ICAI Canadian Consortium Albuquerque, New Mexico February 18, 2016

Facilitating Departmental Engagement in the AI Process Office of Student Academic Integrity What we observe at OSAI: Annually, we receive approximately cases, which is only 2.3% of our undergraduate population Some departments forward few, if any, cases The departments that DO forward cases, are usually from the same courses We receive few cases from the large, first year, humanities courses What we know about instructors: Some find our process too cumbersome Some are not aware that there is a Code and process to follow Some don’t feel it is their job to “police” students Some prefer to use incidents as “teachable” moments and do not report Some are convinced by the tales of woe and don’t pursue Lesson Learned: many cases are either going undetected or unreported raising concerns about fairness and consistency

Academic Integrity & Mental Health Challenges:  Accommodations (ex. Off-campus physicians; Exams)  Serious and/or repeated departures  Professional documentation  Apologies Lessons:  Go slowly  Reiterate, emphasize & facilitate referrals  Use the opportunity  Focus on behaviours

-Copyright infringements blatant on Course Facebook pages -Working with the Student Conduct Office -Decided on a Module similar to the one for faculty module that students would have to complete -Copyright staff created a copyright literacy module & set of 20 questions for students on BlackBoard -In conjunction with Student Conduct Office regularly meet with students to discuss the College Copyright Policy, Student Conduct & the Canadian Copyright Laws -Students are required to complete the Copyright Literacy Modules and quiz that went along with the module if found in violation of policy -Student Conduct Office is advised of completion of modules -Other types of Individual academic honesty infractions are handled departmentally. -No statistics to date on improvements -Academic Honesty site updated: Academic Honesty Violations Update Seneca College

Question from Humber How can we create learning environments that are consistent with the values of academic integrity for students from the millennial generation (Gen X and Gen Y)?

Libraries and Tutoring Centres support the culture of academic integrity by providing research, writing and citation supports for students – both informally and through targeted AI remediation. Who develops and provides educational remediation for other forms of AI breaches (i.e. impersonation, cheating during exams, copying computer code etc.) at your institution? How is the remediation delivered (i.e. on-line or face to face), by whom and how is it tracked and assessed?

Outreach Initiatives When should we (A.I. Officers) start speaking to students about Academic Integrity & Discipline? At Orientation? First Day of Classes? When they are still in High School? My colleagues and I are organizing an information session for one of the high schools in our area. Lesson learned: Never to early to begin informing students of what it means to have integrity – academic integrity! Lucy Gaspini, Manager, Academic Integrity & Affairs ICAI Canadian Consortium Day February 18, 2016

1.A faculty member conducted a statistical analysis of exam results that detects response patterns that are too similar to have occurred by chance It catches cases after the fact It identifies students that probably (a high probability, but still…) cheated What can we do with this information, if anything? 2.What effective alternatives are there to requiring medical notes for missed exams? Lessons Learned at Laurier

ACADEMIC INTEGRITY

Academic Integrity and Exam/Test procedures With the evolution of new technologies (e.g. the Cicret Bracelet) and data sharing (e.g. CourseHero.com) how do we insure the integrity of exams and tests? Issues to consider: -Pedagogy -Accommodation rights -Privacy rights -Human Rights -Who in the University is responsible for this issue?

Turnitin® -rebranding - new Turnitin® guidelines for students - Quick Guides createdguidelines Communication … how do we get instructors to give “the talk” and have a dialogue with students?