Academic Integrity in Canada. An Enduring and Essential Challenge

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?
	Introduction
	Conceptual Framework
	Definition and Types of Plagiarism and the Reasons Why Students Do It
		Definition of Cheating, Methods and Reasons to Do It
		Methods of Cheating
		Reasons for Cheating on Exams
		Academic Misconduct and the Age, Gender and Academic Major Variables
		Academic Misconduct Within Teacher Education Programs
	Method
		Participants
	Results
		Results for Specific Characteristics of Cheaters in Preservice Teachers
		Dishonest Behaviours in Exam and Assignments
	Discussion
		Methods of Cheating on Exams
		Preferred Method of Plagiarizing
		Cheating in Order to Succeed
		Poor Studying Habits Lead to Bad Choices
		Cheating Culture
		Cheating as a Pattern
	Conclusion
	References
17 The Distinctive Nature of Academic Integrity in Graduate Legal Education
	Unattributed Copying in the Legal Profession
	Graduate Students in Law
	Good Character Requirements for Admission to Legal Practice
	Conclusions
	References
Part IV Barriers and Catalysts to Academic Integrity: Multiple Perspectives and Supports
18 Student Insight on Academic Integrity
	Introduction
	Sources of Student-Derived Insight on Academic Integrity
	Method
		Research Setting and Context
		Recruitment
		Data Gathering and In-Situ Analysis Using Computer-Facilitated Focus Groups
		Post-sessions Analysis
	Results and Discussion
		Student-Perceived Attitudes Toward Academic Integrity
		Student-Written Recommendations for Students, Faculty and Administration
	Reflections on Students’ Recommendations
		Recommendations for Themselves
		Recommendations for Faculty and Administration
	Limitations of Study and Computer-Facilitated Focus Group Methodology
	Conclusion
	References
19 Helping Students Resolve the Ambiguous Expectations of Academic Integrity
	An Educational Developer’s Perspective
	A Story of Mixed Messages
	Origins of Ambiguous Expectations
		Surface Structure Experiences
		Deep Structure Experiences
		Implicit Structure Experiences
	Awareness Initiatives and Their Practical Limits
	Recommendations to Help Students Resolve Ambiguous Expectations
		Explain
		Equip
		Enforce
	Concluding Remarks
	References
20 How to Talk About Academic Integrity so Students Will Listen:  Addressing Ethical Decision-Making Using Scenarios
	Context
	The Workshops
	Students Reported for Academic Misconduct
	Reframing Ethical-Legal Academic Integrity Discourses
		Ethical Decision-Making
		A Standards of Practice Frame
	Addressing Ethical Decision-Making: Scenarios
	Recommendations for Teaching and Learning
	References
21 Revisioning Paraphrasing Instruction
	Why Are Undergraduate Students' Paraphrasing Abilities Underdeveloped?
		Lack of Explicit Instruction on Paraphrasing
		Lack of Emphasis on the Purpose of Paraphrasing
		Single-Sentence and/or Decontextualised Practice Activities
		Lack of Feedback on Paraphrasing
		Outsourcing Paraphrasing Instruction
	A Way Forward
		Increased Content Instructor-Writing Specialist Collaboration
		Acknowledging Conflicting Notions of Authorship
		Introducing Students to Paraphrasing As a Powerful Tool
		Avoiding Single-Sentence, Decontextualised Paraphrasing Activities
		De-emphasising Plagiarism, But Teaching Paraphrasing in the Context of Academic Integrity
	Future Directions
	Conclusion
		Recommendations
	References
22 Supporting Academic Integrity in the Writing Centre: Perspectives of Student Consultants
	Introduction
	Literature Review
		The Challenge of Defining Plagiarism
		Writing Centres as Spaces for Dialogue and Learning
		The Role of Student Consultants
		Writing Centre Approaches to Academic Integrity
	Methodology
	Results and Discussion
		Frequency of Topics Related to Plagiarism and Academic Integrity
		Initiating Conversations About Academic Integrity
		Student Staff Confidence in Addressing Academic Integrity Concerns
		Strategies for Supporting Academic Integrity
		Additional Training Needs
		Role of the Consultant
	Conclusion
	References
23 Beyond the Traditional: Academic Integrity in Canadian Librarianship
	Academic Integrity and Information Literacy
	Plagiarism in the Canadian Context
	The Librarian's Role
	Information Literacy and Academic Integrity Moving Beyond the Classroom
	Environmental Scan—Canadian context
	Observations and Opportunities
		Academic Librarians and High Schools
		Establishing an Effective Outreach Program
		Moving Beyond Plagiarism
		Additional Programming
	Conclusion
	References
Part V Institutional Responses
24 The Barriers to Faculty Reporting Incidences of Academic Misconduct at Community Colleges
	Introduction
	Background
	Context: Comprehensive Community Colleges and Academic Integrity
		Policies and Procedures
		Institutional Policies Are Imperative
	Scholarship of Teaching and Learning Research Design
		Method
		Data Collection
		Limitations
	Results and Findings
	Discussion
		The Four Overarching Themes
		Community College Faculty Profiles
	Recommendations
		Culture Change
		Faculty Professional Development (Teaching and Learning)
		Modeling Behavior
		Support
	Conclusion
	References
25 Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity
	Starting Our “Hearts”: Project Background
	Considerations and Project Principles
	Project Findings: Strategies for Building and Maintaining an AI Infrastructure
		Get Faculty on Board
		Clarify Policy and Procedure
		Establishing AI Frameworks in Our Courses—Syllabus Language
		Explicit and Early Integration of AI in Course Content: The Definition Activity
		Embed AI Learning Throughout the Course
		Reinforcing the Relevance of AI Beyond the Classroom
		Recognize AI as “Hidden Curriculum”
	“Cheating” Lessons: Overall Take-Aways
	Our “Hearts” Will Go on: Spreading the Conversation
		Incorporate AI Throughout the Degree
		Clarity and Consistent Application of Policy
	References
26 Promotion of Academic Integrity Through a Marketing Lens for Canadian Post-secondary Institutions
	Overview of Relationship Marketing
	Marketing Canadian Post-secondary Institutions
	The Relevance of Relationship Marketing to the Promotion of Academic Integrity
		Data Gathering and Use
	Relationship Marketing Tactics to Encourage Cooperation, Mutually Beneficial Bonds, and Interactive Exchanges
	Conclusion
	References
27 Using Quality Assurance Frameworks to Support an Institutional Culture of Academic Integrity at Canadian Universities
	Canadian Quality Assurance
	Academic Integrity in Canada
	Quality Assurance Tools to Leverage Academic Integrity
		Cyclical Program Review
	Curriculum Mapping and Educational Development
	Engaging with Administration and Governance
	Conclusion
	References
28 Student Academic Misconduct Through a Canadian Legal Lens
	Academic Misconduct: The Canadian Legislative and Policy Context
	Addressing Academic Misconduct: Learning from the Courts
	The Right to an Unbiased Decision Maker
	The Requirement to Provide Notice, the Disclosure of the Case to Be Met and the Right to be Heard
	The Right to Counsel
	The Right to an Oral Hearing and to Cross Examine Witnesses
		The Person Who Hears the Case Must Decide It
		The Right to Reasons
		Creating a Fair Process to Address Academic Misconduct
	Academic Misconduct Decisions: Judicial Review
	Practical Considerations
	References
29 Building a Culture of Restorative Practice and Restorative Responses to Academic Misconduct
	Academic Integrity and Post-Secondary’s Civic Education Mandate
	Brief Introduction to Restorative Practices
	Restorative Resolutions of Academic Misconduct—MacEwan University’s Model
		Context
		Participants
		Pre-conference Meetings
		Facilitators
		Restorative Conferences
		Restorative Conference Questions
		Outcomes
	Responses to Restorative Resolutions of Academic Misconduct at MacEwan University
	Discussion and Conclusion
		Quick Tips:
	References
30 Academic Integrity Through a SoTL Lens and 4M Framework: An Institutional Self-Study
	Introduction
	Background
		Academic Integrity Through a Teaching and Learning Lens
	Theoretical Foundations
		Workplace Learning Theory
		Organizational Learning Theory and Systems Thinking
	A Model of Integrity: The 4M Framework
		Overview of the Model
		The Meso-Level Gap
	Bringing Together Theory and Practice: A Conceptual Model for Supporting Academic Integrity at the University of Calgary
	4M Model in Action: A Case Study of the University of Calgary
		Specific ELR Academic Integrity Projects
	Challenges and Limitations
	Implications and Recommendations
		Recommendations
	Conclusions
	References
31 Conclusions and Future Directions for Academic Integrity in Canada
	Symbolic Importance of this Volume: Situating Previous Work and Celebrating Milestones
	The Significance of Contributions in This Volume
		Limitations and Future Directions
	Concluding Remarks
	References