bluuebunny/crossref_metadata_2025 huggingface dataset:
Review on Genetic Testing of Persons for Myocardial Infarction in Practice: International Experience
Authors: Abdrakhmanova Saniya ,   Scientific and Production Center for Transfusiology, Zhangazieva Kuralai , Tuyakova Nurlygul , Potapova Ramilya , Saussakova Saniya ,   Scientific and Production Center for Transfusiology,   Scientific and Production Center for Transfusiology,   Scientific and Production Center for Transfusiology,   Scientific and Production Center for Transfusiology
Published: July 2024

In Kazakhstan, the main burden in the structure of the incidence of diseases of the circulatory system is made by myocardial infarction, the overall incidence of which tends to increase (from 71.9‰ in 2016 to 127.6‰ in 2020). Therefore, according to the national health project of the Republic of Kazakhstan, reducing mortality from diseases of the circulatory system in Kazakhstan is one of the main vectors of the national health policy. The article presents a literature review of scientific publications on genetic testing for predisposition to myocardial infarction in a number of countries, such as the USA, Great Britain, the Netherlands, Spain, Russia, Korea, Japan, France, Thailand, Ukraine, Belarus. The review of scientific publications was carried out by keywords in Russian and English in scientific databases such as PubMed, Google Scholar, Elsevier, Cochrane, Web of Science and Cyberleninka. Testing makes it possible to identify a priority group of patients at increased risk of developing myocardial infarction, and further develop personalized programs for primary and secondary prevention of cardiovascular diseases in practical healthcare.
Restoration of Fine Motor Skills Using an Exoskeleton of the Hand in Patients with Cerebral Stroke
Authors: Amirbekova Mariyam ,   Karaganda Medical University, Kispayeva Tokzhan ,   Karaganda Medical University
Published: July 2024

Modern methods of recovery of patients who have suffered a cerebral stroke are in great demand due to the high incidence of disability after cerebral stroke both in Kazakhstan and abroad. It is necessary to further develop the implementation and implementation of rehabilitation measures for patients after cerebral stroke using new, effective recovery methods. The aim of the study was to evaluate the effectiveness of restoring fine motor skills using an exoskeleton of the hand in patients with cerebral stroke. Methods. We examined 80 patients who had suffered a stroke in the early recovery period (no later than 6 months after a cerebral stroke), in an outpatient setting at the Neuron rehabilitation center in Karaganda and Astana. The results of all participants were assessed on the 1st and 30th days of rehabilitation using scale diagnostic methods (Barthel index, Rankin scale, NIHSS scale, Frenchay hand test, Wolff hand test, Dash-test upper limb disability questionnaire) and clinical assessment methods according to the existing clinical diagnostic and treatment protocol and clinical nursing guidelines (CNG). Results. In terms of patient independence, function and fine motor skills of the paralyzed hand of patients, the most significantly changed indicators in the intergroup comparison by the end of the 30th day of the study were the Barthel index, Wolf test, Frenchay and DASH test. As a result of the comparative assessment of the degree of disability according to the Rankin scale and neurological deficit according to the NIHSS scale, significantly insignificant changes were revealed (in both cases at p>0.05). Conclusions. During the study, a significant increase in the functional state of patients, daily activity was revealed, the condition of the function of the affected arm improved, the degree of disability, the neurological status of patients and the degree of fine motor impairment decreased. As a result of working with patients, they have improved their skills necessary for everyday life.
The Role of Perioperative Risk Factors and Prognostic Value of Leading Biomarkers in the Occurrence of Acute Kidney Injury in Children after Cardiac Surgery
Authors: Amanzholova Ainamkoz ,   Astana Medical University, Morenko Marina , Bekishev Bolat , Ivanova-Razumova Tatyana , Baiko Sergey ,   Astana Medical University,   National research cardiac surgery center,   National research cardiac surgery center,   Republican Center of Pediatric Nephrology and Renal Replacement Therapy
Published: July 2024

The issue of acute kidney injury in children after cardiac surgery remains topical despite the constant development of modern technologies and methods. Complications arising from cardiac surgery in children have serious adverse effects, leading to increased length of stay in the infant intensive care unit and increased mortality. The aim of study: to analyse modern concepts on the role of perioperative risk factors and prognostic value of leading biomarkers in the development of acute kidney injury in children after cardiac surgery. The review was prepared using the method of searching literature on databases Scopus, PubMed, MedLine, Cyberleninka, Google Scholar, Cochrane library, TripDataBase for the period 2012-2022. Research in the academic setting has revealed that there are several risk factors associated with the development of acute kidney injury in children after cardiac surgery. These factors include early patient age, duration of artificial circulation, complexity of surgery, use of artificial ventilation and inotropic support. Despite the importance of these studies, they have not fully explored many of the issues that have recently become relevant and related to the search for new biomarkers. These biomarkers play an important role in early diagnosis and treatment of acute kidney injury.
O PAPEL ÉTICO DO CONTADOR NO SETOR PÚBLICO
Authors: Pedrosa Alfeu Cabral , Souza Jeferson de Oliveira , Paiva Paulo Sérgio Santos
Published: July 2024

Este artigo analisa o papel ético do contador no setor público brasileiro, focando na aplicação de códigos de ética profissional e normativas legais como a Lei de Responsabilidade Fiscal. Destaca-se a importância da integridade, transparência e conformidade para uma gestão financeira responsável. Os contadores enfrentam desafios na interpretação das normas em um ambiente regulatório dinâmico, requerendo adaptação contínua às mudanças legislativas e tecnológicas. A educação continuada é essencial para preparar os profissionais para promover uma cultura organizacional ética. A integração de tecnologias avançadas pode otimizar processos contábeis e aumentar a transparência nas operações públicas. O estudo ressalta o papel crucial do contador público na governança transparente e na manutenção da confiança pública nas instituições governamentais.
Editorial: Inaugural issue - Sarah Elaine Eaton
Authors: Eaton Sarah Elaine
Published: July 2024

This article introduces the inaugural issue of Canadian Perspectives on Academic Integrity. The editorial explains the journal’s aims and scope, as well as the rationale for focusing on the Canadian context.
Keywords: Canada, academic integrity, inaugural issue
Editorial: Inaugural issue - Brandy Usick
Authors: Usick Brandy Leigh
Published: July 2024

Canadian higher education practitioners working in the area of academic integrity encounter challenges when attempting to locate and share information, research and resources. This article reviews these challenges to help underscore the need for this new open journal.
Launching an Institutional Academic Integrity Campaign
Authors: Gervais Loie
Published: July 2024

The University of Manitoba launched its first institution-wide academic integrity campaign in Fall 2016. The aim of the campaign is to promote a positive educational message of academic integrity that is inclusive of all university members, including faculty, students, and staff. In this article I share points to consider for practitioners who wish to implement promotional academic integrity strategies in their institutions.
Evaluation of a Tutorial Designed to Promote Academic Integrity
Authors: Stoesz Brenda M , Los Ryan
Published: July 2024

Academic integrity violations undermine principles of integrity and the quality of education.  Reducing the prevalence of dishonesty in scholarly work requires a multi-faceted approach (Stephens, 2016), which may include the implementation of e-learning tutorials.  Tutorials and other brief educational interventions increase students’ perceived knowledge and understanding of academic integrity and related topics (Stoesz & Yudintseva, 2018); however, it is unclear from the literature which students benefit most from completing them.  In two studies, secondary (i.e., middle and high) school students were recruited to complete an e-learning tutorial and surveys about academic integrity, approaches to learning, motivation for learning, and personality.  88 students participated in an online study, but only 15 participants completed the tutorial.  Knowledge and perceived seriousness of academic integrity violations increased significantly in this small sample; these changes were not evident in the remaining participants.  A follow-up study with 90 students tested in face-to-face classroom sessions confirmed the results of the first study.  Moreover, the changes in perception were larger for the youngest and oldest participants compared to the middle age group, and were correlated with use of deep learning strategies and agreeableness.  Overall, the findings provide evidence for the effectiveness of academic integrity tutorials, and suggest individual difference factors must be considered when designing and implementing brief educational interventions.  Examining behaviour change and long-term outcomes for secondary school students, and exploring the influences of learning environment and teacher characteristics on learning the values of academic integrity are important avenues for future research.
Creating a User-Based Website to Support Academic Integrity at the University of Waterloo
Authors: Nearing Erin
Published: July 2024

The University of Waterloo identified a redesign of their existing academic integrity website as an important step in creating a culture of integrity on campus. This article details how the new website supports students, instructors, and staff by utilizing best practises and approaches suggested in academic integrity research. Next steps will include exploring how to increase engagement with the site and determining the impact of the site on the campus community.
Reducing plagiarism and improving writing: A lesson from Chinese painting
Authors: Rovere Dennis Allen
Published: July 2024

Both research and experience has established that plagiarism is a relatively common feature in L2 writing. This is the result of several factors, including lack of understanding of the original material, limitations in academic vocabulary, time constraints, and so on. Although there are specific sanctioned instances where copying and presenting works as your own in cultures such as Chinese, plagiarism is never allowed. How then can a university level writing instructor overcome the confusion this creates among groups such as Chinese L2 students? In response to this question, the author proposes a theoretical model, based upon a traditional analytical framework for Chinese painting – where copying is a requirement. This model mimics the Six Principles proposed by Hsieh He’s [or Xiè Hè’s – 謝赫] in 520 AD. By modifying, translating, and directly applying these Six Principles to writing, students can better learn how to avoid plagiarism, gain a greater understanding of the material they are reading, and develop ways to better express themselves.
Neither abuse, nor neglect: A duty of care perspective on academic integrity
Authors: Gedajlovic Eric , Wielemaker Martin
Published: July 2024

Approaches and mindsets related to academic integrity are increasingly bifurcating into two polarized camps: one that is characterized by a law-and-order approach and one that prioritizes student experience. The first has been accused of being abusive or insensitive to the stress and anxiety that the approach may cause students, the latter of being neglectful of the need to maintain high standards of academic integrity. This polarization is unhelpful as it hinders thoughtful discussion as well as the formulation of balanced solutions that maintain high standards of academic integrity while also being sensitive to the psycho-emotional needs of students. To address these issues, we propose a duty-of-care perspective, which is based on the principle that as educators, we have a duty-of-care obligation to others and we must therefore act to address academic misconduct, but not without a consideration of the costs and burdens it places on others. Our duty-of-care perspective offers a framework that provides (1) a prosocial motivation and frame of reference for dealing with academic integrity, (2) a guide for developing and assessing alternative courses of action in a balanced and holistic way and, (3) a frame for messaging to stakeholders that we have a duty to act based upon care and shared responsibilities. If we are all in this together, rather than retreating into opposing camps, the duty-of-care perspective unites us around our shared responsibilities.
Exploring Rogeting: Implications for academic integrity
Authors: Takrimi Azimeh , Eaton Sarah Elaine
Published: July 2024

Poor paraphrasing can be a sign of underdeveloped writing skills that can lead to plagiarism. One example of poor paraphrasing is Rogeting, which is the substitution of words with their synonyms using Roget’s thesaurus or other digital synonym providers. In this position paper, we discuss Rogeting as a form of poor paraphrasing that may lead to academic integrity breaches, such as plagiarism. We discuss methods of identifying Rogeted text, concluding with practical recommendations for educators about how to better support student writers so they can avoid Rogeting in favour of developing their writing skills.
emotional labour of academic integrity: How does it feel?
Authors: Openo Jason Aaron , Robinson Rick
Published: July 2024

Academic integrity is valued in all Canadian educational systems, yet no real accounting of academic integrity violations (AIVs) exists primarily because faculty under-report them. Numerous disincentives dissuade faculty from reporting AIVs, and voluntarily reporting violations increases emotional labour.  Still, some faculty feel duty-bound to do so. This paper explores the neglected emotional experience when reporting AIVs using a phenomenological approach. Interviews with a purposive, homogenous sample of faculty at a small Canadian community college who reported AIVs reveal that reporting AIVs disturbed relationships with students, and that navigating bureaucratic processes, when other faculty choose not to, caused frustration. After reporting, faculty in this study felt alienated from the outcomes of their decisions. Still, they remained committed to reporting AIVs because it was part of their self-definition as educators to defend the innocent and protect the future. This small sample of faculty identify personal experiences and institutional barriers that may discourage faculty from reporting AIVs. Finally, the findings reveal a gap between faculty and international students’ understanding of academic integrity. Bridging this gap is important because of the intensified emotional and relational challenges arising from the more serious consequences of reporting AIVs involving international students. The findings reveal a need for faculty development opportunities that build intercultural competence and handle AIVs in a way that respects diverse worldviews and promotes the values of academic integrity.
Reflections on the first year of integrity hour: An online community of practice for academic integrity
Authors: Eaton Sarah Elaine , Moya Figueroa Beatriz , Butterworth Carina , Feledichuk Donna , Leslie Kathleen , Lothian Jane , Murray Joel , Soodeen Claudius , Wheatley Bronwen
Published: July 2024

Integrity Hour first convened in March 2020, in response to the rapid pivot to emergency remote teaching during COVID-19. After a year, this online community of practice (CoP) is still going strong. We collectively reflect on how the first year of Integrity Hour has informed our understanding of how to uphold and enact academic integrity and impacted how we work with students, support our colleagues, and make decisions.
You've got this! The fundamental values of academic integrity
Authors: Hiebert Rebecca , Quinn Kaleigh , Vogt Lisa
Published: July 2024

After so many changes in education over the past year, the need to stay grounded in fundamental values is more important than ever. The surge in cognitive offloading tools (i.e. apps and websites that will offer completed academic work), have educators feel they are running a losing race to keep a diverse student body focused on learning content and demonstrating knowledge with integrity. Integrating discussions on the fundamental values of honesty, trust, fairness, respect, responsibility, and courage in classroom supports has allowed the Academic Success Centre and Library Services at Red River College to build academic integrity into their suite of supports. Session presenters will share examples of collaborative sessions that have empowered students to analyze options and make decisions that lead to academic success. Session participants will be asked to reflect on opportunities to integrate the fundamental values into their work. This session will encourage you to use the resources you have to promote academic integrity with confidence.
An aggie's approach to restorative academic integrity practices
Authors: Wilson Kathleen
Published: July 2024

This presentation will focus on the restorative practices the School of Agriculture has employed in an effort to work with students on repairing issues related to academic integrity and community within the school. We will explore intention as it relates to student success and prevention of recidivism, while focusing on rejecting traditional means of punitive action and the long-term effects of these practices on students. Attendees will gain insight on our practices, including procedures and outcomes, as well as a firsthand retelling of how these processes have improved and supported staff and student connections as well as outcomes for academic success.
Academic Integrity: Putting Policy into Practice
Authors: Schofield Susie
Published: July 2024

On first reading of the University of Dundee’s Policy on Academic Misconduct seems eminently sensible, fair and clear. The Policy classifies plagiarism cases as 1 (very minor), 2 (minor) and 3 (serious), giving examples of each to inform the academic community. There is guidance on how all three should be handled, ranging from additional educational support through written warning through a hearing from a formal academic misconduct panel. As Associate Dean Quality Assurance and Standards at our Medical School I oversee how this policy is both enacted and data collected across the school.
This paper outlines how we have operationalised the policy for a distance learning course with a thousand students and over 50 markers, based both within the Centre and globally. The programme is a masters in medical education, with about a third of the students based overseas, about 90% medical doctors, the others being allied health professionals, dentists, nurses and vets. The studies are all online at a distance, and assignments are in the main written. They are submitted, marked ad moderated via Turnitin, and students are encouraged to engage with the similarity report before finalising their submissions.
I summarise the policy and identify various issues and how the Centre has sought to solve these. I present the process we have developed so far, our rationale behind each decision made and how going forward we are evaluating this process. I discuss our assessment strategy, including our underpinning pedagogical philosophy and how these have informed the decisions we have taken. I give an overview of both our student and our marker induction and faculty development for our core staff, who as module leads moderate the process. I present some initial statistics on student uptake of the various elements. I describe the development of an efficient and effective reporting process, codeveloped between academics and professional services, and the next stages of this development as we move to the piloting stage. I finish with some current questions we have on how we can support the students further as they navigate through the academic discourse around misconduct, learning and enacting the language, not least the challenges of collaboration versus corroboration and self-plagiarism in a course ending with a capstone assessment.
Perceptions and Experiences of Academic Integrity and Group Work in Post-Graduate Management Courses: Strategies and Risks
Authors: Kader Mo
Published: July 2024

Student perceptions of group assignments indicate that there are lower levels of plagiarism or contract cheating in these assessments given the collective nature of the work, while individual assignments, particularly reports, are perceived as easier to cheat in. This paper examines the perceptions and the experiences of post-graduate management students and teaching staff in the level, type and source of plagiarism as it relates to group versus individual assignments. It compares the views of the academic literature on plagiarism with the student’s own perceptions and with the tendency to cheat in different forms of group and individual assessment. It further presents strategies for the mitigation of academic plagiarism and evaluates the risks arising from over-dependence on group assessments in an attempt to minimise plagiarism. Practical implications as well as theoretical concepts are addressed that may help develop effective strategies to address academic plagiarism.
Using TurnItIn to Run Cheating-Resistant Take-Home Tests
Authors: Prange Laurie
Published: July 2024

Thanks to a lot of criticism, TurnItIn has changed a lot of its settings recently that comply with privacy legislation. In this session, a former academic librarian turned business professor will show and discuss why TurnItIn is a useful tool for avoiding plagiarism. By having the students generate their Similarity Reports themselves, and as many times as they want, faculty are providing a new opportunity to students to self-identify mistaken plagiarism. This proactive, student-driven focus is proving especially helpful for international students who are still new to the Western ideas of plagiarism, sharing credit, and copying works. Furthermore, students themselves are self-reporting to faculty that they feel less pressure to cheat because there is more opportunity for early feedback on their writing at times outside the regular Writing Centre and Library service hours. This presentation includes a copy of the assessment package for Business Case Analyses used by CapU faculty that incorporates the use of TurnItIn to maximize student success and minimize challenges with academic integrity.
Restorative Practices as a Tool to Affect Peer Influence on Academic Integrity and Misconduct
Authors: Sopcak Paul , Stewart Alycia
Published: July 2024

Integrity is often related to acting ethically based on intrinsic motivation, rather than external controls. The disconcerting spike in misconduct cases in the pandemic-related, uninvigilated, remote learning environments has made it clear how far away from promoting integrity and its fundamental values (ICAI, 2021) over mere rule compliance we really are. Further, research routinely finds peer influence to be one of the most important factors affecting academic misconduct. Restorative Practices (RP), when applied not only in response to misconduct, but also as an educational and proactive community building tool, have been shown to be an effective way of preventing misconduct by fostering a sense of trust and community. They have further been found to empower marginalized individuals and communities, pursue and demonstrate fairness, as well as foster empathy, compassion, and accountability. Moreover, RP provide a process that enables student engagement and thus an opportunity to engage in peer-to-peer interaction on the topic of academic integrity and misconduct.
In our presentation, we will provide a brief introduction to the principles of RP, followed by a discussion of their application to academic integrity and misconduct at MacEwan University, with a particular focus on student engagement and peer to peer interaction.
Academic Integrity and Mental Well-being: Exploring an Unexplored Relationship
Authors: Pethrick Helen , Eaton Sarah Elaine , Turner Kristal Louise
Published: July 2024

The rapid and accelerated shift to online learning during the COVID-19 pandemic has heightened parallel conversations about student well-being and academic integrity in higher education. On one hand, post-secondary students have been under increased pressure to succeed in stressful learning and societal environments. On the other hand, reports of student academic misconduct have increased throughout the COVID-19 pandemic. There is an urgent need to consider the intersecting relationship between mental well-being and academic integrity to foster supportive, learner-focused, and caring higher education environments. In this session, we will open a conversation about this widely unexplored relationship. We will present the findings of a rapid review wherein we investigated how the academic integrity literature had taken up mental well-being. We will address ways that student well-being should be considering in academic integrity research and practice, such as the need to care for student well-being during academic misconduct incidents. Participants will leave this session with lessons that will be applicable during the ongoing COVID-19 pandemic and beyond.
Capturing Academic Integrity at the University of Lethbridge
Authors: Varsanyi Stephanie
Published: July 2024

Our research team in conjunction with the Teaching Centre investigated academic integrity on campus in order to better understand academic dishonesty within our institution. Before the SARS-CoV-2 pandemic, we surveyed the perceptions of, and engagements with, academic dishonesty on campus. We surveyed both student (n=1,142) and faculty (n=130) populations in order to get a broad sense of academic dishonesty at our university. These samples represented 13% of the student population at the time, and 22% of the faculty population. Overall, we found that the majority of students and faculty surveyed believed academic integrity was important, and that unlike many universities across Canada, the University of Lethbridge had low rates of academic dishonesty, though the possible reason for these low rates was unclear.
Like many universities around the world, the University of Lethbridge transitioned to a remote teaching model in the spring semester of 2020 in response to the SARS-CoV-2 pandemic. Quickly, faculty and students became concerned with how assessments that were usually proctored in-person would translate to an online learning space. After a year of remote-delivery instruction, we again surveyed students (n=1,134; 13.9% of the student population) and faculty (n=94; 15% of the faculty population) in the spring of 2021, both to further explore why we experienced relatively low rates of academic dishonesty, but also to understand how remote teaching may have impacted perceptions of and engagements with academic dishonesty at our university. We found that despite the majority of student participants reporting that they felt the opportunity to engage in academic dishonesty had increased since the university transitioned to remote learning, they again reported that they engaged in low rates of academic dishonesty were still low compared to other Canadian institutions. Furthermore, faculty participants said they had reported incidents of academic dishonesty less often during this period.
If selected, we plan to present the results of our surveys and highlight key differences that emerged, exploring that our low rates may be due to the academic culture of our institution. We also plan to comment on how the transition to online learning effected the perception of academic integrity at our university in comparison to pre-pandemic times. Additionally, we will present qualitative data from open-ended survey responses to illustrate the concerns of our students and faculty members about academic integrity throughout the transition to online learning.
Corporate plagiarism during remote work – a concern?
Authors: Khan Zeenath Reza , Arvikar Atharv , Venugopal Swathi , Hemnani Priyanka
Published: July 2024

Plagiarism is a type of academic misconduct that has plagued the education sector for years. It may be one of the most common forms of academic misconducts that is identified in schools (K-12) and higher education sector. Plagiarism is when someone uses someone else’ intellectual property and passes it off as own work without any acknowledgement or attribution.While the topic is well documented and discussed in the academic world, very little is known about how it plays out in the corporate world (Reyman, 2008), except that some studies have shown that students who have a tendency to engage in academic misconduct in academia also demonstrate propensity for unethical practices in the workplace (Khan, al-Qaimari & Samuel, 2007; Daniel et al., 2009).Preliminary discussions during a virtual summit in a Middle Eastern country involving participants from corporate sectors across the region revealed concerns over employees copying and pasting text, code, images and other property when working on company reports or developing digital products. Particular concern arose over “outsourcing” of certain business functions such as “marketing” and “digital content creation”. Some participants shared how they were pressured to create content for clients within unrealistic timeframes and expected to either copy from the web or simply reuse content previous created for other clients. Concerns were focused on corporate sector, but also included administrative staff at educational institutions such as faculty coordinators, marketing and digital content staff, library and registrars’ staff, student services staff, and so on.Majority of concerns discussed revolved around lack of prior knowledge of concepts such as plagiarism among employees during their education career, or copyright and intellectual property infringements; while for educational institutions, the concern was over lack of focus on need to raise awareness among non-faculty staff, beyond courses and subject content.This presentation proposes to look at plagiarism that takes place in the corporate world and how that has become a new concern in the era of remote work due to the COVID19 pandemic, irrespective of the sector the company is in and how academic world can support corporate sector and better prepare future professionals.
Clues to Fostering a Program Culture of Academic Integrity: Findings from a Multidimensional Model
Authors: Packalen Kelley , Rowbotham Kate
Published: July 2024

Drawing on the responses from a survey of 852 undergraduates in a business program in Canada we identified situational, personality and contextual variables correlated with business students’ self-reported rates of academic integrity violations. The most influential predictors of increasing rates were: greater estimates of peers’ violations, increasingly negative perceptions of the program’s academic integrity culture, and rating questionable academic behaviours less seriously. Individual priorities, personal characteristics and social support were less influential. We then analyzed our quantitative results in light of our deep understanding of the broader context in which the students were located to derive richer insights from the interplay of our independent variables. Importantly, our results indicated that program-led proactive messaging designed to foster a culture of academic integrity could effectively buffer tendencies towards academic dishonesty. Absent ongoing messaging, however, increasing academic pressures may have eroded those initial benefits. Moreover, we identified how repercussions of major academic integrity breaches could be long lasting suggesting an even greater need for fostering academic integrity culture a priori. Based on our results we recommended a public health practice of identifying positive deviants – individuals who thrive in hostile environments – and then, in an effort to change a peer support system that fostered increasing rates of violations into one that does the opposite, engaging with those individuals to understand why and how they resisted the status quo.
Best practices to Teach How to Write Creative Papers with Integrity
Authors: Peters Martine
Published: July 2024

With the abundance of information on the web, university students have difficulties distancing themselves from what they read to produce their own position when writing assignments. Are students taught to write creatively and with integrity while undergraduates at university?
This is the research question addressed in this paper. Over three hundred Quebec professors and sessionals were asked what are the best practices they use when teaching their students to produce well written and creative assignments.
Results show a wide variety of practices, from teaching informational literacy to giving students very specific guidelines and instructions. Unfortunately, there are still a good number of professors who believe that teaching how to write with integrity is not their responsibility
A Framework Proposal for Detecting and Preventing Academic Misconduct in Japanese Language as L2
Authors: Ozsen Tolga , Cente-Akkan Senem
Published: July 2024

Japanese is a language in which its sociocultural background affects strongly the acquisition and output processes for the L2 learners. The acquisition process has more layers not only because it has 4 unique ideogram-based writing system (Hiragana, Katakana, Kanji and Romaji), but also has differences in writing procedures (e.g., orthographic rules, punctuation marks, etc.). The interaction in daily life with Japanese language and culture is extremely limited, particularly for the Japanese L2 learners who are outside of the Kanji cultural zone. Those kinds of factors make the academic misconduct issues in Japanese language learning/writing process more complicated.   
On the other side, academic misconduct issues (detection techniques, tools, prevention methods, etc.) in the Japanese language are mostly considered within the framework based on Western languages. However, as it is mentioned earlier, Japanese language has fundamental differences in linguistic, communicative, cultural, historical aspects. In a language where there is no double quotation mark as it is in Western languages, even punctuation marks are unique, and 4 different writing systems are used together, academic misconduct issues can be partially detected and prevented with a framework based on Western languages. Therefore, it is necessary to establish a framework for specific foreign languages as Japanese to detect and prevent from academic misconduct.
This paper aims to offer a research framework to be made later about academic misconduct that targets Japanese L2 learners and receive feedback about the experiences in different disciplines and languages to develop the research framework and tools. As we will only present the framework of the survey, this presentation will not promise concrete research findings.
The survey we are planning to conduct will be composed of three sections. First section will aim to reveal the cognitive/notional knowledge of Japanese L2 learners on academic misconduct such as plagiarism, cheating. Second section will try to find out what motivations led Japanese L2 learners to academic misconduct. In the third section, Japanese L2 learners' procedural knowledge on academic misconduct will be evaluated by giving learners various Japanese texts.
Scaffolding the Learning Opportunities: Academic Integrity at Douglas College
Authors: Salmon Holly , Tilley Janette
Published: July 2024

Douglas College has recently developed a wrap-around (multi-touchpoint) model of student education for academic integrity at the college.  This presentation will share the preliminary work being done, both college-wide and discipline-specific, including a recent policy language update to encourage faculty to consider whether an academic integrity issue might be regarded as a learning opportunity, rather than a violation. It will also provide a snapshot of preliminary data collected about students being reported in one of the divisions at Douglas.
The key educational points for students include opportunities for learning, both mandatory and optional:

academic integrity workshop at orientation
completion of an academic integrity module on blackboard for all new students
new tailored learning modules for Arts and Business programs
resources and in-class instruction from the library
tutoring sessions from the Learning Centre with peer tutors
a new student-facing website (FAQ)

The first contacts for learning are within the students first few weeks and organized by the college, program or instructor, while the Learning Centre sessions are directly booked by students by selecting from three academic integrity topics: Understanding and Awareness, Using Sources in Your Writing, Style and Formatting Guidelines.
In these appointments, students build on previous understanding of academic integrity, learn about resources available, and develop plans to continue their learning. Writing appointments also aid students to focus on developing paraphrasing skills and ability to use sources as evidence in writing assignments, how to find the formatting and style rules needed for assignments, as well as what aspects of the style and formatting are important in most college assignments.
We’ll also outline possible next steps at Douglas, including understanding learning effectiveness and increased collaboration between Faculties.
Deterring Cheating Using a Complex Assessment Design
Authors: Bjelobaba Sonja
Published: July 2024

Attempts to translate written examination normally done in a lecture hall to an online environment during an emergency remote learning caused by Covid-19 have not been proved successful, but led to a sharp increase of cases of suspected misconduct. This presentation is based on the paper (Bjelobaba, 2021) that discusses the relationship between assessments design and academic integrity: is it possible to deter students from cheating – including contract cheating – by assessment design? Previous research does promote certain assessment types, but also points that there is no single assessment type that students think is impossible to cheat on. The solution proposed in this paper, therefore, is to add complexity to the mixture. An alternative complex assessment design in several steps is introduced and exemplified by an assessment type piloted in a grammar course for preservice language teachers in Mother Tongue Tuition. The assessment design promotes academic integrity, signature pedagogy, student-centred learning, and collaboration within a Community of practice in an online setting.
How Stressed are Students and What Can We Do About It? Findings from a Self-report Survey of Contract Cheating Behaviours and the Stressful Events College Students Experience
Authors: Ferguson Corrine D. , Toye Margaret A. , Eaton Sarah Elaine
Published: July 2024

Empirical research on contract cheating in Canada has been limited (Eaton, 2022) and tends to focus on the university (Eaton, 2019; Stoesz & Los, 2019; Thacker, 2022) while there has been relatively little research on academic integrity and contract cheating in community colleges and other non-university higher education institutions (Bretag & Harper, 2020). To address this gap, in 2021, researchers collected data on student engagement in academic integrity violation behaviour and the stress they experienced as they were completing their programs at one Canadian community college. Using self-report survey methodology and utilizing students as partners in research, we found students engaged in a variety of contract cheating behaviours, and experienced a myriad of stressful events both in and outside the college context, including traumatic life events. In this presentation, we explore the link between stress and contract cheating behaviour and address how we can respond at all levels of our institutions to better support students and promote academic integrity.
Broken Circle: Exploring Indigenous Perspectives of Academic Integrity
Authors: Cunningham Hall Dawn
Published: July 2024

Across the land now known as Canada, a growing body of research confirms the importance of academic integrity in higher education. Indigenous voices, though, are largely subsumed within the morass of dominant student and faculty perspectives or segregated alongside international student perspectives. Using the imagery of the Medicine Wheel as a framework, this session explores the views of Indigenous faculty, staff, administrators, and graduates affiliated with a mid-sized post-secondary institution in British Columbia. Findings from a small-scale research study reveal a holistic vision of academic integrity that emphasizes relationships with people and knowledge. As Wilson (2008) explains, “relationships do not merely shape reality, they are reality” (p.7). In this relational paradigm, academic integrity is inseparably grounded in the broader principles of integrity, and relies on reciprocal truth-telling to maintain the wholeness of the circle (Lindstrom, 2022). In this session, participants will gain insights into the ways dominant approaches to academic integrity can break the circle of integrity. The session will review similarities and differences between the experiences of Indigenous and non-Indigenous learners, and will consider how Indigenous views of relationality may foster a culture where stewardship of knowledge strengthens the bonds of integrity for all.
An Officer and a Strategist
Authors: Seeland Josh , Bateman KC , Jordaan Francois
Published: July 2024

The concept of academic integrity in post-secondary institutions has many faces. It can be considered as a lack of student ethics to be dealt with by policy when the time comes. As something that instructors are expected to unilaterally maintain within their own classrooms. As an institutional norm, or as an impossible utopia. Without a national quality assurance body to inform their efforts, Canadian colleges and universities can look to England and Australia for guidance on academic integrity. The Quality Assurance Agency (QAA) and Tertiary Education Quality and Standards Agency (TEQSA) guide both of these countries respectively, while providing a wealth of information to those living and working elsewhere, including Canada. In 2020, QAA recommended that institutions designate the coordination of academic integrity to new or existing positions within post-secondary institutions. There remains, however, “limited opportunities for formalized training for academic integrity” (Vogt & Eaton, 2022, p.24). As such, Canadians working in post-secondary academic integrity come from diverse areas and disciplines, including academic support units, libraries, student advocacy, test centres, and many others. Some work is done off the side of desks, while some institutions have academic integrity offices with specialized staff. In this moderated panel session, academic integrity practitioners and professionals from various Canadian institutions will reflect on their work and the future of academic integrity in Canadian colleges and universities, deepening current understandings and providing a vision for others.
A Kaleidoscope of Questions: Reimagining Timed Remote Exams
Authors: Dueck Timothy
Published: July 2024

This presentation provides an overview of an innovative approach to deterring student academic misconduct when writing online tests and exams. Traditional exams which contain uniformly identical questions are swapped for multiple case study scenarios that are distributed randomly among students. Additionally, individual students are provided one of several course-based theories to apply to their given scenarios, and thus their tests and exams are comprised of question combinations that are unique to each student. There is then no utility in students trying to compare answers with each other, as the likelihood of them having the exact same question combination is remote. The move to a random case study / theory combo still achieves many course objectives, as critical thinking and understanding of core concepts is measured in the context of praxis instead of memorization. Presentation discussion includes benefits and limitations of this test / exam redesign, relative to course content and context. Attendees are invited to consider how moving to tests based on case studies can measure student learning in a way that mitigates the potential for academic misconduct through peer or textbook consultation during remote online timed examination.
Citation is Inescapable: Enhancing Students’ Referencing Skills with an Online APA Escape Room
Authors: Doherty Tiffany
Published: July 2024

Referencing is an important component to upholding academic integrity in university writing, but it can be difficult to teach in a way that really “sticks” for students. Students (and, sometimes, educators) often perceive referencing as boring and tedious because of the seemingly-countless rules involved with each unique style. Even when offered foundational instruction in a referencing style, students often struggle to independently solve citation challenges that require the confidence to apply specific rules and a degree of personal judgment. Looking to enhance students’ proficiency and confidence with referencing, a team of three Learning Strategists co-developed an online escape room to engage students in an active and fun way as they collaborate on problem-solving scenarios for APA Style. In this workshop, participants will learn why and how the escape room was developed, try out an abridged version of the escape room, and discuss how this and other game-based approaches to teaching could be used to facilitate academic integrity learning.
It's Not Robotic: Barriers to Navigating Academic Integrity & the Role of Emotions
Authors: Scurr Cory D
Published: July 2024

In December, 2022, Conestoga College’s Academic Integrity Office launched an all-faculty survey on Academic Integrity. It was sent to just under 2,500 full-time and part-time faculty, and we received 989 faculty responses, or a 40% response rate. Focus Groups were also conducted to enrich our findings with qualitative data. Generally, this survey is being conducted to better understand how faculty interact with the institution’s academic integrity policies and procedures and to identify faculty interpretation, and possible improvements to supports and resources.
In particular, we are keen to ascertain data on two important, yet neglected, questions:

What are the barriers faculty experience when navigating academic integrity violations and do these vary depending on faculty type (Full-Time vs. Part-Time).
How do discrete emotions impact faculty when navigating academic integrity violations, and do emotions impact penalty decisions?

It her chapter titled, “Impediments to Reporting Contract Cheating: Exploring the Role of Emotions” in A Research Agenda for Academic Integrity (Ed. T. Bretag, 2020), Felicity Prentice states, “if emotional responses by academic staff to breaches of academic integrity affect judgement and decision-making, […] it is timely to address this as a potentially significant avenue for research” (p. 70). Potentially significant avenue for research, indeed.
Overall, participants will glean an understanding of the barriers faculty face as well as how emotions may influence the process of navigating academic integrity.