Supporting Students with Academic Integrity and Ethical Learning: Introduction

Abstract

This section of the handbook puts the spotlight on students, exploring the many ways in which students learn about academic integrity and ethics and how educators and institutions can best support them. Some of the authors in this section highlight aspects of academic integrity education that still have not changed but need to, such as the persistent categorization of patchwriting as plagiarism and the continued expectation that students should already know how to write from sources when they enter higher education. Other authors discuss emerging aspects of academic integrity education, such as the need to support students’ understanding of attribution in multimedia assignments, and the increasingly stark difference between students’ attribution practices in their nonacademic lives and the practices expected of them in their academic lives. Readers of this section will revisit familiar ideas from fresh angles and encounter brand new ideas like the concept of creative order as the ultimate goal of holistic academic integrity development.