Competing Visions
PAST

Desire to return to what worked (or what we
believe worked) in the past;

Static rules and expectations;

Traditional honor codes;

“Defensive pedagogy”

Traditional sanctions;

Focus on “solutions” like text-matching,

Remote proctoring,

Bio-recognition,

Test-banks
This is not an indictment of the traditionalists’
rules or the mechanistic tools.
All of these things can be useful.
The weakness of many of our approaches to
academic integrity lies in the expectation that
tools and rules will solve the problem.
We can’t return to the past (and we really don’t
want to.)
Our current circumstances are different from the
past (because of changing demographics,
changing technology, changing economies) but
with respect to integrity, these are mainly
differences of degree rather than differences in
kind.
Image credit:
http://theperfecthorse.blogspot.com/2009/07/headtossing.html
• Immediate
results
• Put it on and it
works without
further input
• It’s a (nearly)
sure thing—the
device does the
work.
Image credit:
http://mylerbitsusa.com/images/combination/Number14.jpg
• Takes time and
repeated effort
• Requires feedback
Image credit: http://americashorsedaily.com/wpcontent/uploads/Lynn-Palm1304.jpg
• The horse makes
the decision (and
sometimes it
won’t be the right
one)
Image credit: http://cdn.thehorse.com/images/cms/2012/11/pay-per-usechestnut-horse-headshaking.jpg?preset=feature
Image credit: http://www.writingofriding.com/wpcontent/uploads/2013/07/girl-riding-black-horse.jpg




If we don’t teach students and help them
understand the significance of academic
integrity . . .
If we rely solely on mechanisms that prevent
them from cheating rather than teaching them
why they should choose not to . . .
If the only reason students aren’t cheating is
because we are stopping them from cheating. . .
. . . then they are not developing the capacity to
make ethical choices.
Image credit:
http://news.bbcimg.co.uk/media/images/60152000/jpg/_60152494_beaming_rex464.jpg

Primary:
+ Education
+ Conversations
+ Expectations___
Culture of Integrity

Supported by:



Vigilance
Policies, Codes, and Rules
Technology
There is no way to teach students to make good
choices without giving them enough freedom to
make bad ones.
That is not to say that there shouldn’t be
consequences, but it is suggesting they must have
room to fail.
There is no way to teach students to make good
choices without allowing freedom to make bad
ones.
That is not to say that there shouldn’t be
consequences, but it is suggesting they must have
room to fail.
When they do (and some will), if we provide the
right kind of response, more of them will get it
right the next time—and they will understand
why.
Failures are finger posts on the road to
achievement.
~C. S. Lewis
Remember that failure is an event, not
a person.
Zig Ziglar


“a constellation of encounters,
both planned and unplanned,
that promote growth through the
acquisition of knowledge, skills,
understanding and
appreciation”
Noddings, Nel (2002) Starting at Home. Caring and Social Policy
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