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Monday, May 11 • 10:45am - 11:15am
Disrupting Misconduct: Curricular Interventions that Cultivate Academic Integrity

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Disrupting Misconduct: Curricular Interventions that Cultivate Academic Integrity

Academic integrity – or, rather, violations or a lack of academic integrity – remains an urgent issue for higher education, one that attracts both media and administrative attention and collective hand-wringing (and finger-pointing). Discussions and policies in higher education institutions typically focus on academic misconduct, warning students of consequences for cheating, and advising instructors on mechanisms to catch them (e.g., K and Gupta, 2016; Ho, 2015; Wang, 2008). Such a framework, we argue, perpetuates a default deficiency model that assumes students will “break the rules,” whether or not they know what those rules are or why they are important, other than not getting caught. More problematically, it risks causing institutional harm by punishing students for knowledge they don’t have (Kier 2014), not only about academic integrity but also about the university and its practices — knowledge gaps that, we note, will be more significant or apparent for non-dominant members of the student body.

In this session, we share the results of a three-year project in first-year writing courses that seeks to disrupt this dominant framework and instead cultivate a “culture of integrity” by taking a “proactive rather than punitive approach” (Eaton and Edino 2018) that seeks to close the gap between our expectations of academic integrity and students’ understanding of those expectations. We outline scenarios that showcase how we created explicit and enhanced instruction on academic integrity that invites students, as members of diverse disciplinary communities and as apprentice scholars, to uphold the expectations of ethical knowledge production, and shows them how to do so in their fields of study. Then, to close the session, we invite audience members to reflect on their own pedagogical approaches to academic integrity before working together to define academic integrity in their particular disciplinary context. This activity provides audience members with tools for the development and implementation of proactive practices in their classroom, and opportunities to disrupt teaching and learning frameworks that focus on misconduct.


Laurie McNeill

University of British Columbia

Monday May 11, 2020 10:45am - 11:15am
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