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The case:
Many times, when we think about academic integrity, we think about students doing some cheating in some way, be that using notes when they are not supposed to or falsifying attendance. But what if the professor and their policies have created an academic integrity concern?
Recently, five faculty members taught a mandatory introductory course at a mid-size university with a dedicated course coordinator. The teaching team met weekly and discussed upcoming content, how to teach the course best, and course rules surrounding assignments and the class. Examples of rules included checking with the coordinator before doing anything outside what had been discussed in the meetings regarding points-based assignments and making sure the same rules were applied to all students regarding extra credit and allowable reasons to take a make-up exam. Every class covered the exact same learning objectives, some of the test questions were given the same across all classes for assessment purposes, and either the same or very similar assignments were used. Lecture material and in-class teaching techniques could be different, although it was expected that these materials be shared across the teaching team.
There were three exams in the course. As the faculty members prepared to give the first exam, an email came to a professor from a student. The student wanted to know if he could use his notes on the exam like his friend was being allowed to in a class taught by a different teacher. The professor receiving the email sent a message to all the other faculty teaching the course and asked, ‘Does anyone know what this student means?’ After a long pause, a faculty member said this was her class and that she allowed students to use their notes on exams. Her personal policy of allowing students to use notes during exams had never been addressed by her in the weekly meetings. The class that was using notes did have students performing at a higher level on the common questions. When these high scores had been examined in the meetings, the professor stated that her teaching techniques drew top students to her course and discussed how she spent much time covering material in detail. When questioned about the use of notes on the exam, the professor became defensive and stated she could do what she wanted in her class due to academic freedom and the level of difficulty of her exams.
A wide range of students knew about the notes. Some students asked their professors to provide them with the same opportunity to use their notes out of fairness. The coordinator, in consultation with the department chair, stated that the professor had made a mistake, but she and her students should not be forced to change. They added that it could be discussed what all classes wanted to do for the next exam. Student complaints were ignored, and faculty were told to move on from this issue quietly with the explanation that the teacher could do as she wanted in her class due to the large quantity of material she chose to add and cover in her course.
At a meeting to discuss this issue, the coordinator asked for everyone to say how they felt about this incident and about the impact this had on their classes. Various responses were given. One professor said it had no impact on her classes, as her students needed to study and know the material. Another said that his students were vocal and couldn’t understand why in a class with such identical content and the same assignments, some classes could do one thing, but other students were in a harder environment. Grades of the exams across classes were not examined or compared for this exam. The professor who was using notes was late to arrive at the meeting and did not participate in the discussion about the test but listened. Later, she sent an email to the most vocal professor against what had occurred and said that she felt the comments were directed at her personally, that she was being punished for knowing the best way to teach the class, and that she chose to teach significantly more material and test over material in a more difficult manner, so she should have the opportunity to allow her students to use notes.
On the next exam, the faculty voted and it was decided that students would be allowed to use notes during the exam across all classes of the course. The dissenting vote against the policy came from the original professor who allowed her students to use notes on the first exam. Of the faculty who taught the course, the most vocal opponent was removed from teaching it going forward. Others asked to be re-assigned. Only two professors wished to remain in the course.
Discussion
Was this an academic integrity violation? It didn’t meet the definition of students doing something nefarious without professors' permission. But it resulted in inequity in grading practices in a coordinated course with clearly defined rules that prohibited the use of notes for an exam. The assessment questions were reported to an international accrediting body and there was no explanation for the discrepancies between classes. It showed a divide in a department and teaching team that made for difficult working relationships across multiple levels. Student grades are used in GPA calculations that could result in the awarding of scholarships or competing against other students at the university for entry level job positions.
Were the actions of the professor wrong according to the ICAI fundamental values (ICAI, 2021)?
The first value is honesty. Although there was a bit of hiding what happened at first, the professor did step forward and admit she was allowing the notes sheet. The details of what happened were not made clear or public with students in other classes who simply heard rumors.
The second value is trust. In this case, the team meetings defined what was acceptable in the course. Trust amongst the team was damaged. Several faculty members asked to be re-assigned and one left the university within six months of this situation and the internal conflict that occurred.
Next is fairness. In a highly coordinated course, it is not fair to allow one class to have a notes sheet and not allow others to do so, especially once revealed by students. There were also grade differences between the classes.
Respect was not shown to the students who brought this to the attention of faculty. The issue was ignored and not explained to students. It also showed a lack of respect to the faculty members who were following the rules set by the course coordinator.
Responsibility is the fifth value. The faculty member who allowed the notes sheet never accepted responsibility for what happened. She sought to blame others that argued for fairness to students. Ultimately, the leadership in the department felt she was the most valuable team member and sided with her.
Lastly, is courage. The faculty members who asked questions about the notes sheet and who stood up for fairness across classes did display courage. There was a high personal price to pay for some including removal from teaching the course and removal from promised leadership positions.
References
International Center for Academic Integrity [ICAI]. (2021). The Fundamental Values of Academic Integrity. (3rd ed.). www.academicintegrity.org/the-fundamental-values-of-academic-integrity
Carole Shook is a teaching associate professor, a former co-director of a university teaching center, and an officer of a conference association of teaching centers. She advises others on good teaching practices and how to handle ethical dilemmas involving faculty and students.
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