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New Module on GenAI added to Academic Integrity Tutorial
The Academic Integrity Tutorial has a new addition entitled Understanding Generative AI which focusses on the ethical and responsible use of generative artificial intelligence (GenAI) in university. ChatGPT is one tool among thousands that fall under the GenAI category. This means there are now 4 modules that each take about 45 minutes to complete (a total of about 3 hours for most students). Module 1 – Understanding Academic Integrity Module 2 – Understanding Generative AI Module 3 – Developing Skills that Prevent Academic Misconduct Module 4 – Understanding Your Rights and Responsibilities The open version of the tutorial as always, is available on the Library’s website. Each end-of-module quiz…
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Using Case Studies to Teach about Academic Integrity
It is a common and effective practice to contexualize academic integrity for students using clear and relevant cases that bring home the relevance and applicability of these principles in and beyond the classroom. Cases from Current Events and/or Professional Practice Make the connections of the case to learning and assessment explicit, otherwise students may not see how the same principles and concerns apply to their own conduct as students. Some guiding questions for selecting or developing a good case: What forms of academic and professional misconduct happen in your field? What would happen as a result? What are some reasons this occurs? What are the ways professionals overcome these issues?…
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13 tips for talking to students about academic integrity
Do you wonder how best to speak with students about academic integrity?Here is a great resource from Kwantlen Polytechnic University, developed by Dr. Kristie Durkewich (thanks again for creating this, Kristie, and for the CC-BY license). Watch this eight minute video for 13 tips of “pure academic integrity gold”, as one of our USask Educational Development Specialists put it. Kristie makes a particular point about the ways we “signal” to students our commitment to fostering and developing students’ academic integrity. This is an overview of Kristie’s 13 tips, with some USask resources added. Have a dialogue about the importance of academic integrity and review the policy. (here is the USask…
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Academic Integrity ‘Talking Points’ for Instructors
In addition to pointing students to the USask academic misconduct policy (a minimum requirement as part of your syllabus), it’s important to talk about academic integrity and academic misconduct with students. Students need to know that: You know about academic misconduct and the temptations students face; You respond to the suspected academic misconduct; You prevent academic misconduct in multiple ways; and You care about students’ learning and a fair environment for assessment. Core ideas What you can say to your students I know sites that facilitate or deliver academic misconduct exist unpermitted collaboration occurs I am aware of sites that make it possible for students to cheat on…
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It Helps To Be Transparent About Academic Integrity
You and your students will be out there wondering how fair final assessments can be when everyone is unsupervised. Thankfully, there are some students, that no matter what, will follow the rules and maintain their academic integrity. A small number, will seek to cheat no matter what we do. The group to focus on right now is that large majority that wants the rules to be clear, to be enforced, and for there to be a level playing field for all. The majority of students want to be honest, but at the same time, they do not want to feel at a disadvantage if they are. When students see their…
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Academic Integrity and Remote Teaching
The commitment of the University of Saskatchewan to academic integrity and fair assessment remains in place during this time of remote and online learning. As instructors, here are key points for academic integrity: You should explain your rules again, or any shift in your rules, for assessments. Clear understanding by students improves students’ academic integrity. You should explain the reason for the rules and how the rules improve learning and/or make the assessment more fair. Transparency about purpose and decisions improves students’ academic integrity. You should avoid statements focused exclusively on penalties – these are ineffective at deterring dishonesty. Instead, commit to following up on academic misconduct concerns as…
- Academic Integrity, Assessment and Evaluation, Instructional / Course Design, Instructional Strategies
Promoting Academic Integrity: Some design questions for instructors
[social_share/] [social-bio] Here are some propositions about students’ academic integrity that I’ve been working with: Students are more likely to do their work honestly when they see the personal value in what is to be learned. Students are more likely to do their work honestly when they believe the assessment produces actual evidence of what they have learned. Students are more likely to do their work honestly when they’ve had the chance for practice and feedback. Students are more likely to do their work honestly when they know the rules and expect them to be enforced. Designing assessments for academic integrity is much more than tight invigilation processes and tools…
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Academic Integrity and the Roles Students Play: The Student as Moral Agent
[social-bio] This is the final post in a series of four about metaphors revealed in students’ discussions of academic honesty and dishonesty. The four metaphors presented in this series do not represent mutually exclusive understandings and can overlap in their meanings. Not all students in my study expressed the same meanings or, if they did, did not express them in the same way. As McMillan and Cheney (1996) acknowledged, it can seem drastic to ascribe such power to metaphors but we rely so heavily on them that we often overlook their “powerful and practical role in our discourse” and that there is a “tendency to become what we say we…
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Academic Integrity and the Roles Students Play: The Student as Trainee
[social-bio] This is the third in a series of four posts about the ways students positioned themselves when discussing matters of academic honesty and dishonesty in my doctoral study. The metaphor of trainee described below, could also be conceived as the student as investor in or consumer of higher education. The overarching idea I gleaned is the student viewpoint that the desired outcome of a university education is gainful employment, where coursework is merely a means to that end, education an investment in the future, and enrolment in university a contractual relationship with an educational service provider. The Student as Trainee “This class that I’m taking is not relevant to…
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Academic Integrity and the Roles Students Play: The Student as Competitor
[social-bio] This is the second in a series of four posts where I present the metaphors I recognized as being in use in students’ discussions in my doctoral study of students’ understandings of academic honesty and dishonesty. These metaphors can be treated as lenses students appeared to use to see themselves in the university, to navigate their relation to others, and to interpret events. The Student as Competitor “It’s [good grades] like a carrot dangling in front of you. And everybody’s at a race and whether or not your carrot is big enough will tell you how far you’ll go.” “But you try to find every possible way,…