11 Maintaining Academic Integrity

11.1 Overview

Academic dishonesty, i.e., academic integrity violations, permeates all educational strata and is not limited to higher education. In fact, an increasing number of students has committed academic integrity violations throughout their educational experience. The phenomenon’s prevalence intensifies in digital learning environments, with research indicating approximately 50% higher rates of academic misconduct in online courses compared to traditional classroom settings (Newton & Essex, 2024).

The motivations for academic dishonesty are varied. Students generally commit academic integrity violations due to competitive academic environments, performance anxiety, insufficient preparation, or simply opportunistic behavior when circumstances permit. The psychological, social, and financial pressures of academic achievement tend to contribute to their decisions.

Contemporary technological advances have dramatically expanded the methods of academic misconduct. Students now have access to sophisticated tools ranging from sophisticated web searches on mobile devices to voice-activated digital assistants and generative language models capable of generating complete textual, mathematical, and code solutions. The accessibility and relative anonymity of these technological tools have significantly lowered the barriers to academic dishonesty while simultaneously making detection far more challenging for educators.

11.2 Cheating

  • reducing propensity to cheat
  • preventing cheating
  • detecting cheating
  • reporting cheating
  • learning from cheating (as instructor and as student)

11.3 The Student Conversation

Addressing academic integrity violations can present a significant challenge for educators. While inherently uncomfortable for both faculty and students, these interactions are essential components of maintaining academic standards, regardless of the circumstances surrounding the violation.

Effective academic integrity interventions require a methodical, evidence-based approach. Key elements ought to include:

  • Careful preparation and thorough documentation
  • Confirmation in writing of informal conversations
  • Consistent application of institutional and course policies
  • Comprehensive digital evidence from examination monitoring systems, learning management systems, and any other sources that show academic integrity violations
  • Thorough understanding of learning differences and required accommodations (e.g., disability or access accommodations)
  • Considerations for cultural differences and language comprehension, especially for students whose use English as a second language

Of particular importance is the consideration of culture, language comprehension, neurodiversity and documented accommodations, factors that may influence both the occurrence and interpretation of suspected academic integrity violations. This holistic approach ensures equitable treatment while maintaining institutional standards.

11.4 Notes

  • contract cheating
  • academic integrity policy
  • GenAI and LLMs; AI Assistants, impersonation, voice AI
  • syllabus language

11.5 References

Newton, P.M., Essex, K. How Common is Cheating in Online Exams and did it Increase During the COVID-19 Pandemic? A Systematic Review. Journal of Academic Ethics 22, 323–343 (2024). https://doi.org/10.1007/s10805-023-09485-5

Adam, T., & Warner-Griffin, C. (n.d.). Use of Supports among Students with Disabilities and Special Needs in College. Data Point. NCES 2022-071. https://eric.ed.gov/?id=ED618477

Driving Toward a Degree 2023: Awareness, Belonging, and Coordination – Tyton Partners. (2023, November 16). Tyton Partners. https://tytonpartners.com/driving-toward-a-degree-2023-awareness-belonging-and-coordination/

Herrick, S. J., Lu, W., & Bullock, D. (2020). Postsecondary Students With Disabilities: Predictors of Adaptation to College. Journal of College Student Retention, 24(2), 603–624. https://doi.org/10.1177/1521025120941011