Cheating Academic Integrity by unknow

Author:unknow
Language: eng
Format: epub
Publisher: John Wiley & Sons, Incorporated
Published: 2022-04-12T00:00:00+00:00

CHAPTER 6

It's in the Pedagogy: Evidence‐Based Practices to Promote Academic Integrity

Jacqueline A. Goldman1, Mariko L. Carson2 and Jennifer Simonds3

1School of Psychological Science, Oregon State University

2School of Business, Howard University

3Office of Academic Integrity & Accountability, University of Maryland Global Campus

Plagiarism and other forms of academic misconduct have historically been conceptualized as the intentional and rational decision to cheat (Bertram Gallant, 2008). This conceptualization is reflected in the legalistic language often used to portray academic misconduct and the students who engage in academically prohibited behaviors (Diamond, 2019), and in the ways institutions address academic misconduct (Merkel, 2021). However, these assumptions neglect the underlying environmental and individual factors that can lead to reports of academic integrity violations.

Examination of historic instructional practices and how they privilege some and marginalize others is crucial to equitable academic integrity management. Inequity rooted in the elitist privileges, and biases that form academic standards and expectations are rarely challenged (McGee, 2020). As a result, the contributing factors that drive students to engage in academic misconduct are enhanced for those from underrepresented and marginalized backgrounds (Strangfeld, 2019). These inequities (Carter, 2018) form the basis for policies and resulting decisions. In approaching such concerns with biases and inequities in mind, educators can begin to understand the argument for reimagining pedagogy that both supports success for all students and that can, in turn, decrease academic misconduct. Any effort to promote meaningful academic integrity requires a holistic mindset with attention to and action on equity issues as well as a shift in philosophy from a mindset focused on deficits to one based on growth (i.e. growth mindset) (e.g. Miles, 2018).

In this paper, we identify factors in the external environment and characteristics of individual students that can contribute to academic misconduct. From this basis, we outline pedagogical practices that directly address factors that can lead students into unauthorized actions. Finally, we present examples of High Impact Practices (HIPs) that serve as frameworks through which pedagogical strategies can be utilized to alleviate potential barriers to learning and support students in their efforts to complete work with integrity.

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