The field of academic integrity in higher education has made significant gains in exploring the proliferation of integrity issues, the frequency of student misconduct behaviours, and in identifying strategies for embedding academic integrity education more broadly into the curriculum. Regardless of calls for institution-wide approaches which focus on preventing academic misconduct, those of us engaged in the field can attest that there will always be a need to address academic misconduct behaviours and support the development of those students who engage in them. As student affairs practitioners in a Canadian post-secondary institution, we present our approach to creating meaningful teaching and learning experiences that enable students with misconduct violations to critically explore potential misconduct situations and practice the skills needed to make alternative decisions. Utilising existing work that frames academic integrity as ‘standards of practice’, this chapter demonstrates our application of key themes from the academic integrity literature within our teaching and learning practice. Recognizing that mandated academic integrity education can be a challenging learning experience, we discuss our approach to engaging these students in analyzing the common situational factors that post-secondary students face that pose potential academic integrity conflicts and the way ethical decision-making frameworks can support their ability to navigate academic integrity concerns in the future. We conclude the chapter with our key learnings and recommendations for implementing an engaging experience with students who are mandated to attend instruction following an academic integrity violation.
Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.
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