Curricular committees and peer reviewers should ask the following questions to ensure academic integrity is encouraged and expectations are clear to all students:
During curricular approval process:
Is there a clear academic integrity statement that addresses the specific mechanism and modes of assessment in the online platform?
A clear statement in an online course is crucial in helping students know how to appropriately prepare for and complete assessments, as well as what is expected and appropriate behavior.
Is there variety in the types and modes of assessment?
A variety of assessment types in the course will create obstacles to cheating and allow students multiple ways to demonstrate what they have learned, which may increase confidence and engagement.
Will the size of the sections be manageable for monitoring academic integrity?
A manageable teacher to student ratio is essential for regular and meaningful feedback and interaction. This increases student confidence, supports strong relationships with the instructor, and decreases inclination to cheat.
Will an instructor be able to review and compare individual student work throughout the semester?
The increase for transparency with student progress across the course decreases the likelihood for cheating.
Is there a point at which the increase in the number of students would compromise confidence in academic integrity?
A greater tendency towards academic misconduct can occur in courses which high enrollment creates obstacles to ongoing student-instructor interaction.
During the faculty peer review process:
Is it clear what level of collaboration is acceptable for course assignments?
Particularly in online classes, students may not be aware of what sort of collaboration is acceptable and what is not. Making those expectations clear will help students understand how to work together appropriately.
Is it clear if and how students can repurpose work in the course?
In some courses, students develop parts of a larger project throughout the course and/or improve their work to reach a level of competency. Expectations around when work can and cannot be reused should be clear to avoid unintentional academic misconduct.
Is it clear what resources are acceptable for use in completing assessments?
Sharing what resources are acceptable for use and how to use the resources appropriately improves the studentsa understanding of acceptable behavior.