Reflecting on Creating a Culture of Academic Integrity at the University of Manitoba: CSAI 2023 Greetings

This month, we publish our first issue of the sixth volume of the Canadian Perspectives on Academic Integrity (CPAI), and highlight the abstracts from the Canadian Symposium on Academic Integrity (CSAI) 2023 hosted by The Centre for the Advancement of Teaching and Learning, University of Manitoba. This issue also features an original research article focusing on the understanding and perspectives of plagiarism of undergraduate students at the University of Toronto

Maintaining optimism and instilling hope: The work of academic integrity practitioners and scholars

We open the second volume of the journal with a reflection on the state of our world and campuses and the importance of our work as academic integrity practitioners and scholars. We announce the evolution of the journal to include both peer-reviewed research and practitioner articles

From the History of Contract Cheating to the New Challenges of Artificial Intelligence: The Changing Landscape of Academic Integrity

We present the second issue of the fifth volume of the Canadian Perspectives on Academic Integrity (CPAI). This issue features the third invited historical article about contract cheating and three peer-reviewed articles that highlight two challenging issues within the field of academic integrity--mental health and artificial intelligence--and a study that explores the definition of academic misconduct, which is a persistent challenge in higher education

Responding to the needs of the community: Evolving nature of the Canadian Perspectives on Academic Integrity

In this editorial, we reflect on the origins of the Canadian Perspectives on Academic Integrity and provide an overview of the evolution of this journal. Despite its continued development, an important goal has remained: Creating “space for practitioners to connect and feel connected to one another on a professional level” (Eaton, 2018, p. 1)

Editorial: Contract cheating in Canada

We present the second issue of the fourth volume of the Canadian Perspectives on Academic Integrity (CPAI). This issue consists of an invited historical article about contract cheating and the proceedings from the second Canadian Symposium on Academic Integrity (CSAI) 2021 hosted virtually by Thompson Rivers University, Kamloops, British Columbia, Canada

Writers’ Guide for Prospective Contributors to Canadian Perspectives on Academic Integrity

In this article we present resources and ideas for prospective writers of Canadian Perspectives on Academic Integrity. The purpose of this article is to generate ideas and build confidence among prospective contributors. Our intention is to provide support for those who have wisdom and insights to share, but who may be inexperienced or lack confidence with their professional writing skills

Further Contemplations: Inaugural Canadian Symposium on Academic Integrity

This editorial shared the contemplations of three symposium participants who are also scholars and educators in the field of academic integrity: Jennie Miron, PhD, Brenda M. Stoesz, PhD, and Brandy Usick, MEd. We share our individual reflections that underscores our optimism and enthusiasm for the future of the field of academic integrity scholarship within Canada

Doctoral student reflections of blended learning before and during covid-19

Purpose: Οur study aimed to address the central research question: how were our experiences as graduate students in a blended learning professional doctoral program changed by the COVID-19 crisis? The study adds to a growing body of literature on blended learning graduate programs. Methods: We employed action research as our central methodology and leveraged narrative inquiry to elevate our (students’) voices. The two participant-researchers responded to a series of questions supported by narrative reflections from their common academic supervisor. Emergent themes were identified in the data using narrative analysis techniques for coding qualitative data into themes. This was followed by a second phase of data collection and analysis after the emergence of the COVID-19 pandemic. Results: Τhe researchers identified four themes within the data: 1. balancing doctoral work with professional and personal responsibilities; 2. cohort provides formal and informal support; 3. individuality of the experience; and 4. supervisory group support. Implications: Οur study offers a number of key learnings that may benefit researchers studying blended learning programs. The key learnings suggest benefits to cohort-based, blended learning programs, as well as difficulties that may emerge in the individuality of the experience, when encountering crises, as well as more generally

Doctoral student reflections of blended learning before and during covid-19

Purpose: Our study aimed to address the central research question: how were our experiences as graduate students in a blended learning professional doctoral program changed by the COVID-19 crisis? The study adds to a growing body of literature on blended learning graduate programs. Methods: We employed action research as our central methodology and leveraged narrative inquiry to elevate our (students’) voices. The two participant-researchers responded to a series of questions supported by narrative reflections from their common academic supervisor. Emergent themes were identified in the data using narrative analysis techniques for coding qualitative data into themes. This was followed by a second phase of data collection and analysis after the emergence of the COVID-19 pandemic. Results: The researchers identified four themes within the data: 1. balancing doctoral work with professional and personal responsibilities; 2. cohort provides formal and informal support; 3. individuality of the experience; and 4. supervisory group support. Implications: Our study offers a number of key learnings that may benefit researchers studying blended learning programs. The key learnings suggest benefits to cohort-based, blended learning programs, as well as difficulties that may emerge in the individuality of the experience, when encountering crises, as well as more generally. (DIPF/Orig.

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