Academic Integrity in Canada : : An Enduring and Essential Challenge.

• Superior document: Ethics and Integrity in Educational Contexts Series ; v.1
• Author: Eaton, Sarah Elaine.
• TeilnehmendeR: Christensen Hughes, Julia.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2022.; ©2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: Ethics and Integrity in Educational Contexts Series
• Physical Description: 1 online resource (602 pages)

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?.