Brogt E

Hart, Deirdre E.

Nesbit T

UC Research Repository

AAINF Conference 2022How introducing an academic integrity module during a pandemic can help underpin organisational culture changeDeirdre E. Hart, Proctor & academic integrity research scholarTrevor Nesbit, Academic developerErik Brogt, Academic developer & educational development scholar1. Our module2. What has worked so far?3. What next?• Module development• Wider teaching & learning• Organisation-wide culture4. Questions, feedback, suggestionsOutline2. Working with academic integrity & getting support3. Blurrylines & how to navigate them5. Resources for study & FAQ1. Respect for ideas4. UC processesUC students with academicintegrity confidence & competenceWhy care about academic integrity?Ngā Uara | Our ValuesGaining the right skillsGiving credit where credit is dueBecoming biculturally competent & confident1Time managementUnderstanding assignmentsGroupworkExaminationsWriting in your own wordsTurnitinFinding supportExtensions & special considerations27 common types of cheating,9 key strategies for maintaining academic integrity35 quiz assessmentsSelection of scenario, process & regulation questionsRequired questions on bicultural competence/ indigenous knowledge, password security, 80% to passAllResources & FAQStudent obligationsAssignments & examinationsSupport servicesPolicy & regulations5Student Responsibilities UC ProcessesAcademic MisconductBehavioural Misconduct4What has worked so far?Module Students TeachersEditable: Core + material that is adapted to changes, feedback* (learning/ teaching, breach patterns etc).Complete once, access for duration of study, achievementrecognised on transcript.Engagement level options:low uptake overhead to actively suggest content & edits*.Customised delivery & stealth roll out to date.Future?Orientation: can complete early, sets expectations, advanced prep for key learner groups.Good fit in different places in different courses:align to learning, assessment.Deepen bicultural &? professional elements (internships, work integrated learning...)Bespoke postgraduate componentIdeas to be derived from NZ baseline AI surveyWhat next for the module?e.g., use module engagement as an early metric for detecting at risk learners: linking in to new UC Student Success programmeAddressing staff barriers (workload, curriculum overload, awareness & training)What next for teaching & learning?What next for our organisation?• new, ‘nimbler’ regulations & compliance system (2021-)• new AI officer role (2022-)• increased reporting (starting)• teaching development (2022-)• staff induction (2022-)• promotion guidelines (2023?)• data use (needs work)Breach detection/ reporting,data useTeacher education, practices, structure of teacher supportModule content, quality,useRegulations, policy, guidelinesCulture of Academic IntegrityQUESTIONS, FEEDBACK?Where does an AIM intersect with professional ethical behaviour/ anti-harassment/ bystander training?How do you get feedback on your AIM?How do you know your AIM is achieving what it’s supposed to?Ngā mihi nui, thank youdeirdre.hart@canterbury.ac.nz; trevor.nesbit@canterbury.ac.nz; erik.brogt@canterbury.ac.nz

How introducing an academic integrity module  during a pandemic can help underpin  organisational culture change

https://ir.canterbury.ac.nz/bitstream/10092/104793/2/FINAL_Hart%20Nesbit%20Brogt%20AAINF%2021_10_22%20slides.pdf

How introducing an academic integrity module during a pandemic can help underpin organisational culture change

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