Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This chapter shares findings of and recommendations from a three-year initiative at the University of British Columbia to develop and assess enhanced and explicit instruction in academic integrity in first-year writing courses, an enterprise that now involves 42 faculty members teaching up to 5000 students each year. This project began from the appreciation that, as an institution, we needed to close the gap between our expectations of academic integrity and students’ understanding of those expectations, and to make explicit what is often treated as assumed understanding. This approach was intended to help students develop more robust knowledge and appreciation for academic integrity as a core element of the academic community to which they now belong. Drawing on the qualitative and quantitative data we gathered from students and faculty, including surveys, focus groups, misconduct reports, and interviews, I illustrate how what I call “pedagogies of integrity” have led to improved uptake by students (and instructors) of academic integrity as both theory and practice, resulting in a change in the number as well as type of academic misconduct cases, and have led to significant insights about the place of academic integrity in larger conversations about student belonging, wellness, and access. I share not only how the instructors in this project changed the conversation in their own courses, but also how these discussions are resonating across disciplines and faculties of our campus and beyond. Finally, I outline recommendations for next steps in policy and practice that these findings suggest.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.003 | 0.027 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it