Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants

June 6, 2022

In a few weeks, my secondment to the Taylor Institute of Teaching  and Learning as the Educational Leader in Residence, Academic Integrity, will draw to a close. One of the last projects to wrap up was the faculty handbook on academic integrity and I’m pleased to share it with you as an open access,
downloadable .pdf: Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants

Excerpt from the Introduction

Front cover: Student Academic Integrity Faculty Handbook

Front cover of the Student Academic Integrity Faculty Handbook, published by the Taylor Institute for Teaching and Learning at the University of Calgary

This guide is intended for academic staff at the University of Calgary, though it may also be useful to others on campus including graduate and undergraduate teaching assistants (TAs) and students.

The guide begins with background sections that provide an overview of what academic integrity is, roles and responsibilities related to academic integrity, and how to speak the language of integrity. From there, content is organized into broad chronological categories that guide you through academic integrity before the semester starts (when you are planning your courses) and during the semester (when breaches of integrity are most likely to occur), concluding with a look at the end of the semester and beyond. These are not absolute chronological categories and there can be overlap. Breaches of academic integrity (i.e., academic misconduct) can happen at any time, and these breaches can be complex. This guide is not meant to address all possible situations or outcomes, but instead to provide practical support to help you understand what you can do to promote academic integrity and what to do when a case of academic misconduct arises.

A key message woven throughout this guide is that you are not alone when it comes to promoting integrity or addressing academic misconduct. Cases of misconduct are not handled by individual academic staff members or teaching assistants at the University of Calgary. Instead, cases are
investigated and managed by designated individuals within each faculty, usually an associate dean. There are units across campus that can help you promote academic integrity, and that manage alleged or actual breaches of integrity in your classes.

Acknowledgements

I acknowledge folks by name who provided an editorial review of the content at different stages of development. Additionally, I would like to thank Brandi Dickman and Alix Redmond at the Taylor Institute who provided additional leadership and support during the production process, including copy editing,
final layout, and design.

Download a full copy of the guide here.

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Investment club for teachers: Circle or Dead End?

August 29, 2013

The first time I heard about Gifting Cirlces, I was sitting in the dentist’s chair getting my teeth cleaned. My dental hygienist was telling me about the one she was in.

I was her captive audience, as I sat wide-mouthed in the chair. She told me that the circles started during the Second World War, as a way for women to help each other when their husbands were off fighting overseas.

The concept sounds simple:

  • One woman in the middle.
  • Two women in the next outer circle.
  • Four women in a third circle.
  • Eight women in the outer circle.

Here’s a visual:

When you join a circle, you “gift” $5000 in cash to the woman in the centre. Upon receiving her gift, the woman leaves the circle. Then the group splits in half. Each of the other two then becomes the centre of her own circle. When eight more women are added, she accepts a cash gift of $5000 from each of them, for a total gift of $40,000. She then leaves the group and the circle splits again.

The idea is that everyone who joins the circle, ultimately leaves the circle with a cash gift of $40,000.

You can buy in again after you have left, but you have to move to the outer circle and contribute another $5000 each time you re-join.

I listened to the dental hygienist for almost a solid hour as she performed regular maintenance on my pearly whites. As she was finishing up, she said that if I was ever interested in investing,  I could let her know and she’d get me an invitation.

I was intrigued. (I questioned whether the dentist knew that her hygienist was informally recruiting patients to this gifting circle. I suspect she didn’t, as she was busy in another area, filling teeth…)

Nevertheless, I was very, very curious. I loved the idea of women helping women. Having been raised by a single mother, I know how hard it can be for women to make ends meet from month to month.

There were elements of this that didn’t sit quite right with me…

  •  We were not supposed to tell the men closest to us about the circle. It is just for women.
  • It had an element of mystery that I found as captivating as I did suspicious… No last names, no cheques. Cash only.
  • There was an almost cult-like feeling… You must be “chosen” to take part in a gifting circle. This seemed to be a blatant appeal to my ego… I was suddenly special. I was “chosen”.

I didn’t join… but remained curious.

I’ve recently been invited to another “Gifting Circle”. They are also called “investment circles”, “gift clouds” or “gifting clouds”. This one is primarily targeted towards teachers.

“We are under paid, you know…” The person inviting me said. “The system won’t really help us get ahead… not financially, anyway. We have to help each other. This helps us build our financial literacy and become empowered as women. We teach our students how to shine their brightest, but we don’t always do the same for ourselves. The Gifting Circle helps us do just that… be the very best you can be.”

For me, these words are seductive. Phrases such as “build our financial literacy” and “become empowered” speak to my heart. They invoke a deep and visceral response of wanting to help my fellow woman, as much as myself.

But at heart, I am a skeptic. Before I put my $5000 in an unmarked envelope and headed to a meeting, my head took over and I began doing some research. Sadly, all I found was bad news:

The article from the Calgary Herald was particularly poignant, as it talked about how these Gifting Circles can ruin friendships and professional relationships.

I am all about women building their financial literacy and learning how to develop personal leadership for themselves and their money. I am no longer convinced that joining a Gifting Circle is a way to help my fellow teachers… or that it will build my financial literacy.

Besides… who would want to risk losing a friend over an investment that might just constitute illegal activity? My teacher-friends are among those nearest and dearest to my heart. We often have lots in common when it comes not only to work, but also to our values, ethics and who we are as people. We are almost compulsively supportive of one another… in a really great way.

I wont’ be joining a gifting club or investment circle (or pyramid) any time soon. I will find other ways to support my fellow teachers this year.

What do you think? Have you ever heard of a “gifting circle”? Or an investment club for teachers? What was your experience?

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.