Academic Integrity in Vocational and Polytechnic Education addresses educative approaches to support academic integrity in hands-on and applied learning environments with a focus on practitioner experiences. Building on systems theory, the book documents multi-stakeholder perspectives of institutional leaders, department specialists, and individual champions of academic integrity. Readers will be introduced to the 4M framework, which views academic integrity as a responsibility at all levels of the institution and connects to the broader community and professional industries. Each chapter is set in an applied context and lends to the philosophy of a shared responsibility in growing the institutional culture of academic integrity.
This book offers insights from the perspectives of leaders, faculty, and support staff, as authors describe challenges and solutions to upholding academic integrity in short term programming geared toward employment readiness. Although the work is about vocational and polytechnic education written by members of this community, it has a wider appeal across higher education due to shifting pedagogical methods that are becoming more applied and personalized. In an age of information ubiquity, where traditional learning activities such as rote memorization and essay writing do not sufficiently assess learning or prepare the learner for the workplace, educators will find unique insights from the vocational and polytechnic sector to supporting academic integrity in a changing academic landscape.
Chapter
1. Building on Strengths: Nurturing Cultures of Academic
Integrity in Vocational and Polytechnic Education.- Part 1: Building and
Maintaining Institutional Cultures of Academic Integrity.
Chapter
2.
Successful Institutional Change: Lessons on Building a Culture of Academic
Integrity.
Chapter
3. Building an Academic Integrity Plan: Our Journey at a
Mid-Sized Polytechnic.
Chapter
4. Shifting Perspectives: Academic Integrity
in Vocational Education and Training (VET) in the Age of Generative
Artificial Intelligence.
Chapter
5. Faculty Education on Academic Integrity:
A Micro-Credential Approach.
Chapter
6. Building Relational Culture in
Polytechnic Education Through Restorative Approaches to Academic Integrity.-
Part II: Impact of Structure and Organization of Vocational and Polytechnic
Education on Academic Integrity.
Chapter
7. Student Stress in Community
Colleges: Creating Healthy, Ethical Spaces for Learning.
Chapter
8.
Polytechnic Pinch Points for Academic Integrity: Reflections from Student
Conduct Officers.
Chapter
9. Advocating for Fair Compensation and Employment
Equity: Reducing the Burden of Academic Integrity and Misconduct Work in
Colleges and Polytechnics.
Chapter
10. From Mega to Micro: Collaborative
Strategies for Enhancing Academic Integrity in a College Nursing Program.-
Chapter
11. Strength of Character: Upholding Academic Integrity in Canadian
Military Vocational Training.- Part III: Educators Support of Academic
Integrity: Vocational Training Vignettes.
Chapter
12. Student Engagement in
Geomatics Engineering Technology Assessments.
Chapter
13. Exploring
Collusion as a Form of Academic Misconduct in Vocational Shop Classrooms.-
Chapter
14. Automation, Creativity, and Ethics: Re-framing Academic Integrity
in the Training of Music Technology Professionals.
Chapter
15. When
Technology Uncovers the Truth: Exploratory Meetings in Architectural
Technology.
Chapter
16. English Language Support Served with Integrity:
Reflections from a Hospitality and Tourism Management Workshop Facilitator.-
Chapter
17. A Duty of Care in Automotive Technology.
Lisa Vogt is an instructor teaching ethics, leadership, and communication-focused courses in the Civil Engineering Technology department at Red River College Polytechnic in Winnipeg, Manitoba, Canada. She has dedicated over 20 years to higher education, beginning her career as an English as an Additional Language (EAL) teacher in Tokyo, Japan, before transitioning to Canadian higher education. Lisa has published and presented on academic integrity at local, national and international venues, sharing research findings and practitioner insights. The common thread in her work is creating positive and inclusive educational environments that enable students and staff to thrive. She holds a B.A. in Intercultural Studies, a certificate in Teaching English to Speakers of Other Languages (TESOL), and an M.A. in Higher Education Administration and Leadership.
Brenda M. Stoesz is the Research Lead Science of Teaching and Learning at the Centre for the Advancement of Teaching and Learning at the University of Manitoba in Winnipeg, Manitoba, Canada. Brenda began her teaching journey in 2000, teaching high school general science and biology before moving on to teaching human anatomy and physiology at Assiniboine Colleges Licensed Practical Nursing program. Years later, during her graduate studies in psychology, her interest in teaching led to numerous teaching assistant, laboratory, and sessional instructor positions. As a researcher, Brendas interests vary widely from academic integrity policy analysis to effectiveness of educational interventions, particularly how technologies (e.g., virtual reality, generative artificial intelligence) can be used to promote academic integrity, prevent academic misconduct, and enhance teaching and learning.
