I talk about academic misconduct a lot. I mean, A LOT. I talk about the underlying issues like anxiety, time management, research skills, etc. I define plagiarism. I talk about the “letter of the law” (AKA university regulations regarding academic misconduct) and about best practices for how to avoid academic misconduct. And it’s all so damn depressing. So negative. So deflating. It’s a mantra of doom and gloom, and I feel the clouds gathering over myself and my students every time the topic comes up.
Just recently, though, the skies cleared and the sun beamed down. Or, to toss cheesy metaphors aside, I had a very good day, and I have students to thank for it.
Our team has been working on a module on academic integrity. (Note that the topic is academic integrity, not academic misconduct.) The module covers all the underlying issues previously mentioned—has to be done—but they’re housed under the larger umbrella of personal integrity. Personal, as in internal, as in not defined by institutional policy. Our goal was/is to help students see academic integrity as a natural extension of personal integrity, which is something that lives and breathes in all of us in one form or another.
The trick with this approach, though, is that personal integrity is wrapped up in personal values, which are wrapped up in family values, which are wrapped up in cultural values ad infinitum. So we struggled a bit with how we could talk about personal integrity without explicitly or implicitly imposing our values onto students. Then we had an epiphany: Let the students speak for themselves. We decided on a video.
That’s where things started getting fun. We invited a bunch of students, set up a fancy camera and mic, got some swag to pass out as a thank you, and started filming. The students were asked to complete the prompt: “Integrity is…” however they wanted as long as it had NOTHING to do with academics or academic integrity.
The students were a little taken aback by the anti-academic approach, and at first they seemed perplexed at how to respond. (A jaded spectator might attribute this to the downfall of students today. “Academic” and “integrity” are linked so often in post-secondary education, that they’re practically a compound word. Outside of academics, integrity is, what? ) But the students were, as they often are, funny, creative, thoughtful, and intelligent, and before long they had a whole slew of responses ranging from,
Integrity is being true to yourself.
Integrity is not ditching your friends to watch Netflix.
Indeed, they had more responses than we had time to film, and we had actual fun as they came up with more and more.
I hope it was a great experience for everyone. I KNOW it was a great experience for me. It was the first time (ever?!) that I talked with students about integrity where we ALL smiled and laughed, as opposed to the usual scenario where I’m in front of the students, desperately trying to dispel the clouds hanging over the room, while the students stare back at me either frightened, slack-jawed, or insulted by the underlying assumptions behind the conversation.
Allyson Miller, Learning Skills Instructor and eLearning Developer, A-Z Learning Services, Brock University