Abstract
AbstractThe 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.
Highlights
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
This has led for calls to move away from the punitive approaches that ensue from ethical-legal institutional discourses to a situating of academic integrity as a teaching and learning issue within the academy (Bertram Gallant, 2008; East & Donnelly, 2012)
This chapter focuses on our approach to delivering academic integrity education to those who have recently been found responsible for an academic misconduct and, have been mandated to attend an academic integrity workshop
Summary
Scholars argue that presenting academic misconduct as a student’s moral failing or refusal to comply to rules situates the problem solely with the student (Bertram Gallant, 2008) and oversimplifies the nuances within academic integrity constructs such as plagiarism and collusion, for which studies have demonstrated that even faculty are challenged to arrive at unified definitions (Barrett & Cox, 2005). This has led for calls to move away from the punitive approaches that ensue from ethical-legal institutional discourses to a situating of academic integrity as a teaching and learning issue within the academy (Bertram Gallant, 2008; East & Donnelly, 2012). The academic integrity workshops are open to all students, attendees are almost exclusively students who have been found responsible for academic integrity violations and have been mandated to attend by their faculty as part of sanctioning
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