Faculty Resources for Academic Integrity

These resources have been created and curated by the Okanagan campus’s Academic Integrity Working Group and are intended to be of support to assist Faculty as they develop syllabi and assessments for the term, especially in the recent shift to an online context. The working group is grateful for our collaborations with faculty, staff, and students from both the Vancouver and Okanagan campuses to develop and share these resources for everyone’s use.

Please note, this page is a living document and will be updated as the year progresses.

Assessment Strategies to Reduce Academic Misconduct

Although it is impossible to prevent all students from engaging in academic misconduct (in person and online), there are plenty of ways to reduce the chances for it. This webpage contains resources to help faculty members as they developing specific assessments and designing their courses to reduce academic misconduct.

Learn More

Syllabus Language

It is important that all expectations are stated at the beginning of the course and this resource contains information that we encourage instructors to consider including in their course syllabi.

Learn More

Myths

The issue of academic integrity in the online learning environment continues to be explored and debated.  Below are some common myths around academic integrity along with some interesting research findings:

Students are more likely to cheat in unproctored exams

There is not enough evidence to assert that students are more likely to cheat in unproctored exams compared to proctored exams. If fact, the evidence is mixed (Harris et al, 2019).

We know students are significantly more likely to cheat in the online vs. face-to-face learning environment

Although this is a common belief among students and instructors, there have been studies showing this is not always the case. Watson, G. and Sottile, J. (2010), for example, collected data from 635 students (of which 102 were graduate) through an Academic Dishonesty Assessment and found that while 32.1% admitted to having cheated in a live class, 32.7% admitted doing so in an online class.   

There is more unauthorized collaboration among students in online courses

Cheating is often rooted in peer-pressure. Taking online courses, decreases the level of interactions between peers and may lead to less unauthorized collaboration (Hart, L. & Morgan, L., 2010).    

Conclusion: While evidence is still not conclusive, we do know there are assessment strategies, conversations, and academic integrity statements instructors can choose to use to lower the chances of academic dishonesty in both online and face-to-face environments.

External Resources

Added September 8, 2020: This document was developed by our Vancouver Campus colleagues through numerous consultations across UBC including at the Okanagan campus.  This version has been modified in four places to include links to UBC Okanagan student-related services and a link to a UBC Okanagan