Academic integrity resource wins student approval
Over 15,300 students have completed the Essential component of a new Academic Integrity tutorial, with over 7,000 completing it within the first semester of 2024/25.
Undergraduate students have rated the new resource 4.6 out of 5 for its effectiveness in helping them understand the basic principles of Academic Integrity.
Almost everything about this tutorial was helpful, specifically the importance of giving credits to other works and providing appropriate references.
Student feedback
A video from the Academic Integrity resource
Encouraging students to take ownership of their academic integrity
The resource was a two-year collaborative effort involving the Digital Learning Design team (part of the University's Digital Education Service), the Library, Academic Integrity Leads and IT, with help from student interns and ambassadors.
The resource can be found alongside the student's course modules in online learning platform Minerva. It has been designed to help students develop their understanding and application of academic integrity and ultimately reduce cases of academic misconduct, by:
- Increasing students' confidence and understanding of academic integrity
- Improving their ability to avoid plagiarism
- Developing their skills in working with, and learning good practice from their peers.
The enhanced tutorial helped me consolidate the key points of academic integrity, made me aware of the importance of time management in the learning process, and improved my shortcomings through summary evaluation and feedback.
Student feedback
Screenshot from the Academic Integrity Module with student top tips
A supportive approach to skills development
Taking a more educative approach than previous versions of the module, the resource focuses on developing skills, attitudes and behaviours that promote good academic practice. Through interactive tasks students can learn how to avoid common mistakes and develop decision-making skills.
It features:
- High quality videos
- Peer-to-peer advice from students
- Interactive tasks and real-world scenarios
Holly Evans, Quality Assurance Manager said: “The guidance provided on course design, engaging dynamic content such as videos and providing a cohesive learning journey for students has been extremely welcome throughout this project. The teams’ unwavering willingness to adapt to the needs of the Working Group has been a constant support during a period of dynamic change for academic integrity in the University, and across the Higher Education sector."
Screenshot from the Academic Integrity Module showing sections in the Essentials component
Tailored to the student journey
A tailored approach to training has been introduced, thanks to a series of advanced reporting mechanisms designed by the University's Business Information Data Analytics (BIDA) and Digital Education Systems teams.
As a result, the training corresponds to a student's year of study. For undergraduates, this means progressing from ‘Essentials’ which is compulsory in first year, to ‘Enhanced' in their second year, and ‘Advanced’ in their final year.
Postgraduate taught students are introduced to Essentials at the start of their course and are recommended the Advanced version closer to the deadline for their dissertation.
The resource benefits the University's teaching staff as well as students, as staff are also able to access the data and to help them to monitor progress and completion.
What's next?
The University's Digital Learning Design team is working with colleagues from the Library and Academic Integrity leads to develop further resources to support students in all aspects of academic good practice.
Interested in the work that takes place in the Digital Education Service? Find out more about how we support staff and students in the Digital Education Annual Report.