of concern focus on ways to convince students “to behave as honest and responsible members of an academic community” (UBC, Academic Honesty and Standards) during an emergency situation (such as, the pandemic) and avoid disciplinary action. Researchers in academic integrity have noted that it is essential that students are given ample opportunities to understand the concept. In this presentation, we, two undergraduate students and an instructor: (i) share some of the ways in which teaching and learning practices changed in an online composition studies classroom; (ii) discuss how these changes addressed the expectations of academic integrity; and (iii) showcase an example from a university-wide contest on academic integrity as an opportunity to remediate personal understanding of the topic and contribute towards a community service initiative.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74186
      Issue No: Vol. 4, No. 2 (2021)
       
  • Managing Academic Integrity in Canadian Engineering Schools

    • Authors: David deMontigny
      Pages: 56 - 56
      Abstract: Within the literature a lot of research has been published on academic misconduct, including why students cheat, how they cheat, and what can be done to curb the behavior. Very little research had been done to determine how schools have addressed academic integrity from a management or administrative perspective.  This presentation highlights the work from a book chapter I submitted to a national project on academic integrity in Canadian post-secondary institutions. This work focused on how engineering schools and the professional engineering regulators were promoting academic integrity and dealing with academic misconduct.   A survey was provided to all 43 Canadian engineering schools and the 12 provincial and territorial engineering regulators.  The survey covered topics related to integrity, misconduct, professionalism, and administrative strategies and procedures.  These results have been put into context with existing literature and potential best practices. This presentation will be of interest to students, instructors and administrators from all faculties. Students will learn about academic integrity and misconduct from an administrator’s perspective. Instructors will lean how to improve academic integrity in their courses. Administrators will be exposed to broader policy and practice content.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74187
      Issue No: Vol. 4, No. 2 (2021)
       
  • A New Framework for Enhancing (Academic) Integrity

    • Authors: Paul MacLeod
      Pages: 57 - 57
      Abstract: Why is academic integrity so important' This might seem like a frivolous question, but it really is not. Academic integrity is crucial if we consider that one of the prime missions of higher education is to help form the intellectual and moral outlook of the future leaders of our society. By so doing, higher education can contribute to societies whose members abide by the rule of law and maintain, for the most part, adherence to a shared legal and moral code. Maintaining the ethical standards of the academy is also crucial to maintaining public trust in our educational institutions but this imperative pales in importance to education’s role in helping to form ethical citizens. Without a shared ethical base, societies can easily slide into rampant corruption and chaos. While there has been significant work done on theoretical frameworks for promoting ethics in higher education, the vast majority of research on academic integrity actually focuses on student motivation to commit academic misconduct and how instructors and institutions can control, or limit this behavior. Current research indicates that this focus on student behavior has not worked. This presentation will present a framework for operationalizing integrity for life on a systems level with research-based guidelines for enhancing individual, institutional, education system and, ultimately, societal integrity while contributing to the development of a more holistic view of academic ethics that will be applicable to the Canadian context and beyond. Participants will take away insights to creating a roadmap to academic integrity in their own institutions and communities.
      Keywords: Academic integrity; ethics, framework, academic dishonesty, Canada
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74188
      Issue No: Vol. 4, No. 2 (2021)
       
  • Gamification of Academic Integrity: Reviewing an Evaluation Tool

    • Authors: Zeenath Reza Khan, Shivadas Sivasubramaniam, Sandra F. Gomes, Sonja Bjelobaba, Salim Razi, Lorna Waddington, Laura Ribeiro
      Pages: 58 - 61
      Abstract: Gamification and game-based learning have been around since 2008 and have become more important by the 2015s. Academics and educators, whether in the educational sector or professional development in the corporate world, recognise the many benefits of either using game-based learning or gamifying learning modules because they bring about greater engagement from participants, allow for knowledge retention and skills acquisition through practice immersion and so on. The European Network for Academic Integrity formed a working group in 2019 to look at the gamification of “academic integrity” and to support the greater community in this matter. Consisting of multidisciplinary, multinational members, the group actively works towards knowledge building, capacity building and ultimately proposing a multitude of resources that can help educators everywhere in training and raising awareness on academic integrity by means of gamification. In its first year of formation, the group looked at preliminary stages of developing a gamified module on academic misconduct, particularly contract cheating, having developed a database of possible scenarios from experiences shared by members and during a workshop run at a conference. The group also published a paper on the steps to follow up to the design stage of developing such modules (Khan et al., 2021). The group is now actively working towards identifying and reviewing existing games and/or gamified modules that are currently being used globally towards teaching, training or raising awareness on academic integrity, integrity values, ethics, morals, and professional codes of conduct. In doing so, the group has identified many rubrics to be used to review games and gamified modules. The initial list of 18 items were proposed based on literature review (All et al., 2014; Stewart, 2015; “Brainpop Educators”, 2015; “California State University”, 2007; Gilliver-Brown & Ballinger; 2017; “Union-Endicott Central School District”, 2021) which followed a period of pilot testing of the identified rubric items by the group members. A virtual meeting among the members then led to revising, rewording, removing, and adding items based on the experience of using the 18 items previously identified. This contributed to the establishment of content validity of the rubric and resulted in a total of 21 items being identified by the group for further testing (see Table 1 below). Table 1 - Proposed and Intended items making up a rubric to review and assess effectiveness of a game or gamified learning module Item # Proposed Item Intended questions 1 Relevance to academic integrity Is there relevance to academic integrity 2 Problem solving characteristics/ higher level learning skills Does the game incorporate problem-solving characteristics/ higher level learning skills 3 Integrated content to game play Removed as this would only be appropriate at a later stage of development 4 Knowledge content Does the game prompt player to think critically about AI 5 Relation of game content and control to student knowledge and ability Is game applicable universally (target group) 6 Usability (user friendliness of instructions) Are game instructions user friendly 7 Usability (user friendliness of interface) Is the interface user friendly 8 Design and artwork (creativity) Is the design and artwork attractive 9 Interactivity of user/ Immersion Did you enjoy the game 10 Embedded assessment Does the game have assessments to test content knowledge 11 Audio Audio quality 12 Narrative and Theme Effectiveness of story telling 13 Pedagogical Value (goals) Are the goals of the game clear 14 Browser/device compatible Browser/device compatibility 15 Available languages Is game available in multiple languages 16 Supporting material Quality of supporting material 17 Diversity Is game applicable universally (inter-culture) 18 Feedback Is feedback on player performance suitable 19 *Possible assessments Should the game rank players performance 20 *Scenarios for assessments Should player ranking be time-based 21 *Interdisciplinary applicability Is game applicable universall...
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74207
      Issue No: Vol. 4, No. 2 (2021)
       
  • Capturing Academic Integrity at the University of Lethbridge

    • Authors: Stephanie Varsanyi
      Pages: 62 - 63
      Abstract: Our research team in conjunction with the Teaching Centre investigated academic integrity on campus in order to better understand academic dishonesty within our institution. Before the SARS-CoV-2 pandemic, we surveyed the perceptions of, and engagements with, academic dishonesty on campus. We surveyed both student (n=1,142) and faculty (n=130) populations in order to get a broad sense of academic dishonesty at our university. These samples represented 13% of the student population at the time, and 22% of the faculty population. Overall, we found that the majority of students and faculty surveyed believed academic integrity was important, and that unlike many universities across Canada, the University of Lethbridge had low rates of academic dishonesty, though the possible reason for these low rates was unclear. Like many universities around the world, the University of Lethbridge transitioned to a remote teaching model in the spring semester of 2020 in response to the SARS-CoV-2 pandemic. Quickly, faculty and students became concerned with how assessments that were usually proctored in-person would translate to an online learning space. After a year of remote-delivery instruction, we again surveyed students (n=1,134; 13.9% of the student population) and faculty (n=94; 15% of the faculty population) in the spring of 2021, both to further explore why we experienced relatively low rates of academic dishonesty, but also to understand how remote teaching may have impacted perceptions of and engagements with academic dishonesty at our university. We found that despite the majority of student participants reporting that they felt the opportunity to engage in academic dishonesty had increased since the university transitioned to remote learning, they again reported that they engaged in low rates of academic dishonesty were still low compared to other Canadian institutions. Furthermore, faculty participants said they had reported incidents of academic dishonesty less often during this period. If selected, we plan to present the results of our surveys and highlight key differences that emerged, exploring that our low rates may be due to the academic culture of our institution. We also plan to comment on how the transition to online learning effected the perception of academic integrity at our university in comparison to pre-pandemic times. Additionally, we will present qualitative data from open-ended survey responses to illustrate the concerns of our students and faculty members about academic integrity throughout the transition to online learning.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74220
      Issue No: Vol. 4, No. 2 (2021)
       
  • Corporate plagiarism during remote work – a concern'

    • Authors: Zeenath Reza Khan, Atharv Arvikar, Swathi Venugopal, Priyanka Hemnani
      Pages: 64 - 65
      Abstract: Plagiarism is a type of academic misconduct that has plagued the education sector for years. It may be one of the most common forms of academic misconducts that is identified in schools (K-12) and higher education sector. Plagiarism is when someone uses someone else’ intellectual property and passes it off as own work without any acknowledgement or attribution.
      While the topic is well documented and discussed in the academic world, very little is known about how it plays out in the corporate world (Reyman, 2008), except that some studies have shown that students who have a tendency to engage in academic misconduct in academia also demonstrate propensity for unethical practices in the workplace (Khan, al-Qaimari & Samuel, 2007; Daniel et al., 2009).
      Preliminary discussions during a virtual summit in a Middle Eastern country involving participants from corporate sectors across the region revealed concerns over employees copying and pasting text, code, images and other property when working on company reports or developing digital products. Particular concern arose over “outsourcing” of certain business functions such as “marketing” and “digital content creation”. Some participants shared how they were pressured to create content for clients within unrealistic timeframes and expected to either copy from the web or simply reuse content previous created for other clients. Concerns were focused on corporate sector, but also included administrative staff at educational institutions such as faculty coordinators, marketing and digital content staff, library and registrars’ staff, student services staff, and so on.
      Majority of concerns discussed revolved around lack of prior knowledge of concepts such as plagiarism among employees during their education career, or copyright and intellectual property infringements; while for educational institutions, the concern was over lack of focus on need to raise awareness among non-faculty staff, beyond courses and subject content.
      This presentation proposes to look at plagiarism that takes place in the corporate world and how that has become a new concern in the era of remote work due to the COVID19 pandemic, irrespective of the sector the company is in and how academic world can support corporate sector and better prepare future professionals.  
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74221
      Issue No: Vol. 4, No. 2 (2021)
       
  • Clues to Fostering a Program Culture of Academic Integrity: Findings from
           a Multidimensional Model

    • Authors: Kelley Packalen, Kate Rowbotham
      Pages: 66 - 66
      Abstract: Drawing on the responses from a survey of 852 undergraduates in a business program in Canada we identified situational, personality and contextual variables correlated with business students’ self-reported rates of academic integrity violations. The most influential predictors of increasing rates were: greater estimates of peers’ violations, increasingly negative perceptions of the program’s academic integrity culture, and rating questionable academic behaviours less seriously. Individual priorities, personal characteristics and social support were less influential. We then analyzed our quantitative results in light of our deep understanding of the broader context in which the students were located to derive richer insights from the interplay of our independent variables. Importantly, our results indicated that program-led proactive messaging designed to foster a culture of academic integrity could effectively buffer tendencies towards academic dishonesty. Absent ongoing messaging, however, increasing academic pressures may have eroded those initial benefits. Moreover, we identified how repercussions of major academic integrity breaches could be long lasting suggesting an even greater need for fostering academic integrity culture a priori. Based on our results we recommended a public health practice of identifying positive deviants – individuals who thrive in hostile environments – and then, in an effort to change a peer support system that fostered increasing rates of violations into one that does the opposite, engaging with those individuals to understand why and how they resisted the status quo.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74222
      Issue No: Vol. 4, No. 2 (2021)
       
  • Best practices to Teach How to Write Creative Papers with Integrity

    • Authors: Martine Peters
      Pages: 67 - 67
      Abstract: With the abundance of information on the web, university students have difficulties distancing themselves from what they read to produce their own position when writing assignments. Are students taught to write creatively and with integrity while undergraduates at university' This is the research question addressed in this paper. Over three hundred Quebec professors and sessionals were asked what are the best practices they use when teaching their students to produce well written and creative assignments. Results show a wide variety of practices, from teaching informational literacy to giving students very specific guidelines and instructions. Unfortunately, there are still a good number of professors who believe that teaching how to write with integrity is not their responsibility
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74223
      Issue No: Vol. 4, No. 2 (2021)
       
  • A Framework Proposal for Detecting and Preventing Academic Misconduct in
           Japanese Language as L2

    • Authors: Tolga Ozsen, Senem Cente-Akkan
      Pages: 68 - 69
      Abstract: Japanese is a language in which its sociocultural background affects strongly the acquisition and output processes for the L2 learners. The acquisition process has more layers not only because it has 4 unique ideogram-based writing system (Hiragana, Katakana, Kanji and Romaji), but also has differences in writing procedures (e.g., orthographic rules, punctuation marks, etc.). The interaction in daily life with Japanese language and culture is extremely limited, particularly for the Japanese L2 learners who are outside of the Kanji cultural zone. Those kinds of factors make the academic misconduct issues in Japanese language learning/writing process more complicated.    On the other side, academic misconduct issues (detection techniques, tools, prevention methods, etc.) in the Japanese language are mostly considered within the framework based on Western languages. However, as it is mentioned earlier, Japanese language has fundamental differences in linguistic, communicative, cultural, historical aspects. In a language where there is no double quotation mark as it is in Western languages, even punctuation marks are unique, and 4 different writing systems are used together, academic misconduct issues can be partially detected and prevented with a framework based on Western languages. Therefore, it is necessary to establish a framework for specific foreign languages as Japanese to detect and prevent from academic misconduct. This paper aims to offer a research framework to be made later about academic misconduct that targets Japanese L2 learners and receive feedback about the experiences in different disciplines and languages to develop the research framework and tools. As we will only present the framework of the survey, this presentation will not promise concrete research findings. The survey we are planning to conduct will be composed of three sections. First section will aim to reveal the cognitive/notional knowledge of Japanese L2 learners on academic misconduct such as plagiarism, cheating. Second section will try to find out what motivations led Japanese L2 learners to academic misconduct. In the third section, Japanese L2 learners' procedural knowledge on academic misconduct will be evaluated by giving learners various Japanese texts.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74224
      Issue No: Vol. 4, No. 2 (2021)
       
  • Shifting the Stories around Academic Integrity: How Critically Reflective
           Educators Create Empowered Student Learning

    • Authors: Lauren Barr
      Pages: 70 - 70
      Abstract: Research shows that the underlying attitudes of educators not only influence instruction but also impact student outcomes themselves.  As we begin to reflect on what the past year has taught us, we want to consider how we as educators can challenge our own attitudes around academic misconduct and empower our students to take ownership of their education. In this session, we will look at the ways in which your inherent biases about student integrity could be surfacing in your online and onboard classroom. We will consider practical shifts in the way you teach and provide feedback in order to influence student outcomes in meaningful ways. You will leave this session with applied evidence-based ideas for improved learning design by incorporating some of Turnitin’s new capabilities into the assessment workflow.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74225
      Issue No: Vol. 4, No. 2 (2021)
       
  • The Ten Percent Solution

    • Authors: Bronwen Wheatley
      Pages: 71 - 71
      Abstract: The Fall 2020 semester for the University of Calgary's general chemistry course CHEM 201 was completely different from the previous year's Fall semester:  student enrolment had increased, the number of lecture sections offered had decreased, and the course's lectures, labs, and tutorials were all held online.  Planning for CHEM 201 during the summer of 2020 was therefore a completely new experience and the main concerns were the feasibility and accessibility of coursework, and the ever-present concern that the new online format would allow or even encourage students to engage in academic misconduct.  Reflections about preparing for and offering an introductory science course (CHEM 201) to 800 students in an online setting will be presented and the efforts to make academic integrity part of the course design will also be discussed.  In particular, a 10% final exam had an unexpected effect on the structure, management, and delivery of the course.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74226
      Issue No: Vol. 4, No. 2 (2021)
       
  • Scaffolding the Learning Opportunities: Academic Integrity at Douglas
           College

    • Authors: Holly Salmon, Janette Tilley
      Pages: 72 - 73
      Abstract: Douglas College has recently developed a wrap-around (multi-touchpoint) model of student education for academic integrity at the college.  This presentation will share the preliminary work being done, both college-wide and discipline-specific, including a recent policy language update to encourage faculty to consider whether an academic integrity issue might be regarded as a learning opportunity, rather than a violation. It will also provide a snapshot of preliminary data collected about students being reported in one of the divisions at Douglas. The key educational points for students include opportunities for learning, both mandatory and optional:
      academic integrity workshop at orientation
      completion of an academic integrity module on blackboard for all new students
      new tailored learning modules for Arts and Business programs
      resources and in-class instruction from the library
      tutoring sessions from the Learning Centre with peer tutors
      a new student-facing website (FAQ) The first contacts for learning are within the students first few weeks and organized by the college, program or instructor, while the Learning Centre sessions are directly booked by students by selecting from three academic integrity topics: Understanding and Awareness, Using Sources in Your Writing, Style and Formatting Guidelines. In these appointments, students build on previous understanding of academic integrity, learn about resources available, and develop plans to continue their learning. Writing appointments also aid students to focus on developing paraphrasing skills and ability to use sources as evidence in writing assignments, how to find the formatting and style rules needed for assignments, as well as what aspects of the style and formatting are important in most college assignments. We’ll also outline possible next steps at Douglas, including understanding learning effectiveness and increased collaboration between Faculties.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74227
      Issue No: Vol. 4, No. 2 (2021)
       
  • Deterring Cheating Using a Complex Assessment Design

    • Authors: Sonja Bjelobaba
      Pages: 74 - 74
      Abstract: Attempts to translate written examination normally done in a lecture hall to an online environment during an emergency remote learning caused by Covid-19 have not been proved successful, but led to a sharp increase of cases of suspected misconduct. This presentation is based on the paper (Bjelobaba, 2021) that discusses the relationship between assessments design and academic integrity: is it possible to deter students from cheating – including contract cheating – by assessment design' Previous research does promote certain assessment types, but also points that there is no single assessment type that students think is impossible to cheat on. The solution proposed in this paper, therefore, is to add complexity to the mixture. An alternative complex assessment design in several steps is introduced and exemplified by an assessment type piloted in a grammar course for preservice language teachers in Mother Tongue Tuition. The assessment design promotes academic integrity, signature pedagogy, student-centred learning, and collaboration within a Community of practice in an online setting.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74228
      Issue No: Vol. 4, No. 2 (2021)
       
  • Virtual Classes in a Non-native Language during the Year of the Pandemic:
           Confidence and Critical Thinking as Basis of Academic Integrity

    • Authors: Alexandra Jeikner
      Pages: 75 - 76
      Abstract: Introduction. This presentation will focus on teaching academic writing and research at the American College of Greece, using English as the language of instruction, to students whose native language is in the majority not English on challenges, during the time of the pandemic. The proposition is made that the move from physical classes to virtual ones might have enhanced challenges but also helped identify useful techniques that can inspire students to become more involved in their studies as well as to perceive academic integrity as valuable. For sure, for students, attendance at an institution that promises a degree in a non-native language grants a competitive edge in the job market as it stands for linguistic competence in addition to subject expertise – but it is exactly that which also places students under increased stress. This stress is particularly exacerbated when secondary education tends to promote rote learning and discourage critical thinking. High school students that enroll at a university with such a learning base often feel overwhelmed, even threatened, when asked to engage with complex concepts and express critical ideas; even more so to understand and express these ideas in a foreign language. Some students experience frustration which in turn leads them to give up – while some others, as a last resort, turn to a ghost writer for help so as not to fail. In the physical classroom, with students producing in-class work, a professor has the advantage of being familiar with a student’s language competencies and thus being able to identify uncharacteristic work, but now, in the virtual classroom, certainty of originality is more difficult. The presentation will describe a number of techniques that proved useful during this last year when all classes were virtual. As such, it can be considered a collection of observations transformed into a case study. Overall, what was observed was that while existing and well-known techniques to curb and identify breaches of academic integrity such as plagiarism continued to work, with more or less the same success as in the physical classroom, new techniques were needed to inspire critical engagement, participation and pride in own work, thereby steering students away from academic dishonesty in the form of contract cheating. Objective. This presentation aims to share these insights with others in the academic field and to encourage dialogue so to allow for the emergence of best practice strategies. It would be particularly of interest to hear from other instructors who teach in settings where the language of instruction is not the students’ native language, as to how students are encouraged to engage, participate and also to display academic honesty.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74229
      Issue No: Vol. 4, No. 2 (2021)
       
  • Applied Authentic Assessment in Engineering Technology Courses for
           Academic Integrity

    • Authors: Carina Butterworth
      Pages: 77 - 77
      Abstract: Teamwork and individual work within the classroom and in the online environment have seen a shift in how students engage in course materials and in how the material has been delivered to the students.  Individualizing projects has become a way to both engage the student and to harness their strengths which results in improved adherence to academic integrity policies.  This presentation will discuss my experience in developing, implementing and creating authentic assessments in my classroom to promote healthy academic integrity activities in the engineering technology discipline; and ending with my reflections and recommendations of the process.  The take home objective for attendees is to adapt new ideas for authentic assessment and develop a process for implementing these assessments within their own classrooms.  It may also appeal to policy creators to see the different ways instructors are adapting their materials for education and engagement, rather than punitive actions.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74230
      Issue No: Vol. 4, No. 2 (2021)
       
  • Integrating Academic Integrity into Future Professions

    • Authors: Mary Spencer
      Pages: 78 - 78
      Abstract: In this presentation you will see an example of how to introduce and reinforce academic integrity to students through integrating it into the expectations for their future profession. This presentation will focus on engineering, but the strategy can be applied more broadly. This integration allows students to understand the value and importance of academic integrity and integrity in general in their future.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74231
      Issue No: Vol. 4, No. 2 (2021)
       
  • Teaching with Integrity in Mind

    • Authors: Kathleen Burke
      Pages: 79 - 79
      Abstract: An unanticipated move to remote teaching and learning in post-secondary institutions in March 2020 in response to the pandemic, left many of us scrambling to adapt our course content, teaching practices, and assessments to the online environment. On top of this, we, as educators, began to grapple with questions and realities regarding how the online landscape presented new challenges and opportunities related to academic integrity. Whatever academic integrity vulnerabilities and concerns that existed in our face-to-face offerings amplified when we went remote leaving many of us to implement makeshift adjustments to our courses and assessments to ‘close the holes.’ Academic integrity, however, should be built into curriculum development and teaching pedagogy rather than a situational response. Such an approach ensures that all aspects of instruction and assessment arc toward supporting student learning and promoting instructor and student fairness, honesty, trust, and responsibility (ICAI, 2021). This session outlines how an instance of student misconduct early in my academic career resulted in a journey to learn more about why students engage in dishonesty, strategies to better support student learning, and practices to cultivate an educational experience that seeks to model the values of academic integrity.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74232
      Issue No: Vol. 4, No. 2 (2021)
       
  • Contract Cheating in Canada: How it Started and How it’s Going

    • Authors: Sarah Elaine Eaton
      Pages: 80 - 80
      Abstract: Join us for an in-depth account of the history and development of contract cheating in Canada over the past 50+ years. Learn about the one and only (failed) attempt at legislation to make ghostwritten essays and exams illegal in Canada. Get the details on a criminal case in the 1980s, noted as being the first of its kind in Canada, and possibly the Commonwealth, that made history when an essay mill owner and his wife were charged with fraud and conspiracy. The case was dismissed by the judge, leaving the contract cheating industry to flourish in Canada, which it has done with a vengeance. Then learn about an exposé in a major US magazine in the 1990s that presented in-details about the experiences of writers who supplied services to the contact cheating industry. Now that we are in the 21st century,  find out what’s being done across the country today to take action against contract cheating. I will share previously undiscovered evidence and insights that shows how the contract cheating industry has been proliferating in Canada for at least half a century. Even if you thought you knew about contract cheating in Canada, you’ll almost certainly learn something new in this session. The content of this session is drawn from Eaton’s book chapter on contract cheating in the forthcoming edited volume, Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes) that involved over a thousand hours of historical research and digging into archival material to uncover that the contract cheating industry in Canada has been operating successfully for longer than most of us ever realized. I conclude with strong calls to action for educators, advocates, and policy makers.
      PubDate: 2021-12-30
      DOI: 10.11575/cpai.v4i2.74233
      Issue No: Vol. 4, No. 2 (2021)
       
 
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