Discussing Academic Integrity with Students

How should I discuss academic integrity with my class?

In preparation for talking to your students about Academic Integrity, educate yourself on Memorial’s regulations, policies and procedures relating to Academic Integrity and Misconduct. Familiarize yourself with the various tools and resources available from your academic unit and academic support units (e.g., Academic Success Centre, Libraries, CITL, etc.) throughout the University. There are plenty of supports for you and your students. Communicate through:

• speaking with your class;
• syllabus details;
• announcements and email reminders;
• assessments themselves; and
• follow through, and let the class know it has occurred.

Here are a few ways approach the topic of academic integrity and misconduct with your students.

Open Discussion:

Take time to speak to your students about academic integrity, what it means for them as a student, as a person. Explain what academic misconduct could look like in your course. Talk about why it is important and what will be done when misconduct is identified. Be open and compassionate about your interest in seeing them succeed. You can remind them of your early semester conversation when assessment due dates are on the horizon. Encourage them to and answer their questions, show them some of the resources available to them at the university. Let them know that you have numerous ways to detect misconduct, which you will not share with them for obvious reasons, and that you will be using them if you suspect something is off in the work they turn in.

Syllabus:

Provide your statement relating to expectations of academic integrity and consequences of suspected misconduct. Point students to campus supports in a list in syllabus or in the getting started module of Brightspace (as found in every course by default). Refer to CITL’s instructional resources relating to syllabi.

In Assessments:

Include messages to students to review academic integrity requirements and expected behaviours. If using a test or exam, make the first question one about Academic Integrity, asking students to agree to abide by and oath of honesty, etc..

Follow Through:

Choose the option that best meets the situation. Once you are certain misconduct has occurred, consider letting the class know it happened very generally… no need to single out or embarrass anyone; privacy and dignity are utmost considerations. Tell them it has been dealt with appropriately and that you hope none of you (you + students) will hear or see no more of it in this course.

Class-generated Academic Integrity Statement:

Have students work together at the beginning of the semester to develop their own academic integrity statement to help increase their engagement in the standards of Academic Integrity. Consider asking them to propose possible solutions or outcomes to various issues that may arise.

Preparing

• Review and seek clarification on aspects of the university Regulations relating to Academic Misconduct:
  • Undergraduate Academic Misconduct (Section 6.12);
  • Graduate Academic Misconduct (Section 4.12); and,
  • the Memorial University Code.
• Assemble a list of resources to share with students on Academic Integrity and Academic Misconduct, and how to avoid it or deal with incidents. University-based resources:
  • University course: Integrity 1000 (Academic Integrity),
  • QEII Library Academic Integrity Guide,
  • QEII Library video: How do we discuss academic integrity with students at Memorial (Note: You may need to sign in with your MUN ID).
• List topics you wish to discuss with students; for example, use of detection software, revisiting the INTG 1000 Academic Integrity Tutorial on a regular basis, time management, examples of cheating and plagiarism, supports available like student wellness, writing centre and libraries.
• Craft your Syllabus statements that cover Academic Integrity and Misconduct, using the syllabus element details guide.
• Watch Sarah Eaton’s presentation on Academic Integrity from February, 2022.

Talking

• Invite students to share thoughts on the six values of Academic Integrity; solicit definitions and examples; provide opportunity for the students to ask questions in class or one-on-one.
• Provide or point students to the Academic Integrity checklist provided by the Library.
• Distribute a one page handout for students, or add a section in syllabus that covers your expectations for work completed.
• Remind students of the academic integrity course, particularly for those who are not certain where their actions fall.

Resources

• Encouraging academic integrity in remote, online, and in-person learning contexts. Centre for Teaching Excellence, University of Waterloo.
• Academic Integrity Resources (2022). Taylor Institute for Teaching and Learning, University of Calgary.
• Citation and Style Guides. Memorial University Libraries, Memorial University.
• Fundamental Values of Academic Integrity (2022). International Center for Academic Integrity (ICAI), New York: ADG.
• Eaton, S. (2022, 11 Feb). Rethinking Academic Integrity. Centre for Innovation in Teaching & Learning, Memorial University. Webconference.
• How does plagiarism detection software work? Plagiarism Checker. ©2010-2019 Econtent Limited.
• Martin, B. (nd). (PDF) The effectiveness of plagiarism detection software as a learning tool in academic writing education (researchgate.net) or The effectiveness of plagiarism detection software as a learning tool in academic writing education (bmartin.cc)

Resource created by: Jane C.

Originally Published: March 15, 2022

Last Updated: July 16, 2024