Simon Fraser University
Engaging the World

Course Outlines

Spring 2024 - EDUC 388 D100

Special Topics

Perspectives on Academic Integrity

Class Number: 6557

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 8 – Apr 12, 2024: Wed, 2:30–5:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

Explores major issues of present concern. Subjects to be taught and the exact assignment of units and prerequisites will be announced prior to the beginning of each term. Course may be given on a pass/fail basis. A maximum of 12 units in education special topics courses may be used toward a bachelor of education degree or a bachelor of general studies (EDUC) degree. Variable units: 2, 3, 4, 6.

COURSE DETAILS:

In the 21st century, issues relating to academic integrity have become a passionate concern of educators, administrators, parents, and students, from the Varsity Blues admissions scandal to plagiarism in university writing to teachers changing student answers on standardized tests to the sudden appearance of -ChatGPT. This course examines academic integrity in theory and practice, looking at it from an interdisciplinary perspective. Through readings, case studies, and self-reflective assignments, the course will explore academic integrity in policy, practice, and theory across contexts and education levels (elementary through higher education). Assuming a posture of inquiry, we will ask how academic integrity is conceptualized and put in to practice by students, educators, and policymakers, as well as how academic dishonesty is practiced, understood, and dealt with by these stakeholders.     Especially in an age of widespread online and distance education and the rise of generative AI, this course will engage in important discussions about how to cultivate academic integrity and how to better understand breaches of it.

This course is intended to introduce and explore issues related to academic integrity in elementary, secondary, and postsecondary education, looking at student, educator, and policy perspectives. These issues include (but are not limited to) the following:

  • Cultural and philosophical influences on academic integrity
  • Effects of curriculum and instruction on academic integrity
  • Academic integrity policies and laws
  • Plagiarism, source use, and academic literacy
  • Student collaboration
  • Cheating behaviors and student motivation to cheat
  • Contract cheating, ghostwriting, and private supplementary education
  • The use of “generative AI” products in academic work

COURSE-LEVEL EDUCATIONAL GOALS:

Through this course, you will:

  • become familiar with current issues in academic integrity policy, practice, and theory across contexts and education levels (elementary through higher education)
  • analyze and make judgments about cases of academic dishonesty
  • develop your own personal philosophy of academic integrity from the perspective of student, educator, and/or policymaker

Grading

  • Quiz and reflection 15%
  • Active Learning 10%
  • Group Case study 20%
  • Case reflections 20%
  • Final paper 35%

NOTES:

No final exam

ACTIVE LEARNING

This includes: attending class, active participation in class, active participation in the group project, completing drafts and outlines of final paper and peer review as relevant, and other general good-faith attempts to be engaged with the material and people in the class.

QUIZ

There will be one quiz in week three regarding the overview of issues in academic integrity discussed in readings and lectures on the first two weeks of class. One of the requirements of the quiz will be that you will need to complete it in a way that you consider to be academically dishonest. Please be aware that you have my explicit permission to do this and that I do not consider this to be a violation of SFU’s academic integrity policies, but to be an important part of the assignment itself. After completing the quiz, you will write a one page “cheating reflection” in which you explain how you completed the quiz, the challenges and affordances of the method you chose, and your own reflection on the process.                                                                                                             

GROUP CASE STUDY

Each group (of 4-5 members or so, depending on class size) will choose (with instructor help) an instance of real-world academic dishonesty covered in the popular media or academic literature. The group will collaboratively create a “teaching case” (a model will be provided) describing the situation, the people and organizations involved, and the decisions made. They will then present the case to the class for discussion. Presentations should be around 45 minutes long including a facilitated class discussion.

CASE REFLECTIONS

After each case is presented, the homework for the week will be to write a one-page response to the case. You might consider the decisions and dilemmas presented by the case, present alternative solutions of your own, or discuss the case from a perspective informed by course readings.

FINAL PAPER

The final paper will be a well-developed ‘personal philosophy of academic integrity’ based on synthesizing concepts from the course lectures, readings, cases, and case reflections. The paper should be 5-7 pages long (double spaced, times new roman 12, not including references) and should have at least 5 references (APA style). (A further rubric and guidelines will be provided). You may choose to write from one or more of the following perspectives (these are only guidelines and you are welcome to develop the paper along different lines in consultation with me):

  • Your philosophy of academic integrity as a university student (your own personal ‘honor code’ perhaps)
  • Your philosophy of academic integrity as a current or future educator (how you might deal with academic integrity issues in your own classroom, or as a tutor, etc.)
  • Your philosophy of academic integrity from a policy perspective (A general argument in favor of certain policies over others, for example, or a rationale for policy changes to school or university policies)

Materials

REQUIRED READING:

Eaton, S.E.. (Ed.). (2020). Handbook of academic integrity. Springer.

Available as a free PDF download from the SFU Library. Additional readings via Canvas

 Additional readings made available via Canvas


REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html