 Hi everyone, welcome and thank you so much for taking time to watch this prerecorded presentation, Fostering a Culture of Academic Integrity with Open Educational Resources. My name is Rainne Beager and today I'm joined by my colleagues Laura Bastion and Bailey Dobbs. And today we're hoping to share with you briefly about our cross-campus collaboration to create some resources and supports for academic integrity on our campus using open educational practices with the hope that these practices and resources can be reused on your campuses too. On our campus we found a need early on in the pandemic to reshape the conversation around academic integrity and in some ways proctoring and surveillance technology too. From one that was focused on monitoring and reporting student misconduct to a conversation and a culture focused on supporting students and understanding their role in the scholarly conversation and their responsibilities to act with integrity. To do this we created a set of open educational resources that can be adapted and further customized, along with a set of open educational practices that invited students in to be co-creators of the resources and to share authentically about what these concepts mean to them and why they matter. We'll share briefly about our campus context and the need for the project, what research and values inspired our work, our process and key collaborators, what resources we actually created and what we've learned so far along the way. We invite all of you to use and adapt our work and we'd love to hear from you on how it may also be supporting academic integrity on your campus. So our institution might not be that different perhaps from the one that you are at if you're at one. The landscape of academic integrity here was not the centralized one where we had a number of units already working together that we might have hoped for. Instead, like many institutions we had folks doing important things around academic integrity, but frequently just in their own units and departments. So the context in which we started making these modules was also a context of the pandemic. We had instructors who were really concerned about academic integrity, particularly those faculty who had proctored exams. We had students who were engaging with homework help websites like check, where they actually weren't clear in some instances even whether that was an ethical resource for them, or actually something that was enabling cheating and academic misconduct. And we because we didn't have a central message centralized resources, we were really relying on instructors to be doing that communication and that communication differed across units. And instructors themselves said please we'd like some more centralized resources and communication. This is a significant challenge that we're facing. What we just described as our context is a context we also saw in headlines across the country. It's still a major topic of discussion for many universities and many units. And so we wanted to ask ourselves, what's the research behind how we can bolster academic integrity and what are the reasons and contributors for academic misconduct in higher education. The research that we most appreciated was actually the handbook of academic integrity edited by the late Tracy Brayte. And we particularly appreciated that it was global in scope. It was very comprehensive and we were able to ascertain some patterns between the different chapters and research that folks did. And one of the patterns that really stood out to us was that academic integrity has traditionally been framed as a moral judgment you do it and you're bad don't do it so you can be good that for students was not effective. We also really heard that students increasingly have experienced genuine confusion around what constitutes misconduct in part because of the rise thankfully in an active learning and students not being yet able to ascertain is this something that's collaborative or actually is this something that would be seen as collusion. Students wanted more supported practice around citation methods and at our institution it's not yet something that we're giving abundantly and in many institutions that's not something that's centrally provided. And the research indicated that students are more likely to engage in misconduct. When any of the following conditions are met. The first one was really big. Students are engaging in misconduct. And we see that increased tension when there are branding curves, other kind of scarce resource mentalities. We see an increase in academic misconduct when stress levels are high we see that for people whether they're students or not we make different choices with those high stress levels. And then we see an increase in academic misconduct when students don't perceive meaningful repercussions for their actions. And in the research, we then thought, alright, how are we going to build something that will align with that research, and also with our values as educators and values with the institution also has. So we really built the core of these modules on top of a press book, the quantum polytechnic universities, academic integrity press book that we appreciated greatly. And so this OER is a great one. And the things that we see here, the intent and inspiration was was really built in and added on to what existed. But those things that we built in included really foregrounding a ton of respect for students for their work and an assumption of integrity, striving for that centralized message that we noted. And here that's also a culture shift so all students all ducks at the University of Oregon practice academic integrity and we all talk about it this first year. We're really offering the interactive scenarios that feel authentic to students where they can practice applying the student conduct code, and then centering their voices so it matters not because it's good or bad it necessarily but it matters because your peers say it matters. And this is what their direct wording might might how the direct wording would be persuasive. I also wanted to emphasize the resources that are here when students are stressed and really normalize accessing those resources as part of being a really successful student. So this entire project became a collaboration between a number of individuals across our campus. It was important for us to include a range of collaborators so we could shape the conversation and keep the emphasis on academic integrity. And it also helped anchor it in information literacy, each collaborator had different complimentary expertise and access to different stakeholders. Collectively there was expertise on information literacy technology and course design points of confusion around academic integrity for students on faculty concerns and goals and on campus processes and regulations already in place for these issues. The main collaborators span five different units on campus. We had you libraries are teaching engagement program or tech you will online. The Office of the Dean of Students, particularly their unit on student conduct and community standards and student orientation programs who put together the various orientations known as introduction for incoming freshmen and transfer students. Additionally, we have the assistance of student employees who provided advice feedback and content for the module. We'll talk more about their contributions in just a bit. So what did we create. We ended up with two different modules. The first was an optional module that instructors could use in their classes. This module was largely based off of the live guide our colleague Bronwyn maximum created, which was informed by the ACRL framework for information literacy. And at the time it was the only support we knew available for instructors and students on academic integrity on our campus. We converted we converted the live guide into a canvas module so that it could easily be imported and integrated into existing course module structures. We provided faculty to make disciplinary customizations and or to reach out to TEP and the libraries to collaborate on additional instruction and resources. We condensed and revised the live guide to break it into four main parts for the module, which including content on the scholarly conversation, academic honesty, attribution and citation, and copyright and fair use. The second module we created was a learning experience that all students go through as part of their online orientation would be getting their studies at the university. We have a series of orientation programs that all incoming freshmen and transfer students must complete as part as part of introduction. This format allowed us to include much more in depth content, including active learning and assessment. It largely draws influence from the KPU press book and adapts the press book into an interactive module for students submit work and facilitators can monitor students completion. If you're interested in checking out the module content will provide information on how to access it at the end of this presentation. One of the things we've most benefited from and making this OER is the contributions of students. And there were several ways and two different general stages that students were able to make contributions to this module. One of the ways was to give us really helpful feedback, both in the draft stage and letting us know how the navigation was or how long it took to move through the module, or how effective the scenarios were for them how realistic they might be. But also to give us feedback after the module was complete that required module that Bailey mentioned so that this can be an iterative process. The other primary way that students were contributors is by literally saying, yes, I'm going to check a box, please do include what I think academic integrity is meaningful. Why is it meaningful to me? Please do include that in a future iteration of this module so that students could see what their peers said and really feel that impact for themselves as well. So we have several key design elements that we have spoken to but we want to just highlight again. One is really low stakes interactives to check comprehension and part of this was in the existing press book that we built into, but really amplifying and making content context specific scenarios as well. Highlighting those student voices was a key design element, and then really thinking about inclusive content, whether that be in the examples or in the imagery that we provided. Those opportunities for student feedback were really meaningful design element, and then making sure that we are centering accessible design so that all of the incoming students can actually interact with the module, and then of course openly licensing the module that we created. In terms of how many students we know this has impacted so far, we had over 4000 students last year take the module as part of their introduction experience and over 5000 students are taking the module this year. So just raw numbers alone we know that over 9000 students have experienced the module and all students on some level have read and applied the student conduct code. As Laurel referenced within the module students were invited to reflect on a couple of questions to help us see how the module shaping students thinking on academic integrity. We had the opportunity to indicate if they were comfortable with responses being publicly shared, both as part of a resource that we provided to faculty to hear from student voices, but also as content for the module moving forward. So in this way we were able to incorporate some open educational practices and involve students as co creators of the learning experience for themselves, and their peers that would take it and subsequent academic years. So we compiled the responses as part of an interactive padlet that we provided back to faculty and they can explore, and we selected some specific responses to include as content in the module. So in this question here we can see that students were asked what academic integrity means to them and why it matters. So here we can see a student responding with to me academic integrity means acknowledging and respecting the work that others have poured time and resources into learning and sharing with others. In exchange for learning from those people, you need to credit them and when you use their teachings, because without their work you would need to pour your own time and resources into learning what they did. So here students were also asked to think through what supports they would lean on in times of need, especially in times where they may be more stressed, and we're acting with integrity may be much harder for them. So here we can see a student respond with support from my professors directly and your library will come in very useful when I'm becoming stressed. I imagine myself asking professors directly about their academic integrity codes because it may differ from course to course on certain things like when to work with peers. Between last year and this year 266 students completed an optional Qualtrics form to provide some valuable feedback on their learning experience with the module, where they were asked both what benefited their learning and what detracted or was missing from their learning experience. More than 50% of student comments expressed appreciation for the interactive components of the module, such as the scenarios that were provided with multiple choice fill in the blank activities, which were created with H5P reflective questions and being able to hear from all of their peers in the student responses. A significant proportion also appreciated being much clearer about the complexities to academic integrity, such as when it's appropriate to work with their peers. As part of this increased clarity many students mentioned the real life scenarios being really helpful to them. Students mentioned the benefit of resources that they could turn to when they're stressed and in need and several mentioned appreciating that the module acknowledged historical power issues around citation. Overall students were very positive about the design choices and noted that they felt like the module was very navigable. They found out what was missing from the module or anything that felt counterproductive to their learning experience. Some students commented that they found it overwhelming or repetitive in terms of their prior knowledge or other resources they had been given in the past. And some of this feedback focused on just using less text in the module and more multimedia and more concision generally a goal that we have moving forward. Students identified things that they wanted us to add to the module and the two most common requests we got were more student perspectives and video where possible. Students wanted more practice with two main things one being citation practices, which we didn't address extensively in the module, and also collaborating ethically with their peers, and how to push back on a peer if they are attempting to engage in this conduct. Students also highlighted pedagogically important practices that impact academic integrity and faculty need to consider in their course design. Here a student commented I would note that the module doesn't acknowledge the possible issues that a curriculum may have. If a curriculum is so unoriginal that a student could feasibly use their work multiple times that curriculum ought to change. There could be a connection to textbook affordability. There could be something in here about the issue of textbooks assigned by various courses students may hope to save money by using outdated versions of textbooks, or pirating current editions online. This course could speak on how such things relate to academic integrity. So as we're at this point in our cycle of looking at student responses and thinking about how we might want to revise. We've also been thinking about what the lessons are that we might want to take from the process. And so some things that we've noted internally. One continuous improvement is a challenge when that improvement isn't attached to a particular role. So here we don't yet have a specific owner of the process. We have people that have relationships and do work together. But having a role where that's part of the total time that that role might spend, or a more formal formal centralization of stakeholders would be supportive. We also keep coming back to the difficulty to define and assess whether this module is successful without yet a more centralized institutional plan to support academic integrity. And we really don't that the work is not yet visible to instructors in the way that we had hoped it would be. And we hope to take some steps in this next year and try out how we might make it more visible and more useful to instructors within their individual courses. In this project we created OER modules and we employed open educational practices to invite students into the conversation around academic integrity, both to elevate their voices and allow them to hear authentic reflections about why this matters to their peers. We know that academic integrity is essential to the scholarly conversation and the academic community being able to build upon the work of their peers. And in this way it's also essential to open educational resources and being able to adapt the work of others. In the module we invite students into and encourage them to see themselves as part of the scholarly conversation and start to support them in developing some digital literacies around sharing their work with their peers online. Consent seeking and being explicit about student choice was central to our design. The University of Saskatchewan sums this up really nicely. Choice not only promotes engagement and the student's sense of ownership but also decreases cheating and plagiarism. We think that if students are engaged authentically and co-creating a shared understanding of these concepts and a shared understanding of the cost of misconduct as they characterize and express those thoughts. It starts to shift the focus away from grades and towards more authentic learning, learning that doesn't rely on one answer. Thank you so much for taking time to listen to our presentation today. Here you'll find a QR code where you can learn more about our process and our project along with helpful resources and research cited. As well as an OER Commons QR code where you can explore and download the module for your own use. Please be in touch if you have any questions or want to share about how you're using the resource and thank you for your time.