Academic Integrity in the Twenty-First Century: A Teaching and Learning Imperative. ASHE Higher Education Report, Volume 33, Number 5

Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: [email protected]; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL

Y

143

Practitioners; Researchers

Postsecondary Education; Cheating; Learning Strategies; Integrity; College Students; Student Behavior; Student Attitudes; Student Characteristics; Foreign Countries; Ethics; Student Responsibility; Administrator Responsibility; Peer Influence; Plagiarism; Epistemology

Canada; United States

10.1002/aehe.3305

1551-6970

The historical examination of academic integrity in this monograph demonstrates that student academic conduct has always been strongly connected to faculty work, institutional structures, context, and organizational pressures. Student affairs professionals, faculty, and other campus constituents who have struggled with reducing academic misconduct and enhancing academic integrity may find their practices reinvigorated by the new organizational strategy posited in this monograph that links academic integrity to the teaching and learning imperative of the twenty-first century postsecondary educational system. An academic integrity movement is afoot in postsecondary education institutions in the United States, Canada, and beyond. This movement has tended to focus on the conduct and character of students and thus positioned students and student affairs professionals as the key actors. This monograph suggests, however, that it is time for a new approach that broadens the movement beyond student conduct and character to the teaching and learning environment. In proposing this broad-based approach, this monograph does not suggest that misconduct be treated lightly or remain undisciplined but that integrity is multidimensional, shaped by many more forces than the actions of the student body, and that colleges and universities should attend to integrity at all these levels. In positing a teaching and learning strategy, the author readily acknowledge the difficulties organizations will face in making the transition from strategies rooted in the history of postsecondary education and embedded in the divided roles of faculty and student affairs. She responds to that concern by providing ideas for implementation, though each campus will experience its own struggles. Before turning to these strategies, she explores the lengthy history of student academic misconduct and the way in which postsecondary education organizations have traditionally responded to it. The material in this monograph can be used to stimulate campus dialogue and initiate a robust approach to academic integrity. (Contains 1 figure and 4 exhibits.)

ERIC

300

2008

EJ791635