Building a Strong Culture of Academic Integrity
As many of the conversations I have with educators currently tend to focus on threats to integrity I'd like to take a moment to revisit this topic of discussion initially started by Christine Gee some time ago.
How do we demonstrate the value of building a culture where integrity and authenticity is actively promoted to students. What practical activities can we initiate as educators? And also, how do we get buy-in from university Senior Managers to demonstrate this is important from a strategic point of view.
3 replies
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Hi Gill! Gosh that's a boatload to address. I will dabble on the first part for now and see what you think.
When tackling issue of student cheating, it is immature and irresponsible of us if we take a "catch that theif" attitude and only focus on punitive measures. What if the system failed them? What if the assessment design setup the student to cheat? Is the student still then responsible and malicious in his or her act? Is there enough awareness among faculty and staff to ensure the experience isn't traumatic, negative or even destructive?
Our message to our students need to be holistic, systematic, consistent and constant.
We as educators can not be telling students to behave ethically when it comes to assignments, but be seen downloading copyrighted work and sharing it in class. Parents can not be telling students to always speak the truth, only to be seen lying to the boss about taking a sick day only to go for a movie. Management can not be seen rewarding and recognizing someone students know not to be good or honest, when telling students honesty is the best policy. Although none of these scenarios directly relate to student cheating, they scream integrity and authenticity.
These subtle messages that we send our students' way have a tsunami of impact on them without us even realising. Students watch, hear, see and absorb everything that moulds their outlook and often helps define what they see to be right form wrong. It begins with each of us and our practice. So, are we practicing what we preach? Are we sending the right message?
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Integrity is something intrinsic to the human being, something that flourishes, evolves, improves and develops more and more throughout his/her personal and professional life.
So, integrity must be conceived from the mission of the institution to define policies, guidelines, procedures, and strategies which involve teachers and students, the administrative and academic staff of the institution; in terms of the role each person plays in the strengthening of institutional Academic Integrity code.
Of course, the policies and guidelines must be landed on concrete action plans or strategies that support the principles of academic integrity in the institution. What can be listed in the following actions:- Academic code of honor
- Preparation for teachers and students in terms of 1] Ethics in the use and dissemination of information, 2] Citation tools, 3] Originality check & online feedback tools to prevent plagiarism.
- Teachers must provide confidence to students; for instance, they can encourage free academic discussion around the complex concept of Academic Integrity and rehearse the fundamental principles of integrity in their lives.
- Provide clear and precise assessment tools to students, which must be previously disclosed to them, in the expression of expectations and standards their work shall have.
- Awareness from the responsibility that everyone in the institution has, in terms of maintaining the standards of academic integrity; although it is one of the most difficult issues to face, it is important to have documented the correction and sanction procedures that a complaint about dishonesty carries.
- Implementation of a learning object through which students understand how academic integrity is lived, how they are part of this institutional reality and what actions they must do to strengthen their human and professional values. A learning object could be implemented in every course of the educational center.
A recipe that gives us truths and absolute certainties about the positive impact these strategies may have does not exist, yet. However, in the follow-ups of the impact of those actions, it is possible to evidence how good teachers and students perceived them.