Academic Integrity as a Teaching & Learning Issue: From Theory to Practice

In 2008, I argued that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008). This new approach, the teaching and learning approach, challenged educators to situate integrity practices within the goal of improving student learning, in essence shifting the focus from how educators could stop students from cheating to how they could ensure students are learning (Bertram Gallant, 2008, p. 112).I argued that this shift could be realized through “fostering a learning-oriented environment, improving instruction, enhancing institutional support for teaching and learning, and reducing institutional constraints to teaching and learning” (Bertram Gallant, 2008, p. 89). Although the latter 2 strategies are critical for realizing the teaching and learning approach, I do not address them here. Instead, I focus on applying empirical research to elucidate the practical methods faculty can use in the classroom to foster learning orientations and improve instruction. I will also introduce a 5th strategy of the teaching and learning approach—leveraging the cheating moment as a teachable moment. This 5th strategy is instrumental for faculty members who hope to create a teaching and learning environment in which cheating is the exception and integrity the norm.