Promoting integrity

When we create and implement learning activities that encourage deep learning (Gonyea, Anderson, Paine, Anson, & Carolina, 2009), students will invest in their education and have fewer reasons to cheat (Lang, 2013).

Here, you will find various strategies to help you to promote academic integrity in your teaching and learning environments. Because the demands and objectives for each course differ, you may need to customize these strategies for optimum effectiveness.


Academic Integrity and Teaching

Give your students an opportunity to discuss academic integrity.

State the academic integrity policy on your syllabus.

State your expectations clearly.

Establish a personal connection with your students.

Be explicit about possible sanctions.


Academic Integrity and Assessment

Provide frequent, low stakes assignments, tests, and/or exams.

Ensure that your assessments are valid and reasonable.

Incorporate questions or problems related to academic integrity in your assessments.

Experiment with various assessment methods.


References

Brent, E., & Atkisson, C. (2011). Accounting for cheating: An evolving theory and emergent themes. Research in Higher Education, 52(6), 640–658. https://doi.org/10.1007/s11162-010-9212-1

Gonyea, B., Anderson, P., Paine, C., Anson, C., & Carolina, N. (2009). Using results from the Consortium on the Study of Writing in College.

Lang, J. M. (2013). Cheating lessons: Learning from academic dishonesty. Cambridge, MA: Harvard University Press.

Whitley, B. E. J., & Keith-Spiegel, P. (2002). Academic dishonesty: An educator’s guide. Mahwah, NJ: Lawrence Erlbaum Associates.

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