academic integrity: emerging partnerships for librarians, faculty, and students

Academic Integrity: Emerging Academic Integrity: Emerging Partnerships for Librarians, Partnerships for Librarians,

Faculty, and StudentsFaculty, and Students

Elaine FaireyElaine Fairey, Associate University Librarian Public Services , Associate University Librarian Public Services and Director, Student Learning Commons, SFUand Director, Student Learning Commons, SFUMark WeilerMark Weiler, PhD Candidate, Faculty of Education, SFU, PhD Candidate, Faculty of Education, SFUGordon ColemanGordon Coleman, Liaison Librarian, SFU, Liaison Librarian, SFU

2006 BC Library Conference2006 BC Library ConferenceApril 20-22, 2006, Burnaby, BCApril 20-22, 2006, Burnaby, BC

““The Dreaded Math Course!”The Dreaded Math Course!”

Fairey, Weiler, Coleman / Academic Integrity: Emerging Issues / BCLA 2006

No textbook!No textbook!


No textbook!No textbook! No teaching assistant!No teaching assistant!


No textbook!No textbook! No teaching assistant!No teaching assistant! No office hours!No office hours!


No textbook!No textbook! No teaching assistant!No teaching assistant! No office hours!No office hours! No mercy!No mercy!



Official Exam Bank


Moral:Moral:Academic integrity can be Academic integrity can be

supportedsupported

The End.The End.

Background ExperiencesBackground Experiences

Classroom with grade 10 students Tutor Marker (distance education) Teaching Assistant (face-2-face)


Current situationCurrent situation

3 tutorial sessions 50 minute tutorial 3-17 adults (2nd, 3rd, 4th year students - variety) 3 papers/student


How might a TA learn about How might a TA learn about Academic Integrity?Academic Integrity?

Employee package (policy) 15 minute, optional employee orientation TA/TM Workshop Day As a grad student - talk with committee members about

this Less so with peers - just trying to make it through


How might a TA discuss How might a TA discuss academic integrity?academic integrity?

It would be welcomedIt would be welcomed– Clear up mythsClear up myths– Add to academic climateAdd to academic climate

ChallengesChallenges– Potentially intimidating conversationPotentially intimidating conversation

Accusatory??Accusatory??

– Perpetuating mythsPerpetuating myths– I’m not sure I know what it isI’m not sure I know what it is

Where’s everyone else? Where’s everyone else? – Should additional community members be a part of the Should additional community members be a part of the

conversation? (e.g., undergrads AND grads AND faculty conversation? (e.g., undergrads AND grads AND faculty members)members)


Need for wider discussion about Need for wider discussion about academic integrity academic integrity

How can students be taken advantage of?How can students be taken advantage of?– ““P just wants to teach a course so they get P just wants to teach a course so they get

ideas for a paper” (Faculty member)ideas for a paper” (Faculty member)– ““Just take it and put your name on it” (Faculty Just take it and put your name on it” (Faculty

Member)Member)– ““I teach courses so I get to read what I want to I teach courses so I get to read what I want to

read ” (Course Instructor) read ” (Course Instructor)


Academic Integrity and Writing Academic Integrity and Writing **


Undergrad Undergrad GradGrad FacultyFaculty

Unfamiliar with Unfamiliar with toolstools

Ref works, Ref works, endnote, track endnote, track changeschanges

Ref works, Ref works, endnote, track endnote, track changeschanges

No peer sharingNo peer sharing Peer sharingPeer sharing Peer sharingPeer sharing

No examples?No examples? Some examplesSome examples Many examplesMany examples


??

1. Assume academic integrity is 1. Assume academic integrity is a a system levelsystem level accomplishmentaccomplishment not an not an individual levelindividual level problemproblem.. (assume individuals are academically (assume individuals are academically

capable in the right conditions)capable in the right conditions)2. Assume high academic standards.2. Assume high academic standards.


Wish List: Practical IdeasWish List: Practical Ideas

Support the systemSupport the system– Resources for designing academically honest Resources for designing academically honest

courses courses – Include resources in custom coursewareInclude resources in custom courseware– ExamExam bank and bank and essayessay example bank example bank

Institutional Repository Institutional Repository – Departmental Undergrad Program Level??Departmental Undergrad Program Level??




Increase transparency of writing process across Increase transparency of writing process across undergrad/grad/faculty contextundergrad/grad/faculty context– On-line survey at department level about:On-line survey at department level about:

Tools/experiences/concepts/social practices/ethics of their own writing Tools/experiences/concepts/social practices/ethics of their own writing processprocess

An on-line “tour” of academic writing processAn on-line “tour” of academic writing process– E.g. Open Journal System to have evidence of part of the E.g. Open Journal System to have evidence of part of the

processprocess Letting myths persist is not academically honestLetting myths persist is not academically honest

– role for role for educationeducation rather than a role for rather than a role for policingpolicing


The End.The End.(thank you)(thank you)


The “Institutional” responseThe “Institutional” response

Mark’s assessment of issues and wish list Mark’s assessment of issues and wish list shared by many othersshared by many others

……but even more compelling reasons for an but even more compelling reasons for an institutional response…institutional response…


Headline cases!Headline cases!

BUEC 333 Case - Fall 2001BUEC 333 Case - Fall 2001– UCFV faculty member found assignment “template” on UCFV faculty member found assignment “template” on

college computer; alerted SFU instructors to watch out for college computer; alerted SFU instructors to watch out for identical assignments – which duly appearedidentical assignments – which duly appeared

– UCVF employee sold template to 47 SFU studentsUCVF employee sold template to 47 SFU students

Sampson Case- Fall 2002Sampson Case- Fall 2002– Education prof failed two students for turning in identical Education prof failed two students for turning in identical

assignmentsassignments

– Tutor employed by students had mistakenly emailed Tutor employed by students had mistakenly emailed identical papers to the students, who submitted them; identical papers to the students, who submitted them; penalty for one student overturned by disciplinary panelpenalty for one student overturned by disciplinary panel

SFU’s responseSFU’s response

Task Force on Academic Honesty & Task Force on Academic Honesty & IntegrityIntegrity– Formed March 2002, final report Feb 2004Formed March 2002, final report Feb 2004– Extensive consultations, research, surveysExtensive consultations, research, surveys– Survey results published (unlike other Canadian Survey results published (unlike other Canadian

universities)universities)


Survey findingsSurvey findings

SFU students somewhat less inclined to SFU students somewhat less inclined to cheat than Canadian average but no reason cheat than Canadian average but no reason for complacency…for complacency…


Sample findingsSample findings

Many students arrive at university Many students arrive at university uncertain what plagiarism is, why it is a uncertain what plagiarism is, why it is a serious issue, and what they should do serious issue, and what they should do to avoid it.to avoid it.

Many students seem unaware of the Many students seem unaware of the purpose of laboratory assignments and the purpose of laboratory assignments and the reasons why they should present their own reasons why they should present their own experimental results.experimental results.Fairey, Weiler, Coleman / Academic Integrity: Emerging Issues / BCLA 2006

Sample findings cont’d…Sample findings cont’d…

Seventy-one percent of first-year students Seventy-one percent of first-year students considered receiving unauthorized help considered receiving unauthorized help on an assignment either not cheating on an assignment either not cheating (29%) or only trivial cheating (42%). Only (29%) or only trivial cheating (42%). Only four percent considered it to be serious four percent considered it to be serious cheating.cheating.

Seventy-five percent of first-year students Seventy-five percent of first-year students reported getting the questions/answers from reported getting the questions/answers from someone who had previously taken a test.someone who had previously taken a test.

Recommendations in briefRecommendations in brief

Education and information about academic Education and information about academic integrity issues very importantintegrity issues very important

Opportunities for cheating need to be minimized Opportunities for cheating need to be minimized through improved exam procedures, better room through improved exam procedures, better room setups, equal access to resources such as setups, equal access to resources such as previous exams, etc.previous exams, etc.

See See Final ReportFinal Report for full list for full list

Many similarities with Mark’s wish listMany similarities with Mark’s wish list ……more focus on students, less on faculty…more focus on students, less on faculty…

The Follow UpThe Follow Up

Senate Committee on Academic Integrity and Senate Committee on Academic Integrity and Student Learning Environment (SCAISLE) Student Learning Environment (SCAISLE) – oversees recommendation implementationoversees recommendation implementation– Faculty & student membersFaculty & student members– Ex-officio members from Student Services, Ex-officio members from Student Services,

Library/Student Learning CommonsLibrary/Student Learning Commons– Academic integrity web pageAcademic integrity web page

Balancing policing vs educationBalancing policing vs education

Library opportunitiesLibrary opportunities

Student Learning CommonsStudent Learning Commons– ““normalized” academic assistance for writing, normalized” academic assistance for writing,

learning skills, library research, computer help, learning skills, library research, computer help, English language issuesEnglish language issues

– Discipline specific writing assistanceDiscipline specific writing assistance– Support for new ”W” course requirementsSupport for new ”W” course requirements– Recognition of peer sharing processRecognition of peer sharing process


Student Learning Commons cont’d…Student Learning Commons cont’d…

Ethical tutoring principles practiced, Ethical tutoring principles practiced, modeled and publicizedmodeled and publicized

Importance of “leaving the pen in their hand”Importance of “leaving the pen in their hand” ““How to hire a tutor” guidelines being How to hire a tutor” guidelines being

developed with SCAISLEdeveloped with SCAISLE Sample essay bank under discussionSample essay bank under discussion


More Library opportunitiesMore Library opportunities

Exam bank Exam bank Plagiarism tutorialPlagiarism tutorial


AI Initiatives at SFU Library:AI Initiatives at SFU Library:Exam Bank & Plagiarism TutorialExam Bank & Plagiarism Tutorial

Gordon ColemanGordon Coleman


Exam BankExam Bank

A recommendation of the Academic Integrity Task A recommendation of the Academic Integrity Task ForceForce

The EB “levels the playing field”The EB “levels the playing field” The controversyThe controversy Why the Library?Why the Library?

– Official, neutralOfficial, neutral– Easy for us to modify existing tools and workflows (e-Easy for us to modify existing tools and workflows (e-

reserves) to digitize exam materialsreserves) to digitize exam materials

State of the projectState of the project


Exam Bank in actionExam Bank in action

SFU Exam BankSFU Exam Bank


http://troy.lib.sfu.ca/search/r

Interactive activity!Interactive activity!


Plagiarism Tutorial: GenesisPlagiarism Tutorial: Genesis

Recommendation in the AHITF final report Recommendation in the AHITF final report for “an online module on plagiarism that for “an online module on plagiarism that includes a self-test and is readily accessible includes a self-test and is readily accessible to students”to students”

The Library was the right group to take this The Library was the right group to take this on: interest, expertise, faculty expectation, on: interest, expertise, faculty expectation, resourcesresources


Development, summer ‘04Development, summer ‘04

Co-op students worked with a body of Co-op students worked with a body of material provided by an instructormaterial provided by an instructor

Developed material, created several Developed material, created several quizzes, tested it on willing subjectsquizzes, tested it on willing subjects

Platform: MOSSTPlatform: MOSST Conversion to WebCT moduleConversion to WebCT module


A tour of the tutorialA tour of the tutorial

SFU Plagiarism Tutorial on SFU Plagiarism Tutorial on WebCTWebCT (not (not open to the public)open to the public)

Content:Content:– Pre-test: “Is this plagiarism?”Pre-test: “Is this plagiarism?”– A dozen content slidesA dozen content slides– Two quizzesTwo quizzes

Available as a free-standing module; import Available as a free-standing module; import into any existing WebCT courseinto any existing WebCT courseFairey, Weiler, Coleman / Academic Integrity: Emerging Issues / BCLA 2006

http://webctnew.sfu.ca/

Uptake and feedbackUptake and feedback

Hugely successfulHugely successful Installed in over 25 courses in the Fall ’05 Installed in over 25 courses in the Fall ’05

semester, available to over 1000 studentssemester, available to over 1000 students Feedback from instructors and students:Feedback from instructors and students:

– ““extremely user friendly … clear and concise … extremely user friendly … clear and concise … interactiveness makes this fantastic …”interactiveness makes this fantastic …”

– The quizzes are too easyThe quizzes are too easy


Lessons learnedLessons learned

More graphically pleasingMore graphically pleasing Change in tone: less police officer, more Change in tone: less police officer, more

___(?)______(?)___ Basic and advanced modules?Basic and advanced modules? Built-in feedback mechanismBuilt-in feedback mechanism Make the quizzes harderMake the quizzes harder


Implications: Library instructionImplications: Library instruction

Proof of concept for this model of library Proof of concept for this model of library instruction: a free-standing module uploaded instruction: a free-standing module uploaded into an existing WebCT courseinto an existing WebCT course

Very scalable modelVery scalable model Considering the creation of new modules Considering the creation of new modules

e.g. APA citatione.g. APA citation


Implications: Academic IntegrityImplications: Academic Integrity

There is an unmet need among instructorsThere is an unmet need among instructors Few have the time and resources to develop Few have the time and resources to develop

materials on their ownmaterials on their own The Library is well-positioned to respond to The Library is well-positioned to respond to

this demand; people are looking to usthis demand; people are looking to us


Questions?Questions?


Contact infoContact info

Elaine Fairey Elaine Fairey [email protected]@sfu.ca Mark Weiler Mark Weiler [email protected]@sfu.ca Gordon Coleman Gordon Coleman [email protected]@sfu.ca

mailto:[email protected]



academic integrity: emerging partnerships for librarians, faculty, and students

Documents

coleman academic integrity

emerging issues bcla

sfugordon coleman

sfumark weiler

emerging partnerships

studentselaine fairey

course instructor fairey

faculty of education