{"id":341369,"date":"2023-09-21T14:00:24","date_gmt":"2023-09-21T19:00:24","guid":{"rendered":"https:\/\/yfile.news.yorku.ca\/?p=341369"},"modified":"2025-04-02T12:36:06","modified_gmt":"2025-04-02T16:36:06","slug":"project-aims-to-educate-students-on-academic-integrity","status":"publish","type":"post","link":"https:\/\/www.yorku.ca\/yfile\/2023\/09\/21\/project-aims-to-educate-students-on-academic-integrity\/","title":{"rendered":"Project aims to educate students on academic integrity"},"content":{"rendered":"\n\n\n

By Angela Ward<\/em><\/strong><\/p>\n\n\n\n

An Academic Innovation Fund (AIF) project at ¿ì²¥ÊÓƵ aims to broaden the understanding of academic integrity and the student experience.<\/h3>\n\n\n\n

\u201cAcademic misconduct is a complex and multifaceted issue that involves consequences such as compromised learning, reduced student success and reputational damage to an institution,\u201d says Angela Clark<\/strong>, academic integrity specialist in the Office of the Vice-Provost Academic.<\/a> Exploring the approaches used to educate students about academic integrity at ¿ì²¥ÊÓƵ is a key part of Clark\u2019s project.<\/p>\n\n\n

\n
\"Angela
Angela Clark<\/figcaption><\/figure>\n<\/div>\n\n\n

The AIF project,<\/a> \"Understanding Academic Integrity Instruction at York: A First Step to Developing Meaningful Interventions for Students,\" <\/em>will explore the current interventions in place so students can be supported in their understanding of academic honesty at York. It will lead to developing future interventions that are aligned to students\u2019 circumstances and realities and are geared towards supporting their success. <\/p>\n\n\n\n

\u201cThere are many reasons why academic misconduct occurs. Although it is normally linked to a student\u2019s lack of morals, it more commonly arises from both a lack of academic skills and a lack of awareness around academic integrity,\u201d Clark explains. At York, Faculties offer different types of interventions, which can include modules, websites, activities and assessments, among others. Clark would like to learn what instruction is taking place, how it occurs, how students interpret it and how it is scaffolded. To that end, this project aims to collect all these interventions into an inventory and evaluate them, starting with co-curricular interventions and moving to curricular interventions in the fall. The next phase will take place in Winter 2024, in which focus groups with students will take place. <\/p>\n\n\n\n

\u201cIn education, most interventions that institutions offer are general in nature, but this doesn\u2019t benefit students who are more at risk of engaging in academic misconduct,\u201d Clark notes. \u201cThere is research on international students who are non-native English speakers that shows they tend to engage in breaches more often than domestic students. But there is a lack of research on equity-deserving groups such as racialized students, Indigenous students and those with disabilities, and the struggles they may face with academic integrity standards.<\/p>\n\n\n\n

\"The research does indicate that the development of competence in academic integrity is affected by a student\u2019s starting point: their academic level, their language, their educational level and other contextual factors.\u201d <\/p>\n\n\n\n

Clark is especially interested in these focus groups to understand students\u2019 perspectives and experiences on current academic integrity interventions. \u201cI would like to learn how students are encountering these interventions and where the gaps lie. It\u2019s important to meet students where they are in order to effectively instruct them on this topic.  <\/p>\n\n\n\n

\u201cThe new interventions, paired with the student voice in focus groups, will help us learn about our students and incorporate their diverse experiences and ideas about what can be offered in academic integrity education to best support them.\u201d <\/p>\n\n\n\n

Clark adds, \u201cIt\u2019s particularly important to understand student behaviour now more than ever. During the pandemic and the corresponding move to remote learning, the use of homework help and content-sharing sites like Chegg and Course Hero flourished across higher education institutions. Now we have generative AI (artificial intelligence) technology, prompting more concern about academic integrity.\u201d  <\/p>\n\n\n\n

Not only is there a concern around how students potentially use these tools to complete their work, but detecting their unauthorized use has been problematic, as no detection tool to date has been proven to be reliable. <\/p>\n\n\n\n

Choosing whether to leverage AI in classrooms is also based on each individual instructor\u2019s judgment, as outlined in York\u2019s Academic Standards, Curriculum and Pedagogy Committee statement<\/a>. If instructors do allow the use of AI in course assessments or assignments, it is requested that they clearly communicate the parameters for how students utilize it, including being transparent about its use and providing citations. It is also recommended that they engage students in discussions about the ethical use of the technology and common concerns about inaccurate information, false references, privacy, confidentiality and copyright. <\/p>\n\n\n\n

The topic of academic integrity is timely, with Academic Integrity Month coming up in October at the University. The event encompasses the theme of \u201cConnecting the Community,\u201d as it will bring together students, faculty and staff for a series of discussions on innovative academic integrity approaches and ways instructors have revised their assessments. <\/p>\n\n\n\n

\u201cGenerative AI seems to be a popular topic in scheduled discussions, which presents a good opportunity for the York community to learn from each other,\u201d Clark says. <\/p>\n\n\n\n

While sessions are aimed at instructors, there is also an opportunity for students to get involved. \u201cLast year, we hosted an online scavenger hunt for students. Students were tasked with finding the answers to questions from various student service areas on their websites and then sending in their answers for chances to win prizes. This year, we\u2019re hosting an in-person scavenger hunt, encouraging students to visit student support services such as Student Community & Leadership Development, the library, the Writing Centre and the English as a Second Language Open Learning Centre, among others, where they can connect with people in person, collect printed material and feel more comfortable accessing these services on campus,\u201d Clark explains.  <\/p>\n\n\n\n

The Academic Integrity Month website can be found here.<\/a> \u201cIt\u2019s not too late to get involved,\u201d Clark adds. \u201cIf anyone in the York community has any academic integrity research, practices or ideas that they think would benefit the York community, they can reach out to me.\u201d  <\/p>\n\n\n\n

For further information on support and events related to academic integrity, visit the Academic Integrity website<\/a>. For information about generative AI in particular, visit the AI Technology and Academic Support for Instructors web page<\/a>, which includes contextual information on AI technology, tips for addressing AI technology with students, managing grey areas and ethical concerns, using AI technology as a teaching and learning tool, and detecting AI content, along with upcoming workshops in October and beyond. <\/p>\n","protected":false},"excerpt":{"rendered":"

The Academic Innovation Fund project will explore current interventions so students can be supported in their understanding of academic 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