Coordinating for Academic Integrity at the Program Level


  • Susan Bens University of Saskatchewan



coordination, program-level, context, assessment, skills, workload, discipline, Canadian Symposium on Academic Integrity


Academic integrity practice and research has most often looked at action either at the individual instructor level (e.g., classroom strategies) or at the institutional level (e.g., policies). Scholars have called for attention to disciplinary patterns (Bretag et al, 2019; Rogerson et al, 2022) and for increased emphasis on the meso or middle levels of higher education institutions to influence change (Kenny & Eaton, 2022). A coordinated approach at the program level has the potential to better contextualize the values of academic integrity for students in a disciplinary or professional community, build the specific skills students need to avoid forms of academic misconduct of particular concern, and incorporate assessment approaches that translate to students' futures. A framework for assessing multiple approaches will be presented, along with potential limits and benefits of each approach. Participants will have an opportunity to situate their own examples and explore those of others. Participants can expect they will leave the session able to (1) articulate the importance of coordinating for academic integrity at the level of the program, and (2) identify a coordinating approach that they can try or advocate for in their own context.

Author Biography

Susan Bens, University of Saskatchewan

Dr. Susan Bens is from Saskatoon and the University of Saskatchewan, on Treaty 6 Territory and the Homeland of the Métis, where she works as an educational developer at the Gwenna Moss Centre for Teaching and Learning. In her professional role, Susan specializes in program and curriculum change initiatives and academic integrity strategies at the instructional, program, and institutional levels.


Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P.., van Haeringen, K., Saddique, S., & Rozenberg, P. (2019). Contract cheating and assessment design: exploring the relationship. Assessment & Evaluation in Higher Education, 44 (5), 676-691.

Kenny, N., & Eaton S. E. (2022). Academic integrity through a SoTL lens and 4M Framework: An institutional self study (pp. 573-592). In Eaton, S.E., & Christensen Hughes, J. (eds) Academic Integrity in Canada. Ethics and Integrity in Educational Contexts, vol 1. Springer, Cham.

Rogerson, A. M., Bertram Gallant, T., Cullen C., & Ives, R. T. (2022). Celebrating 30 years of research on academic integrity: A review of the most influential pieces. (201-231) In : Rettinger, D. A., & Bertram Gallant, T., (eds). Cheating Academic Integrity: Lessons from 30 Years of Research, Jossey-Bass.




How to Cite

Bens, S. (2023). Coordinating for Academic Integrity at the Program Level. Canadian Perspectives on Academic Integrity, 6(1).



Canadian Symposium on Academic Integrity