Academic Integrity Live Panel & Workshop

Join Bill Dirienzo, Mark Olkowski, Nichole LaGrow, and the rest of the CATL team for a virtual panel discussion around academic integrity at UW-Green Bay on Nov. 13 from 11:30 a.m. – 1:00 p.m.  

Below are some resources and recent research you may wish to review prior to the panel and workshop so that we begin our discussion with a shared vocabulary of the issues students, instructors, and staff face with regards to academic honesty and the policies our institution already has in place. 

We’ll follow the panel discussion with some suggestions for fostering a culture of academic integrity, using campus supported technologies to start a dialogue with students about authentic work, and provide some examples of authentic assessments to support instructors as they build out endofsemester exams and assessments. 

RSVP for this event here: https://uwgreenbay.ca1.qualtrics.com/jfe/form/SV_4Z10C2Ar3GnxUvH 

Panel & Workshop Outline

  • 11:30 a.m. -12:00 p.m. Panel Discussion with Bill Dirienzo, Nichole LaGrow, and Mark Olkowski
  • 12:00-12:15 Time for questions from the audience
  • 12:15-1:00 Workshop 

Recommended readings: 

Dyer, Jarret M., Heidi C. Pettyjohn, and Steve Saladin. “Academic Dishonestly and Testing: How Student Beliefs and Test Settings Impact Decisions to Cheat.” Journal of National College Testing Association 2020 4, no. 1 (April 28, 2020): 1–30. https://tinyurl.com/ncta-testing-article  

Dyer, Pettyjohn, and Saladin’s timely study provides insight into the student perspective on “cheating,” “academic integrity,” “academic dishonesty,” and “academic misconduct” so we can begin to build a common understanding in our classes and throughout our university.  

Ostafichuk, Peter. “Academic Integrity – Assessment Guidebook.” Blog. University of British Columbia (blog), 2020. https://blogs.ubc.ca/assessmentguidebook/academic-integrity/. 

Ostafichunk from the University of British Columbia provides a framework and suggestions for grappling with issues around academic integrity. 

Supiano, Becky. “Students Cheat. How Much Does It Matter?” Chronicle of Higher Education, October 21, 2020. https://www.chronicle.com/article/students-cheat-how-much-does-it-matter. 

Supiano gets at the tensions around academic integrity without making value judgements about instructors who are using proctoring services to mitigate academic dishonesty.  

UWGB Resources 

“Chapter UWS 14: Student Academic Disciplinary Procedures.” Board of Regents of the University of Wisconsin System| Wisconsin State Legislature, April 2016. https://docs.legis.wisconsin.gov/code/admin_code/uws/14  

The relevant codes for this conversation are 14.03: Academic misconduct subject to disciplinary action and 14.04: Disciplinary sanctions. They are also available on the Syllabus Snippets page: https://blog.uwgb.edu/catl/syllabus-snippets/ and a LibGuide thanks to our friends at the Cofrin Library: Plagiarism Policy 

“Faculty/Staff Academic Misconduct Policies and Procedures.” UW-Green Bay Dean of Students. 2020. https://www.uwgb.edu/dean-of-students/policies-procedures/faculty-staff.asp/#academic-misconduct  

Resources about how to implement the UWS Chapter 14 code, and sample letters for student sanctions. 

Workshop Learning Outcomes & Topics: 

In this workshop, participants will: 

  1. Explore options for managing factors (pressure, opportunity, and rationalization) that contribute to academic misconduct 
  2. Isolate one assessment or series of assessments that they would revise after reading the recommended resources and create a plan for what they will change. 
  3. Consider the technology options that are freely available to instructors through the University and weigh their use against factors like pedagogical load, course size, and assessment type. 

We’ll discuss the following topics during our workshop time: 

  • How to foster a culture of academic integrity by providing some examples of:
    • “honor codes and pledges,
    • student-led academic honesty working groups, 
    • programming around learning attainment rather than grade-centered assessments and collaborative learning (LO 1, 3).
  • using campus supported technologies to start a dialogue with students about authentic work (LO 2, 3): 
    • Turnitin 
    • Canvas Analytics 
    • Canvas Quiz logs 
  • provide some examples of authentic assessments to support instructors as they build out end–of–semester exams and assessments. (LO 1, 2, 3) 
    • Knowledge checks 
    • Oral exams 
    • Flexible grading by weighting exams based on student performance 

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