Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

Abstract

This chapter shares findings of and recommendations from a three-year initiative at the University of British Columbia to develop and assess enhanced and explicit instruction in academic integrity in first-year writing courses, an enterprise that now involves 42 faculty members teaching up to 5000 students each year. This project began from the appreciation that, as an institution, we needed to close the gap between our expectations of academic integrity and students’ understanding of those expectations, and to make explicit what is often treated as assumed understanding. This approach was intended to help students develop more robust knowledge and appreciation for academic integrity as a core element of the academic community to which they now belong. Drawing on the qualitative and quantitative data we gathered from students and faculty, including surveys, focus groups, misconduct reports, and interviews, I illustrate how what I call “pedagogies of integrity” have led to improved uptake by students (and instructors) of academic integrity as both theory and practice, resulting in a change in the number as well as type of academic misconduct cases, and have led to significant insights about the place of academic integrity in larger conversations about student belonging, wellness, and access. I share not only how the instructors in this project changed the conversation in their own courses, but also how these discussions are resonating across disciplines and faculties of our campus and beyond. Finally, I outline recommendations for next steps in policy and practice that these findings suggest.

Conclusions and Future Directions for Academic Integrity in Canada

“…In this volume, contributors share empirical findings (see deMontigny, 2022; Garwood, 2022;Hamilton & Wolsky, 2022;McNeill, 2022;Packalen & Rowbotham, 2022;Peters et al, 2022;Rossi, 2022), as well as conceptual and other forms of scholarly expertise and insights (see Christensen Hughes & Eaton, 2022a, b;Crossman, 2022;Eaton & Christensen Hughes, 2022;Foxe et al, 2022;Hunter & Kier, 2022, Miron, 2022Teymouri et al, 2022, Watson Hamilton, 2022 and perspectives from leadership and professional practice (see Kenny & Eaton, 2022;Morrison & Zachariah, 2022;Morrow, 2022;Penaluna & Ross, 2022;Thacker & McKenzie, 2022). Of particular note are the chapters that broaden understanding of academic integrity beyond the questionable behaviours of students, to include that of faculty, administrators and the history and cultures of institutions of higher learning, as well as those that extend the dialogue around the Scholarship of Teaching and Learning (SoTL) (see Bens, 2022;Kenny & Eaton, 2022;Hamilton & Wolsky, 2022), signalling that academic integrity inquiry can fit within SoTL when the focus is on learning and teaching.…”

Canadian Open Digital Distance Education Universities and Academic Integrity

“…Since instructors have different views regarding what should be reported as academic misconduct, reporting procedures and the amount of individual instructor discretion must be made clear (Morris & Carroll, 2016;McNeill, 2022). This helps to eliminate inconsistent reporting of violations of the policy that confuse students.…”

The case for flexibility in online science courses: Strategies and caveats

“…[8][9][10] This latter trend has been partially attributed to increased student stress levels, which suggests that course flexibility may play an important role in supporting student wellness and academic integrity. 11,12 Course flexibility can help to maintain student motivation and increase equitable access to education. For instance, the UDL framework identifies the importance of providing students with choice in assessment structure or topics to reflect their own interest, maintain engagement, and increase self-motivation.…”

“…The difficulty in developing these skills may, in part, contribute to the high incompletion and dropout rate in online courses, as well as the increased prevalence of academic dishonesty cases seen in many institutions during the COVID‐19 pandemic 8–10 . This latter trend has been partially attributed to increased student stress levels, which suggests that course flexibility may play an important role in supporting student wellness and academic integrity 11,12 …”

“…Changes would include smaller classes, lower course loads, increased TA support, and additional funding for educational developers. McNeill 12 demonstrated that modest financial investment provided by the institution, especially if in‐kind, has the capacity to support impactful pedagogical projects.…”