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Newly added:
Why do international students plagiarize?

Why do students cheat?
What are the barriers to promoting academic integrity?
What are the ethics of plagiarism detection?

 

General suggestions for increasing learning and decreasing dishonesty
Preventing dishonesty in written assignments
Preventing cheating on tests and exams
Preventing visual plagiarism
Promoting integrity in online courses

 

Brenda Stoesz, PhD
Faculty Specialist - Academic Integrity
(204) 474-6958
brenda.stoesz@umanitoba.ca

Visit these relevant UM sites:
Academic Integrity
Student Advocacy
Copyright Office

 

Copyright for Lunch Information Sessions Copyright Tutorial for Instructors

 

There is a misconception that academic dishonesty is largely a student responsibility. What we do as university teachers in our traditional classrooms and laboratories, in online learning environments, and in the field influences student behaviour around integrity1. Students are more likely to embrace academic integrity when they believe their university teachers are fair, respectful, and trustworthy – the very same qualities that we expect of our students2,3. Thus, to promote a culture of academic integrity, university teachers must model academic integrity in their teaching practices.

Preventing Academic Dishonesty

Cheating and other dishonest behaviours are serious problems4, but when we focus more on the activities and assessments that encourage deep learning5, we will find that students will have fewer reasons to cheat and will cheat less often2. Moreover, students are less likely to cheat if they are invested in the course material and if they feel that they will be successful2.

Under the Teaching Resources heading (see above), you will find suggestions for preventing plagiarism, cheating, and other forms of academic dishonesty in traditional and non-traditional (e.g., online) learning environments that are listed and described briefly. We have gathered these suggestions from various online and print sources made available through departments, units, and faculties at the University of Manitoba, as well as from U15 universities and other universities across Canada (e.g., University of Alberta, McMaster University, and Dalhousie University) and the United States. You may have incorporated some of these ideas into your teaching practice already, but it is our hope that you will find some new strategies to try.

Because the demands and objectives of each course are different, not all of these ideas will be appropriate for all learning environments or topic areas. For example, if you teach an online course, you may need to think creatively about how to incorporate some of these strategies. The number of students registered in your course is another consideration. Choose the tips you think will be applicable to your lesson plans, assignments, and exams. Customize your dishonesty prevention program to the needs of your students for optimum effectiveness.

If you need assistance in developing and implementing a particular teaching strategy, you can contact us at the Centre for the Advancement of Teaching and Learning.

References

  1. Whitley, B. E. J. & Keith-Spiegel, P. Academic integrity as an institutional issue. Ethics Behav. 11, 249–259 (2001).
  2. Lang, J. M. Cheating Lessons: Learning from Academic Dishonesty. (Harvard University Press, 2013).
  3. Christensen Hughes, J. M. & McCabe, D. L. Understanding Academic Misconduct. Can. J. High. Educ. 36, 49–63 (2006).
  4. Rosile, G. A. Cheating: Making It a Teachable Moment. J. Manag. Educ. 31, 582–613 (2007).
  5. Gonyea, B., Anderson, P., Paine, C., Anson, C. & Carolina, N. Using results from the Consortium on the Study of Writing in College. Webinar handout. National Survey of Student Engagement (2009).