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Academic Integrity in Canada : An Enduring and Essential Challenge.

Bibliographic Details
Main Author: Eaton, Sarah Elaine.
Other Authors: Christensen Hughes, Julia.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2022.
Edition:1st ed.
Series:Ethics and Integrity in Educational Contexts Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Acknowledgements
  • Editors' Note on Peer Review
  • Academic Integrity in Canada: An Enduring and Essential Challenge-Introduction
  • Contents
  • About the Editors
  • Part I The Canadian Context
  • 1 Academic Integrity in Canada: Historical Perspectives and Current Trends
  • Introduction
  • Educational Governance and Structures in Canada
  • Early Development of Higher Education and Academic Integrity in Canada and the United States (1600-1867)
  • Confederation to World War II (1867-1949)
  • The Post-War-Pre-Internet Era: 1950-1991
  • The Creative Disruption Era: 1992-2019
  • 2020 and Beyond: Current Trends and Future Directions
  • References
  • 2 Academic Integrity Across Time and Place: Higher Education's Questionable Moral Calling
  • Introduction
  • The Medieval University
  • England's Early Universities: The Influence of the Church, Monarchy and Slave Trade
  • A Brief History of Higher Education in the United States
  • Philosophy in the Age of Reason
  • University Reform: The Rise of the Scientific Method and Declining Influence of the Church
  • Morality, Science and the Rise of "Student Life" Programs
  • Uncomfortable Truths
  • The Colonization of Canada: Higher Education's Roots
  • Egerton Ryerson
  • Residential Schools and Their Legacy
  • Higher Education in Canada: A Brief History
  • Reconciling the Past While Recognizing Ongoing Concerns
  • Higher Education's Clarion Cry for Change
  • References
  • 3 Student Integrity Violations in the Academy: More Than a Decade of Growing Complexity and Concern
  • Introduction
  • Academic Misconduct in Our Midst: A Canadian Contribution
  • Reaction from the Press
  • Canadian Media Reports of Student Academic Misconduct, 2010-2020
  • 2010
  • 2011
  • 2012
  • 2013
  • 2014
  • 2015
  • 2016
  • 2017
  • 2018
  • 2019
  • 2020
  • Conclusion and Call to Action
  • References.
  • 4 Academic Misconduct in Higher Education: Beyond Student Cheating
  • Introduction
  • Defining Academic Integrity and Academic Misconduct
  • Misconduct in the Academy
  • Faculty and Administrator Misconduct in Canada
  • Recommendations and Conclusion
  • References
  • 5 Re-Defining Academic Integrity: Embracing Indigenous Truths
  • Situating Ourselves
  • National Truths: A Foundation for Academic Integrity
  • Eurocentric Foundations: Understanding the Impacts of Neoliberalism and Capitalism in Post-secondary
  • Telling Truths in the Lands Now Known as Canada
  • Calling for Renewal in Relationships
  • Decolonizing and Indigenizing As Forms of Academic Integrity
  • Re-defining Academic Integrity Through Indigenous Values and Traditions
  • Relationality
  • Respect
  • Reciprocity
  • Looking Ahead Seven Generations
  • Points of Consideration
  • References
  • 6 Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity
  • Introduction
  • Conceptualization and Mobilization of Academic Integrity
  • Rise in Academic Dishonesty
  • Indigenous Perspectives
  • Indigenous Educational Sovereignty
  • Academic Integrity and Ongoing Colonization
  • Indigenous Core-Values and Teachings
  • Indigenous Research Methodologies, Pedagogies and Curriculum
  • Conclusion
  • References
  • 7 Understanding Provincial and Territorial Academic Integrity Policies for Elementary and Secondary Education in Canada
  • Understanding Provincial and Territorial Academic Integrity Policies for Elementary and Secondary Education in Canada
  • Background
  • Academic Misconduct in Elementary and Secondary Education
  • The Canadian Context
  • An Environmental Scan of Canadian Educational Policy for Academic Integrity
  • Academic Integrity Policies at the Government Level
  • Academic Integrity Policies at the Secondary School Level.
  • Implications for K-12 Classrooms in Canada
  • Conclusion
  • References
  • Part II Emerging and Prevalent Forms of Academic Misconduct
  • 8 Contract Cheating in Canada: A Comprehensive Overview
  • Introduction
  • Canada's Connection to Early American Term-Paper Mills
  • 1970s: Canada's Commercial Term Paper Mills and "A Bill to Stop Essay Sellers"
  • The 1980s: The Case of Custom Essay Service
  • The 1990s: An Exposé and the Impact of the Internet
  • The 2000s: Research, Advocacy, and Collaboration
  • A Focus on Research: Contract Cheating Data From Canada
  • A Focus on Advocacy and Collaboration
  • Developing a Canadian Research and Advocacy Agenda for Academic Integrity
  • National Policy Analysis Project
  • Development of Resources
  • Role of Quality Assurance (QA) Bodies
  • The Impact of COVID-19
  • Conclusion
  • Limitations
  • Call to Action
  • References
  • 9 Ethics, EdTech, and the Rise of Contract Cheating
  • Introduction
  • De-Valuing and De-Prioritizing Original Work in the Classroom
  • Predatory Relationships with For-Profit EdTech
  • Contract Cheating as Case Study
  • Solutions
  • Conclusions
  • References
  • 10 Pay-To-Pass: Evolving Online Systems That Undermine the Integrity of Student Work
  • Questionable Practices and Big Profits
  • Prevalence in the Canadian Context
  • Pandemic Challenge: Online Learning and the Use of Pay-To-Pass Sites
  • Pedagogical Practice to Reduce Impact of Sites
  • A Three-Pronged Educational Approach to Student Integrity
  • Proactive
  • Reactive
  • Adaptive
  • Conclusion
  • References
  • 11 Education as a Financial Transaction: Contract Employment and Contract Cheating
  • Background
  • Education as a Transaction
  • Supply and Demand
  • Contract Instructors and Students
  • Students and Contract Cheating
  • Contract Instructors and Contract Cheating
  • What to Do?
  • References.
  • Part III Integrity Within Specific Learning Environments and Professional Programs
  • 12 Academic Integrity in Work-Integrated Learning (WIL) Settings
  • Introduction
  • Canadian Post-secondary
  • Work-Integrated Learning (WIL)
  • Academic Integrity in Work Integrated Learning Settings
  • Business-Academic Integrity and Student Work-Integrated Learning (WIL) Experiences
  • Engineering-Academic Integrity and Student Work-Integrated Learning (WIL) Experiences
  • Nursing-Academic Integrity and Student Work-Integrated Learning Experiences
  • Strategies to Promote Integrity in Work-Related Learning Settings
  • Final Thoughts
  • References
  • 13 Canadian Open Digital Distance Education Universities and Academic Integrity
  • Introduction
  • Features of ODDUs and Academic Integrity: Advantages and Disadvantages
  • Challenges for Both ODDUs and Traditional Universities
  • Internet and Digital Technologies
  • Failure to Report
  • Identity Authentication
  • Promoting Academic Integrity at the Macro Level
  • Recommendations Unique to ODDUs
  • Recommendations Common to ODDUs and Traditional Universities
  • Academic Integrity Policy
  • Promoting Academic Integrity at the Micro Level
  • Academic Integrity Education
  • Course and Assessment Design
  • Conclusion
  • Further Research Opportunities and Unanswered Questions
  • References
  • 14 Visual Plagiarism: Seeing the Forest and the Trees
  • Introduction
  • Literature Review
  • Visual Plagiarism Across Disciplines
  • Visual Plagiarism in Standard Text-Based Presentation Courses (Dianne Nubla)
  • Visual Plagiarism in Digital Media (Glen Farrelly)
  • Visual Plagiarism in Illustration: Apparent Contradictions in Visual Practise and Two Case Studies in Illustration (Colleen Schindler-Lynch)
  • Visual Plagiarism in Architecture (Vincent Hui)
  • Discussion
  • Conclusion
  • References.
  • 15 Managing Academic Integrity in Canadian Engineering Schools
  • Introduction
  • Motivation
  • Engineering School Survey
  • Q1. Who Investigates Allegations of Academic Misconduct in Your Faculty?
  • Q2. How Concerned Are You About the Academic Integrity Situation in Canadian Engineering Schools? Scale of 1 (Not Concerned) to 10 (Very Concerned)
  • Q3. Does Your Engineering School Have a Formalized System in Place for Instructors to Report Allegations of Academic Misconduct, or Is the Reporting Informal?
  • Q4. Does Your Engineering School Have Its Own Policies and Procedures in Place for Investigating Academic Misconduct, or Do You Follow a Policy Set by Your University?
  • Q5. What Type of Penalty System Does Your Faculty/University Use? Is It Based on a Principle of Progressive Discipline for Repeat Offenses, or Does It Depend on the Nature of the Offense?
  • Q6. Estimate the Types of Misconduct Cases That Are Investigated: Plagiarism in Assignments
  • Copying Assignments
  • Copying Laboratories
  • Cheating on Exams
  • Other
  • Q7. Does Your Faculty Administration Work With the Undergraduate and Graduate Student Associations to Promote Academic Integrity and Develop Positive Messaging and Encourage Reporting of Misconduct?
  • Q8. Does Your Engineering School Have a Process in Place for Training Graduate Students to Be Exam Invigilators?
  • Q9. Has Your Engineering School Seen a Trend (Increase/Decrease) in Academic Misconduct Cases? If Yes, Is There Any Reason in Particular That You Could Point to for the Trend?
  • Q10. Has Your Engineering School or University Taken on Any Major Initiatives to Combat Misconduct in the Past Five Years? If Yes, Please Briefly Report on Its Effectiveness
  • Input from Engineering Regulators
  • Summary and Conclusions
  • Recommendations
  • References.
  • 16 Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?.

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