Launching an Institutional Academic Integrity Campaign

The University of Manitoba launched its first institution-wide academic integrity campaign in Fall 2016. The aim of the campaign is to promote a positive educational message of academic integrity that is inclusive of all university members, including faculty, students, and staff. In this article I share points to consider for practitioners who wish to implement promotional academic integrity strategies in their institutions.

Hosting academic integrity events: What can you do with academic integrity at your college or university?

Over the past year, the importance and intricacies of academic integrity (AI) in higher education have been thrust to the forefront of discussion. This has caused some institutions to change the way they approach well-established AI initiatives, while others see opportunities to establish their first events. Join practitioners from two Manitoba institutions for a look at how their AI events are organized and why, for both college and university settings, and for stakeholders ranging from students to administrators. Attendees will learn about different approaches to hosting AI activities, how these initiatives evolve over time, and considerations for creating and contextualizing your own AI events

So it Happened… What Now? : The Evolution of a Reflections-based Course for Students Involved in Academic Misconduct

Academic integrity and academic misconduct are issues that affect all post-secondary institutions, and the University of Manitoba has seen a rising number of cases (Annual Report of the University Discipline Committee, 2021). Furthermore, there has been a call (Bertram Gallant, 2008; Sopcak & Hood, 2022) for developing and implementing responsive educational approaches in academic misconduct cases at the post-secondary level. These educational approaches move away from quasi-legal and punitive measures, which have been shown to negatively impact the well-being of the involved students (Pitts et al., 2020). Instead, it has been argued that academic misconduct should be addressed as a learning, teaching and skills development concern. In this presentation, we discuss the implementation of a reflection-based course for students involved in cases of academic misconduct.  Completion of this self-directed online course is the preliminary step in educational outcomes for most students involved in academic misconduct at the University of Manitoba. We chart the shift in this educational outcome from a quiz-based tutorial to a multi-module -reflection-based approach.  We will discuss the rational and practical implications of the “Reflections on Academic Integrity (RAI)” course.   We will argue that the RAI course actively and consciously moves away from the stigmatization associated with academic misconduct towards framing the student’s experiences as a learning outcome that sets the foundation for a return to successful studies

Creating a Collaborative Network to Promote Cultures of Academic Integrity in Manitoba’s Post-Secondary Institutions

In this article, we, as representatives from several post-secondary institutions across Manitoba and British Columbia, describe how sharing knowledge and experiences across institutions has informed and enhanced academic integrity initiatives at our respective institutions. We outline how participation in provincial, national, and international teaching and learning events as a collective has informed our work in academic integrity and led to the emergence of the Manitoba Academic Integrity Network (MAIN) in May 2019. We discuss the benefits of collaborating within a provincial network and next steps for expanding the reach of the network across institutions by engaging faculty, staff, and students