Managing Academic Integrity in Canadian Engineering Schools

Abstract

This chapter explores what engineering schools across Canada are doing to address and advance academic integrity amongst their students, including how they are currently promoting academic integrity and managing related academic misconduct issues. Responses from a national survey are compared to identify the approaches and practices that are more widely adopted, as well as unique approaches that may warrant broader use. Input was also received from the twelve provincial and territorial engineering regulators that operate across the country. In addition to identifying areas of success, potential opportunities for additional progress are identified. This work serves as a starting point for dialogue among universities and regulators. All parties have a vested interest in strengthening the integrity of engineering students during their academic training and professional development. It is clear from this study that a collective effort is needed to develop solutions, educate faculty, and mentor students to achieve a higher standard of academic integrity. The successes and opportunities highlighted here may be helpful to other professional programs, such as nursing, medical, dentistry, law, and business schools, where integrity is also of extreme importance.

Instructor Perceptions of e-Proctoring Software

“…In Proceedings of the 2023 European Symposium on Usable Security, (pp. [15][16][17][18][19][20][21][22][23][24][25][26], ACM.…”

“…Instructors and departmental administrators were tasked with leading the transition to ERL formats in a manner that preserves academic integrity [8,46,63]. But reports of widespread academic misconduct and cheating during proctored online learning assessments have heightened concerns regarding the preservation of academic integrity [3,23]. Meanwhile, student concerns with the degree of monitoring involved in some e-proctoring methods require instructors to mediate between managing student concerns, departmental policies, and course requirements [20].…”