Reflections on the first year of integrity hour: An online community of practice for academic integrity
Keywords:academic integrity, community of practice, informal learning, Canada, higher education, COVID-19, coronavirus, pandemic
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.
Donald, D. T. (2009). Forts, Curriculum, and Indigenous Métissage: Imagining Decolonization of Aboriginal-Canadian Relations in Educational Contexts. First Nations Perspective, 2(1), 1–24. https://www.mfnerc.org/wp-content/uploads/2012/11/004_Donald.pdf
Eaton, S. E. (2020, July 29). Integrity Hour: A Guide to Developing and Facilitating an Online Community of Practice for Academic Integrity. Retrieved from http://hdl.handle.net/1880/112347
Eaton, S. E., Guglielmin, M., & Otoo, B. K. (2017). Plagiarism: Moving from punitive to proactive approaches.
Jackson, A. Y., & Mazzei, L. A. (2018). Thinking With Theory: A New Analytic for Qualitative Inquiry. In K. Denzin, Norman & S. Lincoln, Yvonna (Eds.), The Sage Handbook of Qualitative Research (pp. 1230–1264). SAGE Publications.
SAIT. (2020). Student Performance and Behaviour. AC.3.4.3. file:///C:/Users/cbutterw/Downloads/AC.3.4.3%20Student%20Academic%20Conduct.pdf
Philip, T. M., Gupta, A., Elby, A., & Turpen, C. (2018). Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare. Journal of the Learning Sciences, 27(2), 183–223. https://doi.org/10.1080/10508406.2017.1381964
Pranis, K. (2005). The little book of circle processes: A new/old approach to peacemaking: Good Books.
Roxå, T., & Mårtensson, K. (2009). Significant Conversations and Significant Networks-exploring the Backstage of the Teaching Arena. Studies in Higher Education, 34(5), 547–559. https://doi.org/10.1080/03075070802597200
Roxå, T., & Mårtensson, K. (2015). Microcultures and Informal Learning: a Heuristic Guiding Analysis of Conditions for Informal Learning in Local Higher Education Workplaces. International Journal for Academic Development, 20(2) pp. 193–205. https://doi.org/10.1080/1360144X.2015.1029929
Taylor, K. L., Kenny, N. A., Perrault, E., Mueller, R. A. (2021). Building Integrated Networks to Develop Teaching and Learning: The Critical Role of Hubs. International Journal for Academic Development, 1–13. https://doi.org/10.1080/1360144X.2021.1899931
Thomson, K. (2015). Informal Conversations about Teaching and their Relationship to a Formal Development Program: Learning Opportunities for Novice and Mid-career Academics. International Journal for Academic Development, 20(2), 137–149. https://doi.org/10.1080/1360144X.2015.1028066
University of Alberta. (2021). Academic Integrity. Projects and Initiatives. https://www.ualberta.ca/dean-of-students/projects-and-initiatives/academic-integrity.html
Whittle, S. R., & Murdoch‐Eaton, D. G. (2008). Learning about plagiarism using Turnitin detection software. Medical Education, 42(5), 528-528. https://doi.org/10.1111/j.1365-2923.2008.03058.x
Verwood, R., & Poole, G. (2016). The Role of Small Significant Networks and Leadership in the Institutional Embedding of SoTL. New Directions for Teaching and Learning, 146, 79–86. https://doi.org/10.1002/tl.20190