Academic Integrity: Transforming Invisible work into Visible and Valued Work

In a previous post I talked about how the work of academic integrity is often invisible and unrecognized. Today I wanted to share some exciting news. Over the past couple of years, colleagues at the University of Calgary have been working hard to update an old and outdated manual to address hiring, merit assessment, tenure and promotion for academic staff.

In the fall of 2020, I had an opportunity to connect with the two project leads, Dr. Florentine Strzelczyk and Dr. Francine Smith, to speak specifically about matters relating to ethics and integrity. We talked about the invisible nature of academic integrity work and how I’d heard anecdotally from colleagues that for those without a formal leadership appointment, such as an Associate Dean who investigates and adjudicates academic misconduct allegations and cases, had no formal mechanism to have work relating to academic integrity recognized when it came to our bi-annual review as faculty members. Similarly, there was no formal way to showcase this work in an application for hiring, tenure or promotion.

Dr. Strzelczyk and Dr. Smith listened closely and asked insightful questions about how academic integrity work could be better recognized as legitimate academic work at our university. Generally, our work as professors is broadly classified into three main categories: Research, Teaching, and Service. The amount of time we spend working in each area depends on the type of appointment you have, but in most cases, academic staff are expected to contribute to all three areas.

We had an open and collegial exchange about which categories academic integrity work would fall into. There are a limited number of us at our university who conduct research into academic integrity, so instead we focused on teaching and service. It became obvious that academic integrity work certainly counts towards service when it involves reporting and preparing evidence when a breach of integrity (i.e., academic misconduct) is suspected. We also talked about how it should also be recognized as a teaching and learning contribution. We talked about the need to recognize effort that goes into conceptualizing, designing, and implementing ethical assessments, for example. We explored the idea that when a professor takes time to prepare materials to teach their students how to learn ethically (e.g., developing tip sheets for their students on how to cite and reference properly) that these activities are related to teaching and learning, rather than service. We talked about how faculty work relating to academic integrity isn’t about teaching or service, but rather teaching and service.

I was really impressed with how my colleagues listened and responded. They incorporated changes into the handbook that I’m really quite ecstatic about and I wanted to share with you the specific language around these updates, so that if you are thinking about updating your own faculty handbooks on your campus, this might serve as a model.

The new University of Calgary GFC Academic Staff Criteria & Process Handbook was officially approved last month by our General Faculties Council (GFC) one of the highest governance bodies of the university. In the handbook, academic integrity is now officially recognized as part of our Teaching (Section 1.3) and Service (Section 1.4) responsibilities. The specific passages where academic integrity is highlighted are as follows: 

“Teaching may take different forms such as direct or classroom instruction at undergraduate and/or graduate levels, as well as competency-based education, and/or field and practicum supervision. Teaching activities may include lectures, seminars, tutorials, laboratories, clinical sets, advising/counselling, creating lesson plans, assessments, grading, and examinations, and upholding academic integrity. Delivery of instruction and support of student learning may be face-to-face, on-line and blended and may occur inside and outside of the classroom, on and off campus (including land-based education), in collaboration with other instructors, other faculties, associated institutions, community organizations or with Indigenous knowledge-keepers and communities.” (Bolding added).

GFC Academic Staff Criteria & Process Handbook (Section 1.3.3, p. 10)

and

“Service to the University may include participation in Program or Unit-level, Department or Division, Faculty, and University committees, councils, task forces, ad hoc teams, and governing bodies, or other parts of the University including the Faculty Association. Activities that contribute to upholding academic and research integrity across various parts of the academy shall also be considered as important service contributions to the University.” (Bolding added).

GFC Academic Staff Criteria & Process Handbook (Section 1.4.3, p. 11)

This is the first time, to the best of my knowledge, that academic has been explicitly named in our institutional faculty handbook in this way. To say I am excited about this is an understatement!

The details of exactly how this work can be recognized has yet to be determined, and the devil is always in the details, as they say. Nevertheless, we now have a mechanism by which it can be recognized and that in itself is a huge step forward.

I am hopeful that this will provide colleagues on campus with a means to move academic integrity work from being invisible to being not only visible, but also valued. I also hope that other institutions, both universities and colleges alike, will take similar action to ensure that the work that goes into upholding and enacting academic and research integrity is clearly acknowledged as being legitimate and important contributions to the role of an academic staff member.

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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada.

Opinions are my own and do not represent those of the University of Calgary or anyone else.

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