March 2022

During our 2022 virtual conference, ICAI was thrilled to bring back the annual awards to recognize individuals and institutions who have gone above and beyond in the work of academic integrity.  During the awards ceremony in which we also celebrated the 30th anniversary of ICAI, we recognized the nominees and the winners of five different awards.

The Waldvogel Exemplar of Integrity Award recognizes one individual for demonstrating courage and perseverance in championing the ideals of academic integrity in the face of opposition and adversity. It is intended for an individual who has demonstrated the sixth fundamental value - courage - to champion the ideals of academic integrity in building a culture of integrity.

This year we had two nominees for the Waldvogel Exemplar of Integrity Award:

The first nominee was LaShonda Anthony from George Mason University.  One nominator said, “Dr. Anthony always tried to look out for the best interest of the students in the honor code process, while always maintaining a fair and equitable process. Even, before COVID, Dr. Anthony managed a mountain of a caseload, with minimal staff. However, since COVID her ability to not only motivate her staff but to get in the trenches with her staff to stay on top of our caseload was nothing short of a miracle.” Another nominator stated, “LaShonda is the leader of this often overlooked work that is so important for our students as they navigate college and learn their own ethics for what's next.”

The second nominee was Jessie Townsend from the University of South Carolina.  One of the nominating letters stated, “During the last academic year, Jessie demonstrated courage and perseverance in the face of opposition and adversity when his supervisor departed the institution, and the office received the highest amount of referrals ever. Jessie continued to adjudicate his cases with diligence and grace. In addition to assuming some of his supervisor’s responsibilities, Jessie managed to continue to facilitate our newest initiative, a certificate program with our Center for Teaching Excellence (CTE).”  Another stated, “Members of ICAI are familiar with the unfair assumption that its members are administrative sticklers. Jessie proves we are the opposite in the way he champions the ideals of academic integrity, the ways that he subscribes to our founders’ ideas that academic integrity takes a village, and that building a culture of integrity requires a foundation of compassion, understanding, and commitment to voicing our common goal of student success.”

This year the Waldvogel Exemplar of Integrity Award was awarded to Jessie Townsend from the University of South Carolina. A final statement from one of his nominators was “In his meeting with students regarding possible Honor Code violations, he checked in on their mental health and well-being. The number of thank you emails he received was rewarding, with one student commenting that her Honor Code hearing administrator was the first person to ask her how she was really doing.”

The Tricia Bertram Gallant Award for Outstanding Service is named for Dr. Bertram Gallant who has consistently gone above and beyond while working toward a culture of integrity across the globe. This award recognizes and honors academic and practitioner members of ICAI who have during the previous academic year provided outstanding service to their institution or to the community regarding academic integrity.

This year we had five nominations for the Tricia Bertram Gallant Award for Outstanding Service. 

The first was Emilienne Akpan from the American University of Nigeria. One of her nominators wrote, “On interdepartmental collaborations, in the past, the writing center partnered with the faculty in the English department for research writing seminars for graduate students. As a member of the AUN Academic Integrity Council, Mrs. Akpan has worked diligently with Judicial Affairs to promote the culture of academic integrity on campus.”

The second nominee was Artem Artyukhov from NAQA-Ukraine. A nominator wrote, “Dr. Artyukhov actively participated in the development of academic integrity culture at the national level by organizing joint activities of the National Agency Ethics Committee and the sub commission of the Ministry of Education and Science of Ukraine on academic integrity to develop regulatory documentation for academic integrity assurance of higher education, provided training for accreditation experts on academic integrity, and worked with the National Agency working group to draft a national law on academic integrity.” His nominator also made mention that he uses gamification with students, using minecraft to promote academic integrity.

The third nominee was Courtney Cullen from the University for Georgia. Her nominator said, “She initiated a year-long virtual Faculty Listening Tour of 21 UGA departments in 2020 with a comprehensive report to the Educational Affairs Committee in March 2021.  Courtney also proposed a complete re-write of our institution’s academic integrity policy, to make it more readable and to include a new remediation program, and successfully navigated legal and faculty affairs and multiple committee meetings culminating in the new policy’s approval by University Council less than a month ago.”

The fourth nominee was Amanda McKenzie from the University of Waterloo.  Her nominator wrote, “she has been a key member for executing the ICAI contract with the American Councils to build up Ukraine’s system of quality assurance and academic integrity. She has conducted numerous full day (virtual) workshops for the project, as well as coordinated the project behind the scenes.”  Another said, “every year Amanda mobilizes individuals from across the country to develop an engaging program, deliver interactive activities during the Canadian Consortium day. I have often heard my compatriots declare that the Canadian Consortium Day is their favourite part of the ICAI conference.”

The fifth nominee was Laurie McNeill from the University of British Columbia. A nominator said, “Over the past years, but in the last year specifically, she has gone above and beyond to work towards building a culture of integrity at the University of British Columbia. Her scholarship and practice have planted the seeds for institutional change and her mentorship and service work have been vital to implementation.”  They also said, “Dr. McNeill was the Principal Investigator for “Our Cheating Hearts”, a project supported by UBC’s Teaching and Learning Enhancement Fund (2017-2020) that looked at how to foster an educative approach to academic integrity on campus and incorporate academic integrity into the curriculum. This project resulted in the creation of resources for faculty around academic integrity but also a shift in approach and awareness.”

The awards committee felt that all five nominees definitely have done outstanding work over the past year, but wanted like to recognize three as award winners. The award winners for the Tricia Bertram Gallant Outstanding Service Award were Artem Artyukhov, Amanda McKenzie, and Laurie McNeill.

The ICAI Student of Merit Award is given to a current student (either pre-college, undergraduate, or graduate student) who has demonstrated passion and motivation towards creating a culture of academic integrity.

The first nominee for the student of merit award was Tushita Tandon from the University of California, San Diego. One nominator wrote that when classes switched to remote, Tushita saw that she had a little extra time and bandwidth and wanted to brainstorm with me other ways that we could promote integrity on campus. She understood that the move to remote and the stress of current events would make maintaining integrity even more challenging for her peers. She was eager to find any creative ways we could to assist our community in staying connected to core integrity values.  Another nominator wrote, “If you could ask Tushita why she, a cognitive science major with a specialization in neuroscience, chooses to spend 10-20 hours of her weeks with the Academic Integrity Office, she would likely tell you quite simply “because integrity matters”.

The second nominee was César González Lozano from University of Monterrey.  One nominator said of César, “I admire him because he stands for what he believes and says. He defends the honor, truth and the learning of integrity among students.”  Another said, “One of his main attributes is the empathy and connection he has with students who commit an act of academic dishonesty, either when listening to them in a hearing or when he adopts the role of peer educator of a student who is going to have a hearing before the Honor Council, because he does not only explains the process and accompanies them during it, but also helps them reflect on their actions and advises on how to be better and what strategies they can have to improve their academic performance, achieving a change of attitude in the students with whom he talks.”

The third nominee was Grace VerWeire from the University of Buffalo.  One nominator said, “Grace has had a unique impact on the student body by personally inspiring academic excellence in her peers, role modelling courage and honesty, and volunteering to create and implement new initiatives that will certainly outlast her time on campus.”  They continue by saying, “Grace recently changed her major to Law and has shown a potent and steadfast commitment to ethics in many realms. Her interest in studying law comes from a profound commitment to universal justice, inspired by her lived experiences and the hardships of those close to her. She knits the values of her ambassadorship with her outside life, speaking out with care and determination when she sees her peers and colleagues being led down the path to academic dishonesty – just recently, Grace thwarted an entire class from using a group chat to share test answers, and she reflects on that experience with pride and satisfaction.”

These three students give me much hope for our future in building a culture of academic integrity.  The award for the Student of Merit went to Tushita Tandon from the University of California, San Diego

The ICAI Culture of Integrity Award recognizes one campus or institution for their outstanding ability to create a culture of integrity during the previous academic year.  The Culture of Integrity award is intended for institutions who have had success with a program or initiative to create or mold a culture of integrity among the constituents of their own institution.

The first nominee for the culture of integrity award was The University of South Carolina.  The nominator stated, “our office’s approach to addressing academic misconduct during the peak of the Covid-19 pandemic and online learning was to cultivate a culture of integrity by ensuring that it was a campus effort. This was achieved in numerous ways with the central goal of prioritizing proactive measures rather than focusing on reactive measures for academic integrity.”  They also stated, “In the summer of 2021, our office revised the University’s Honor Code to proactively combat the issues of contract cheating and study sites.  Lastly, Since the start of the Spring 2021 semester, our office has facilitated 13 virtual sessions for our certificate of completion program through the Center for Teaching Excellence. The certificate, Fostering Proactive Learning Environments (FPLE), has served to effectively train faculty on proactive academic integrity strategies aligned with pedagogical approaches and addressing behaviors of academic misconduct.”

The second nominee was University of Monterrey (UDEM).  The nominator stated, “We particularly highlight UDEM efforts to work day by day to accomplish its mission of strengthening the culture of academic integrity in the university community in an intentional, holistic and sustained strategy through its Center for Integrity and in turn achieve three objectives: to have an honest campus free of corruption, to maintain synergy with educational institutions and civil organizations in favor of integrity and legality, and to conduct research in this area as well as offer courses and consultancies to promote upright behavior through its ethics institute.”  A fellow institution said of UDEM, “UDEM has collaborated in a biannual publication that seeks to promote the topic of academic integrity in educational institutions in Latin America. And the members of the UDEM Integrity Center are genuinely concerned about students and how to ensure that they experience the university with academic integrity. This Center has sought to promote the values of academic integrity through an Honor Code, campaigns and activities for students, and training programs for professors.”

The third nominee was Penn State University.  A nominee said, “the University has had, for many years, local cultures of integrity that have been formed and maintained by administrators and educators who have published, presented, and led within their local integrity communities. The rise of the COVID-19 pandemic made obvious the need for a more cohesive culture of integrity. University leadership established a committee charged with providing guidance to both educators and students across the Penn State community. Those efforts led to many wonderful resources, new modes for collaborative efforts, and a sincere interest in a cohesive culture of integrity, from which have grown a new web of initiatives which stretch across the university and now serve as the enhanced foundation for our cohesive culture of integrity.”  Two specific initiatives are the University Academic Integrity Leadership Community and the Academic Integrity Digital Workflow Application.

These institutions are all role models for how we can all build a culture of integrity. The winner of the Culture of Integrity award was University of Monterrey (UDEM).

The ICAI Lifetime Achievement Award recognizes and honors academic and practitioner members of ICAI who have made significant contributions to academic integrity over their lifetimes. Award recipients represent the most influential individuals in academic integrity. It is the highest honor to be given by ICAI. The Lifetime Achievement Award is intended for individuals with at least 10 years of documented accomplishments in academic integrity and who have had a significant impact on a large number of individuals and organizations.

The recipient of the ICAI lifetime achievement award for this year has had over forty years of experience in higher education encouraging integrity throughout his work.  He was involved in the initial development of the Academic Integrity Policy back in 2012 at his current institution.  The committee’s work led to the development of a policy that has been embraced by faculty, staff, and students, on UA’s campus, and it is still in place today. Additionally, key elements of the policy have been discussed and utilized by other universities.  Five years later, he assessed faculty buy-in to the policy.

Though his tenure, he has published multiple times in academic integrity and ethics while also being a common presenter at ICAI conferences.   His nominator states, “he has relentlessly advocated to keep academic integrity at the forefront of campus-wide discussions throughout his career.” It goes on to say, “his commitment to this issue has impacted our campus at all levels and his work will felt for years to come.” Another nominator states, “this individual’s commitment to academic integrity is evident through his research, teaching, and service to his college and other colleges and universities.”

It is with great respect for decades of service to higher education and academic integrity that the ICAI lifetime achievement award was awarded to Timothy Paul Cronan of the University of Arkansas.

I want to thank everyone who took part in the nomination process.  We are excited to have these annual awards back to be able to truly honor those individuals and institutions doing superb work.

Plagiarism remains at the forefront of academic misconduct and academic integrity conversations. Unfortunately, the behavior is often described differently by institution and discipline. With so many policies on plagiarism, it can be challenging to find resources that best address the behaviors. Over the last year, I have worked with incredible authors, including ICAI members and scholars Courtney Cullen, Sarah Elaine Eaton, Jen Simonds, and Salim Razi. These and several other authors helped develop a student success resource, offering standard definitions of academic integrity and various forms of academic misconduct, such as plagiarism. The objective was simple: to work together to create a definition and guidance that capture misconduct more universally while supporting student success. Books such as David Rettinger and Tricia Bertram Gallant’s Cheating Academic Integrity: Lessons Learned from 30 years of Research (Jossey Bass), and Sarah Elaine Eaton’s book Plagiarism, tackling tough topics in Academic Integrity (ABC-CLIO) speak to this with more nuance. In addition, there are growing collaborative efforts to develop common, easily accessible language for students and faculty to promote academic integrity, prevent plagiarism, and increase student success. One such international example includes research lead by Martine Peters through a collaborative grant, the Social Sciences and Humanites Research Council SSHRC Partnership on University Plagiarism Prevention (PUPP).

After reviewing plagiarism tutorials to understand more about available resources, I found commonality and opportunity that help to make sense of the available information. I began by searching plagiarism tutorials. To understand the content, I sought accessible resources with eight considerations:

  1. Is the resource open access? (No log-in or cost required to view)
  2. Does the resource define plagiarism?
  3. Does the resource specify context? (Plagiarism type, university or organization affiliation, college or university policy)
  4. Does the resource reference consequences in policy or law?
  5. Does the resource offer suggestions on preventing plagiarism?
  6. Does the resource offer examples of plagiarism or clear examples?
  7. Does the resource note or link to additional resources on the topic?
  8. Is the resource in alignment with the fundamental principles of Academic Integrity?

I limited the resource list by checking for up-to-date links (and up-to-date resource links). The good news? There are fantastic resources available-- too many resources to share here. The resulting list is based on google search placement, strategically including domain identifiers that broaden to be inclusive as a brief blog post might allow.

Below is a sampling of the resultant links by characteristics that may be helpful. While many of the links meet multiple categories, this list intends to provide examples at a glance. I encourage you to visit related websites at your institutions and use this list to refine further the information you receive and share about plagiarism. All sites are live and adhere to the requirements above as of March 2022.

Library Guides

Librarians are the heroes of this post. College and University Library guides (LibGuides) are an excellent source of information on plagiarism. With links to school policies, definitions, and examples, LibGuides are a comprehensive, open-access source of information for students and faculty. Librarians are sought after, trusted sources of information on plagiarism. There are too many great examples to include in this post, but I encourage you to thank your librarian and visit the LibGuide resources.

Plagiarism Tutorials and Games

Tutorials are interactive tools that require engagement from student participants. Tutorials offer definitions of plagiarism and dive deeply into institutional expectations on the topic. Gamification elements offer an additional measure of engagement. Many institutions combine plagiarism with academic misconduct policy tutorials more generally. The selected tutorials are specific to plagiarism and are examples that demonstrate active learning in context.

Certificates and Tests

Check your understanding of plagiarism and appropriate citation practices by completing these assessments. The examples listed here offer participants a certificate of completion. The best part is that these are entirely free to use and do not require a log-in!

Video Tutorials

Video is a popular way for students to quickly take in information to prevent plagiarism. Many lib guides also link to videos. Here are a few that may be of interest:

3rd party tutorials

The majority of tutorial examples are associated with educational institutions. Despite this, students regularly view external, easily accessible content. Therefore, the examples included in this list do not represent any endorsement.

In closing, here are a few things I have noticed while searching.

Tech check: More and more institutions use Learning Management Systems (LMS) to house academic integrity tutorials. While this is very helpful for tracking information, a consideration is that it is not publicly accessible when log-ins are required.

Librarians lead the way: Libraries are likely to house plagiarism tutorials. Partnership with libraries goes a long way in understanding plagiarism expectations.

Partner with students: There are few examples of student-generated content in tutorial form, despite the incredible work of peer educators and integrity board members. Partnerships are an excellent opportunity to tap into student expertise, relevance, and perspective.

Check links. As with all resources that include live links, regular checks to ensure that links are working correctly and map appropriately are necessary.

Beware of information overload. Be mindful of the vast array of materials available. Students may feel overwhelmed with the amount of information shared. Instead, consider being strategic, scaffolding new opportunities for students to refine their understanding of plagiarism.

Have an example of a great tutorial? Share it in the comments, and we can compile a list!

 

*This resource is fully interactive and includes a pdf version, though individuals seeking a certificate must log in using institutional credentials

In thinking about your policy, some questions may come to mind:

  • When was your academic misconduct policy last revised?
  • Who was involved in the revision process?
  • How many stages of reviewing took place?
  • What new elements were introduced that were not previously considered in the earlier version?
  • Were the changes related to process?
  • Were they focused on updating language to make it more accessible?
  • Were they to modernize the policy?
  • How often should we review academic misconduct policies?
  • What makes for revisions that are well informed?
  • What makes for revisions that are well received by the campus community?
  • How do you create buy-in from stakeholders when considering revisions?

Whether your policy was revised quite some time ago, perhaps within the last year, or maybe you are going through the revision process right now, I encourage you to think about your approach to completing these revisions.

Over the last two years, I have thought a lot about what goes into an academic integrity policy. Not only are we currently exploring revisions to the Honor Code for Emory College of Arts & Sciences, but this was the topic for an article that I co-authored with Christian Moriarty (St. Petersburg College) for the special edition of the Journal of College and Character titled: “Justice and Consistency in Academic Integrity: Philosophical and Practical Considerations in Policy Making.”

In our research, we developed a framework to analyze how the values of justice and consistency collide in the way we shape our academic integrity policies.

Consistency is the value of dependability, reliability, stability, even uniformity. The more consistent our process is, and consistent the outcome from the process is, the more all stakeholders can rely upon stability and trust in the system, the more likely it will be respected and followed.

Justice is the value of evenhandedness, righteousness, reasonableness, and getting a fair shake. The more just our process, through such things as proportionate punishments that align with the violation, through students and faculty alike being heard, through community values being considered, through recognition of bias and privilege and reducing their harms, we arrive at a more just result.

Often, these two values are in conflict with one another, and concessions must be made in policy formulation, but to what end? As professionals and practitioners in the academic integrity bubble, we must dance the fine line of the two to ensure our policies are not imbalanced.

In practice, I have been able to consider how the values of justice and consistency weigh into the policy that we are working to revise. In exploring these two values, it led me to think about how we use language in our current policy. Using accessible language can lead to a process that is more approachable and break down barriers for students. While our revisions will not be substantive changes that reshape how we resolve instances of academic misconduct, it did create an opportunity to think carefully about the language we use in our policy to further embed the value of justice in our policy and our process.  

I encourage you to join us in exploring the common features and key stakeholders, how they support (or distract) from a policy’s ability to embody the values of justice and consistency, and directing the conversation towards solutions to these challenges and their limitations. As we present our research on Tuesday, March 8 at 3:00pm, we hope to bring awareness to the importance of reviewing academic integrity policies in the context of our respective institution’s values to improve them for the students impacted by them.

The recent unprovoked invasion by Russia into Ukraine has caused members of the International Center for Academic Integrity (ICAI) to take a moment to reflect on the work that our Ukrainian colleagues have been doing to enhance the culture of integrity within their institutions and communities. 

Through workshops and webinars across Ukraine, members of ICAI have spent the past several years in collaboration with the National Agency for Higher Education Quality Assurance in Ukraine to educate leaders about integrity within the institution of higher education as well as their communities. Many discussions have revolved around the six fundamental values of academic integrity (and integrity in general): honesty, trust, fairness, respect, responsibility, and courage.  It is the final value, courage, that we hope our colleagues maintain during this difficult time. 

This courage has inspired ICAI to stand in solidarity with the Ukrainian people and the Ukrainian academic community by supporting the letter from the National Agency for Higher Education Quality Assurance in Ukraine to Ministers of Education and E4 organizations of the European Higher Education Area (Ministers responsible for the education of European Higher Education Area states, European Association for Quality Assurance in Higher Education, European Students’ Union, European University Association, and European Association of Institutions in Higher Education) to suspend Russia’s involvement in the European Higher Education Area, Russian institutions’ memberships in the EUA and the EURASHE, and halt all collaboration with Russia’s higher education and scientific institutions. 

ICAI remains dedicated to promoting ethical communities globally; therefore, we must not be silent about the current destruction and devastation in Ukraine.  Please join us in honoring the courage of our Ukrainian colleagues and friends by supporting them as they face the dire circumstances in their homeland. 

 

Camilla J. Roberts, ICAI President