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Article 7 |\n| --- | --- |\n| Fall 09-30-2020\u003Cbr>Examining Academic Integrity Using Level Learning Outcomes\u003Cbr>Angela Clark\u003Cbr>Sheridan College, [angela.clark@sheridancollege.ca](angela.clark@sheridancollege.ca)[ ](angela.clark@sheridancollege.ca)Jamie Goodfellow\u003Cbr>Sheridan College, [jamie.goodfellow@sheridancollege.ca](jamie.goodfellow@sheridancollege.ca)[ ](jamie.goodfellow@sheridancollege.ca)Sandra Shoufani\u003Cbr>Sheridan College, [sandra.shoufani@sheridancollege.ca](sandra.shoufani@sheridancollege.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508](https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508) | Course- |\n\nRecommended Citation  \nClark, A., Goodfellow, J. & Shoufani, S. (2020) . Examining academic integrity using course-level learning outcomes. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2). [https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508](https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508)  \nExamining Academic Integrity Using Course-Level Learning Outcomes  \nAbstract  \nThis paper describes a comprehensive review of academic integrity across course-level learning outcomes for all courses at one institution. The authors developed a taxonomy based on The International Center for Academic Integrity’s (ICAI) fundamental values of academic integrity to audit course-level learning outcomes for evidence of academic integrity instruction. Approximately 23% of the 3379 courses examined demonstrated a clear component of academic integrity and instruction varied across Faculties and levels of study. The study provides insights into academic integrity instruction and opportunities for academic institutions to better understand, utilize, and integrate academic integrity instruction into their courses and programs.  \nCet article décrit un examen complet de l’intégrité académique à partir des résultats de l’apprentissage au niveau des cours effectué pour tous les cours offerts par un établissement. Les auteurs ont mis au point une taxonomie basée sur les valeurs fondamentales d’intégrité académique du International Centre for Academic Integrity (ICAI) afin d’effectuer une vérification des résultats de l’apprentissage au niveau des cours en tant que preuve de l’enseignement de l’intégrité académique. Environ 23 % des 3379 cours examinés ont montré qu’il existait une nette composante d’intégrité académique et quel’enseignement variait d’une faculté à l’autre et selon le niveau des cours. Cette étude présente unaperçu sur l’enseignement de l’intégrité académique et offre des occasions aux établissements universitaires de mieux comprendre, mieux utiliser et mieux intégrer l’enseignement de l’intégrité académique dans leurs cours et dans leurs programmes.  \nKeywords  \nacademic integrity, education ethics, learning outcomes, universities, colleges, higher education, college curriculum; intégrité académique, éthique de l’éducation, résultats de l’apprentissage, universités, collèges, enseignement supérieur, programmes de cours des collèges  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508](https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508)  \nKey priorities for today’s post-secondary institutions include graduating students who are well-prepared for their careers by possessing the skills, abilities, and attitudes required in their respective fields. An emerging priority is to also ensure that these graduates are ethical, contributing members of society. Since Bowers (1964) published the first large-scale study on academic misconduct (cheating), decades of research has demonstrated that cheating is still a serious problem in post-secondary institutions.  \nWhen it comes to matters of cheating, in","cbCaijsrklrLtoky","https://ap.wps.com/l/cbCaijsrklrLtoky","pdf",248785,"English","# Abstract\n## Study scope and method\n## Key findings\n## Implications for instruction\n## Academic integrity strategy background","[{\"question\":\"What does the paper review and at what level?\",\"answer\":\"It reviews academic integrity instruction mapped to course-level learning outcomes across all courses at one institution.\"},{\"question\":\"How did the authors evaluate academic integrity instruction?\",\"answer\":\"They created a taxonomy based on the International Center for Academic Integrity’s fundamental values and audited course-level learning outcomes for evidence of instruction.\"},{\"question\":\"What percentage of courses showed a clear academic integrity component?\",\"answer\":\"Approximately 23% of the 3,379 courses examined demonstrated a clear component of academic integrity instruction.\"}]","Examining Academic Integrity Using Course-Level Learning Outcomes - Article 7 | PDF",1792082438,48]