1. Competing Visions

2. PAST

3. Desire to return to what worked (or what we believe worked) in the past; Static rules and expectations; Traditional honor codes; Defensive pedagogy Traditional sanctions;

5. Focus on solutions like text-matching, Remote proctoring, Bio-recognition, Test-banks

6. This is not an indictment of the traditionalists rules or the mechanistic tools. All of these things can be useful. The weakness of many of our approaches to academic integrity lies in the expectation that tools and rules will solve the problem.

7. We cant return to the past (and we really dont want to.) Our current circumstances are different from the past (because of changing demographics, changing technology, changing economies) but with respect to integrity, these are mainly differences of degree rather than differences in kind.

9. Image credit: http://theperfecthorse.blogspot.com/2009/07/head- tossing.html

10. Immediate results Put it on and it works without further input Its a (nearly) sure thingthe device does the work. Image credit: http://mylerbitsusa.com/images/combination/Number- 14.jpg

11. Takes time and repeated effort Requires feedback The horse makes the decision (and sometimes it wont be the right one) Image credit: http://americashorsedaily.com/wp- content/uploads/Lynn-Palm1304.jpg

12. Image credit: http://cdn.thehorse.com/images/cms/2012/11/pay-per-use- chestnut-horse-headshaking.jpg?preset=feature

13. Image credit: http://www.writingofriding.com/wp- content/uploads/2013/07/girl-riding-black-horse.jpg

14. If we dont teach students and help them understand the significance of academic integrity... If we rely solely on mechanisms that prevent them from cheating rather than teaching them why they should choose not to... If the only reason students arent cheating is because we are stopping them from cheating...... then they are not developing the capacity to make ethical choices.

16. Image credit: http://news.bbcimg.co.uk/media/images/60152000/jpg/_60152494_beaming_rex464.jpg

17. Primary: + Education + Conversations + Expectations___ Culture of Integrity Supported by: Vigilance Policies, Codes, and Rules Technology

18. There is no way to teach students to make good choices without giving them enough freedom to make bad ones. That is not to say that there shouldnt be consequences, but it is suggesting they must have room to fail.

19. There is no way to teach students to make good choices without allowing freedom to make bad ones. That is not to say that there shouldnt be consequences, but it is suggesting they must have room to fail. When they do (and some will), if we provide the right kind of response, more of them will get it right the next timeand they will understand why.

20. Failures are finger posts on the road to achievement. ~C. S. Lewis Remember that failure is an event, not a person. Zig Ziglar

21. a constellation of encounters, both planned and unplanned, that promote growth through the acquisition of knowledge, skills, understanding and appreciation Noddings, Nel (2002) Starting at Home. Caring and Social Policy

22. Connect with us! www.Facebook.com/AcademicIntegrity Twitter.com/TweetCAI Well see you next year in Vancouver!