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I do quite a few things: (1) I have student create their own classroom policies and one of them is academic integrity. They all have an opportunity to define what it means to them and how they practice it. I also link it to their respective professions later on, saying integrity is important in all disciplines; and (2) I incorporate academic integrity with a lecture on research methods and the importance of scientific research.

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Co-creating expectations (for behaviours, AI use, etc.)

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Co-creating expectations (for behaviours, AI use, etc.)

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I always start with a "classroom contract" on the first day of class. This is a collaborative exercise where we co-create expectations, values, and standards for our course.

With the buzz around gen AI, I wanted to try something different this year. During the creation of our classroom contract, I asked my students:

1. How should we approach the use of generative AI in this course?

2. What are our boundaries for using AI tools in assignments and discussions?

Together, we co-created expectations for what AI use could look like and the standards we want to uphold. For example, students decided that if I flag inappropriate use of AI, the first time should be a learning opportunity with the ability to re-do an assignment. For subsequent inappropriate uses, they feel a grade of "0" would be most appropriate.

Including this in my classroom contract provided an amazing opportunity to set the tone for trust and responsibility for all stakeholders (including myself!). I'll definitely continue with this going forward.

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Setting the tone for professional integrity starts in preservice programs

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Setting the tone for professional integrity starts in preservice programs

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I find that it is important to position the students within the profession they are preparing to be a part of. In our orientation session, I talk about their decision to embark on their selected career as a decision that will impact future generations to come. I ask them to build on the integrity they have brought with them and expand it to consider elements of academic integrity (as per the International Center for Academic Integrity). I ask them to think about a world (and what it would look like) if any student from any program/profession at Humber failed to attain their credentials honestly. What would happen? I provide examples of everyday things we do AS humans whereby we put trust in professionals to provide us with the help or guidance we need...They begin to realize the impact upon the public/society if the professionals we trust are not equipped with the knowledge and skills they need because they chose not to maintain integrity within their academics...They are those future professionals, therefore let's take academic integrity seriously and be ALL IN.

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-I clearly, friendly, and frankly talk about the academic misconduct in the first session. I provide some tangible examples from previous semesters to clarify what I exactly mean.

-I also emphasize on the relationship between academic integrity and personal ethics, principles, prestige, and integrity.

-I also talk about some of the potential consequences of academic misconduct.

I provide some examples from the real world.

-I ask students to complete the "Academic Integrity Training" prepared by the Humber Library.

-During the first month of the semester, I share an exercise with them and devote half an hour/one hour on examining several relevant case studies/examples. I also review what we mean by paraphrasing. I play a few short videos by Humber Library about various types of citation. I clarify what we mean by body citation and the references page. Here is a helpful link:

https://www.youtube.com/watch?v=xXn2UITEqlo

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Humber and University of Guelph-Humber Library

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-Using graded in-class assessments based on the weekly topics is a good approach to help students absorb the information, and at the same time is a good strategy to discourage academic misconduct.

-Scaffolding is another good strategy. Instead of giving the essay/assignment topic and instructions and a deadline, we can break a major assignment to various parts. In this way students do not feel anxious about a specific assignment, they feel that they have the support of their professors along the way, and the chance of academic misconduct decreases.

-Relating learners' personal experiences to specific topics that we cover can be another good strategy.

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I work to create inclusive classrooms and demonstrate what respect looks like. I work to share and engage students in activities that are meaningful and will help them translate the theory I may be teaching to their practice. Sharing real-scenarios (story telling) and inviting students to share their personal perspectives can also bring meaning and kindness to the learning environment.

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More is not better. I am sure that my assessments are streamlined so that they are capturing work that reflects what students have learned. I also try to give choices in the type of assessment they can complete and look for different approaches to evaluation. If writing is not a key component of their learning in my course then I try to focus the assessment on what is the key component and then create assessments that make sense to draw out their learning. Scaffolding assignments can also be a great way for students to get feedback along the way and to enjoy success and learning. I avoid large percentages on one particular evaluation as those high-stakes kinds of assessments can increase the likelihood of students taking shortcuts or doing things that are considered dishonest. In the nursing program we try to look at when things are due so that assessments are not bunched up and overloaded in one or two spots.

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I don't tend to spend a ton of time on the first day as I find the first two weeks can be overwhelming for students but I do draw it to their attention in our course outline and open discussion up inviting questions. It is after those first two weeks and as I get closer to assignments that I begin to address any concerns, create opportunities for them to ask questions, begin discussions, formalize their thoughts, provide examples etc. I also make a concentrated effort to role model what I expect of them in their writing and behaviour so that they see in action what that looks like.

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Academic integrity is everyone's responsibility #AcademicIntegrityAllIn. A special thanks to the Humber Polytechnic IDoA Planning Team for their efforts and commitment to academic integrity, including:

Jennie Miron, FHSW

Christie Knapp, Longo Faculty of Business

Katarina Mebaoudj, ETS

Laura Facciolo, CIL

Jo Anne Nugent, FSCS

Gerolle Alexandre (Student), FMCAD

Ilaneet Goren, FSCS
Naghmeh Saffarian Pour, FLAS

Jenna Martin (Student), FMCAD

Kristine Fenning, FHSW

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International Centre for Academic Integrity (ICAI)

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International Centre for Academic Integrity (ICAI)

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Visit the International Centre for Academic Integrity (ICAI) for additional academic integrity events, supports, and resources.

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Academic integrity is a commitment, even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage. From these values flow principles of behavior that enable academic communities to translate ideals into action. The Fundamental Values of Academic Integrity describes these core values in detail and provides examples of how to put them into practice on campuses, in classrooms, and in daily life.

As a member, your organization can tap into the expert minds of academic integrity policy and the process by which to integrate it into the everyday culture of your organization.

Recently, with the revolution caused by recent advances in Artificial Intelligence (AI), I have...

Fall semester is underway for many of us as we welcome new students and already enrolled students...

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The International Center for Academic Integrity is a non-profit organization and does not assess, endorse, or otherwise sanction products or services provided by any company or organization. Any claims or implied statements of such are fraudulent.

Gain access to the latest research and educational resources on academic dishonesty and utilize them to create a movement at the heart of your organization towards that of an integrous culture.

Join ICAI and do your part to advance academic integrity!

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The International Center for Academic Integrity (ICAI) cultivates. integrity in academic communities throughout the world to promote ethical institutions and societies. ICAI offers assessment services, resources, and consultations to its member institutions, and facilitates critical conversations about integrity.

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thumbnail_Academic Integrity_FHSW_1 (1) 1 (1)

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Academic integrity is "positive, educative, and values-based" (Dawson, 2020). Share the teaching strategies you use to build and maintain positive learning environments that encourage academic integrity.

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How have you designed assessments that encourage academic integrity and minimize opportunities for academic misconduct (plagiarism, cheating, etc.)? Share your best assessment practices.

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What are your go-to strategies for fostering a strong sense of academic integrity from the first day of class? Share any activities or messages you use to set the tone.