Abstract
At last, here is a complete volume that aims to promote a series of positive and educationally sound approaches to academic integrity that are, to my mind, long overdue. The book is, as the editors point out, the product of the Future Professoriate Program (FPP) of the Syracuse University Graduate School. Its aim is to inspire readers to “feel affirmed as educatorsâ€:
 
 It is good to remember that in many ways, promoting academic integrity is not something new we have to conform to; it is something that happens naturally whenever we are active learners and thoughtful educators. (p. 2)
 
 In questioning some of the familiar assumptions about academic integrity which pose barriers to active learning and thoughtful pedagogy, this volume represents a welcome leap forward to wrench the primary focus away from policing and punishment and directing it towards sound teaching practice.
 
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Highlights
In questioning some of the familiar assumptions about academic integrity which pose barriers to active learning and thoughtful pedagogy, this volume represents a welcome leap forward to wrench the primary focus away from policing and punishment and directing it towards sound teaching practice
David Horacek’s chapter on intellectual autonomy sets the tone for the book. This is the chapter that most clearly departs from the trend of conflating cheating with plagiarism and breaches of academic integrity
It begins by disentangling the notion of “honour codes” from the “codes of academic integrity”
Summary
In questioning some of the familiar assumptions about academic integrity which pose barriers to active learning and thoughtful pedagogy, this volume represents a welcome leap forward to wrench the primary focus away from policing and punishment and directing it towards sound teaching practice. This is the chapter that most clearly departs from the trend of conflating cheating with plagiarism and breaches of academic integrity.
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