Faculty Engagement in Addressing Academic Integrity Challenges


  • Matt Rahimian Huron at Western University




Faculty Engagement; Education and Academic Integrity; Academic Integrity Promotion, Canadian Symposium on Academic Integrity


Over the past few years, academic integrity has gained more attention in post-secondary education. New and innovative ways are devised to cheat in academia, and academic integrity practitioners and schools are actively learning about new ways of academic misconduct. Respectively, these practitioners and scholars are actively seeking ways of deterring academic misconduct and promoting integrity. Since the pandemic began, more attention has been given to academic misconduct as more such cases have been reported at several post-secondary institutions (Dubinski, 2023). Some examples of the more recent nuances in academic misconduct include using Artificial Intelligence to write essays (e.g. Coppolino, 2023; Oppenheimer, 2023), using a combination of spy glasses and smart watches to cheat during exams (e.g. Chugh, 2016; Storm, 2016), and use of social media in the service of academic misconduct (e.g. Lancaster, 2019). On the other hand, academic integrity practitioners and scholars have proposed ways to address the academic integrity challenges. Many of them have proposed ways to educate students on maintaining academic integrity and deterring misconduct cases (e.g. Gallant, 2017; Mitchell & Parnther, 2018), and some have advocated for restorative measures after misconduct cases are found (Sopcak &Hood, 2022). Yet, one of the areas that need further work, in general, is faculty engagement in academic integrity enhancement. This is the area that I will focus on in this paper. I propose using curriculum-integrated approaches, goal alignment techniques, and practice/discipline-specific approaches to increase faculty interest in engaging with academic integrity activities.

Author Biography

Matt Rahimian, Huron at Western University

Mahdi is a PhD Candidate in the Faculty of Education at the University of Manitoba. He has over twelve years of research and scholarship in the filed of adult education with focus on adult English as a Second Language (ESL) learners. 


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Lancaster, T (2019). Social media enabled contract cheating. Canadian Perspectives on Academic Integrity, 2(2), 7-24.

Mitchell, R. L. G., & Parnther, C. (2018). The shared responsibility for academic integrity education. New Directions for Community Colleges, 183, 55-64. DOI: 10.1002/cc.20317

Oppenheimer, D (2023, January 17). ChatGPT has arrived – and nothing has changed. Times Higher Education. https://www.timeshighereducation.com/campus/chatgpt-has-arrived-and-nothing-has-changed

Sopcak, P., & Hood, K. (2022). Building a culture of restorative practice and restorative responses to academic misconduct In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 553-571). Springer

Storm, D. (2016, May 9). Spy glasses and smartwatches used for high-tech cheating to get into medical school. Computer World. https://www.computerworld.com/article/3067793/spy-glasses-and-smartwatches-used-for-high-tech-cheating-to-get-into-medical-school.html




How to Cite

Rahimian, M. (2023). Faculty Engagement in Addressing Academic Integrity Challenges. Canadian Perspectives on Academic Integrity, 6(1). https://doi.org/10.11575/cpai.v6i1.76915



Canadian Symposium on Academic Integrity