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.
Online Exam Invigilation Support
Learning Services in the Office of the Provost is offering support for online invigilation of exams. Invigilators are graduate students who have been hired and trained to supervise/invigilate online exams according to UBC policies, procedures and guidelines. This program is centrally funded and coordinated in partnership with the Office of the Provost and the Centre for Teaching and Learning.
Invigilators can be booked for the scheduled exam period plus up to 1.5 additional hours to account for pre-exam procedural meetings, early check-ins, and/or post-exam follow-ups.
The Centre for Teaching and Learning provides guidelines for setting up and monitoring online exams. For support, please contact email@example.com.
To schedule invigilation support, please contact firstname.lastname@example.org.
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.
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.
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
- Vancouver campus resources
- International Center for Academic Integrity
- Resources from other institutions
- University of Calgary
- University of Waterloo
- University of Western Ontario – Scroll down to see How do I promote academic integrity among my students?
- Report all suspicions of academic misconduct to the Dean’s Office as per UBC Okanagan process