Here are three things you can do to prioritize human rights and dignity when it comes to policies and procedures to address allegations of academic or research misconduct:
Use a human-rights-by-design approach to developing, revising, and implementing policies by conducting a comprehensive review of existing academic integrity policies. Update policies to explicitly incorporate human rights principles, ensuring they address fair process, privacy, equitable treatment, and respect for human dignity. It is essential to involve individuals from representative groups in this process.
Provide ongoing training, education, and support to faculty, staff, and students about human rights principles and how they apply to misconduct investigations and case management. Create orientation programs that explain expectations for ethical conduct while respecting diverse cultural perspectives. Offer workshops and resources, peer mentoring programs, and support services.
Focus on continuous improvement and quality assurance of ethics and integrity practices by gathering feedback from students, faculty, staff and relevant stakeholders. Regularly review misconduct case management processes and data to ensure equitable treatment across different demographics.
Implementing human rights principles into misconduct investigations and case management helps to create more effective and sustainable learning environments. This approach prioritizes people over punishment, dignity over draconianism, and compassion over callousness.
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Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Earlier this semester, I accepted a new leadership role in the Werklund School of Education as the Academic Coordinator of the Master of Education (MEd) graduate topic in Inclusive Education. (We are accepting applications the 2025-2026 academic year, in case you’ve been thinking about doing an MEd. It is a fully online four-course topic.)
This got me thinking about academic integrity through an inclusive lens. My interest in the connection between social justice, equity, inclusion, and accessibility goes back a few years. In 2022, I partnered with a Werklund graduate student in educational psychology, Rachel Pagaling, and Dr. Brenda McDermott, Senior Manager, Student Accessibility Services to write up a brief open access report on Academic Integrity Considerations for Accessibility, Equity and Inclusion.
We know that academic integrity is a cornerstone of both K-12 and higher education. We want to ensure that learning, assessment, and credentials uphold the highest ethical standards. However, as educators, we can — and should — consider how the principles of inclusive education can strengthen and complement our approach to academic integrity.
Inclusive education means ensuring that all students, regardless of their background, abilities, or learning needs, have equitable access to educational opportunities and can meaningfully participate. Thomas and May sum it up nicely when they say that being inclusive means “proactively making higher education accessible, relevant and engaging to all students” (p. 5). Of course, the same thinking could be extended to K-12 education, too. Applying these inclusive principles to academic integrity means recognizing that diverse learners may express and demonstrate their knowledge in different ways.
Inclusion is not only about students with physical disabilities, developmental disabilities, or neurodivergence, but rather it is about creating conditions where all students can thrive. Associate Professor Joanna Tai and colleagues have a great article on Assessment for Inclusion that helps us think about how to design equitable and rigorous.
The point here is that by fostering an inclusive academic culture, we empower all students to bring their best selves to school and learn with integrity.
Beyond accessibility and cultural responsiveness, inclusive academic integrity also means actively addressing systemic barriers and implicit biases. If certain groups of students consistently struggle with academic integrity issues, it may reveal deeper inequities that need to be examined and addressed. In other words, we can look at the barriers to success, rather than the limitations of our students, as being the problem. As Juuso Nieminen and I have pointed out, even accommodations policies have an underlying assumption that students who need accommodations are out to cheat the system.
If you’re interested in reading more about disability justice to inform your thinking, I highly recommend Doron Dorfman’s article on the fear of the disability con and Jay Dolman’s work on academic ableism.
The benefits of this holistic, inclusive approach to academic integrity are numerous. When students feel respected, supported, and able to succeed, they are more engaged and motivated. This, in turn, leads to better learning outcomes. Moreover, graduates who have internalized inclusive academic integrity will be better equipped to uphold ethical standards in their future careers and communities.
As educators, we have a responsibility to nurture academic integrity in ways that are inclusive, accessible, culturally responsive, and empowering for diverse learners. By applying the principles of inclusive education, we can transform academic integrity from a rigid set of rules into a collaborative, values-driven endeavor that brings out the best in our students and ourselves.
References
Davis, M. (2022). Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support. International Journal for Educational Integrity, 18(1), 14. https://doi.org/10.1007/s40979-022-00108-x
Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. University of Michigan Press.
Dorfman, D. (2019). Fear of the disability con: Perceptions of fraud and special rights discourse. Law & society review, 53(4), 1051-1091. https://doi.org/10.1111/lasr.12437
Elkhoury, E. (2024). An Equitable Approach to Academic Integrity Through Alternative Assessment. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1261-1272). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_135
Nieminen, J. H., & Eaton, S. E. (2023). Are assessment accommodations cheating? A critical policy analysis. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2023.2259632
Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. http://hdl.handle.net/1880/114519
Tai, J., Ajjawi, R., Bearman, M., Boud, D., Dawson, P., & Jorre de St Jorre, T. (Eds.). (2022). Assessment for inclusion: rethinking contemporary strategies in assessment design. Routledge. https://doi.org/10.1080/07294360.2022.2057451
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 Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Next week is Academic Integrity Week at the Univeristy of Calgary. This year, I have the honour of moderating a fireside chat with one of my very own Werklund School of Education Doctor of Education (EdD) students, Colleen Fleming.
Join us for a thought-provoking discussion during Academic Integrity Week 2024!
Discover the crucial link between academic integrity and inclusion in higher education with our distinguished speaker, Colleen Fleming, EdD student, Werklund School of Education.
Moderated by Dr. Sarah Elaine Eaton, this conversation will explore:
Defining academic integrity in an inclusive context
Challenges in maintaining integrity across diverse student populations
Practical strategies for educators to promote both integrity and inclusion
Don’t miss this opportunity to gain insights from Colleen’s extensive experience as a K-12 practitioner and her cutting-edge doctoral research. Engage in a live Q&A session and contribute to this important conversation.
A bit about Colleen…
Colleen Fleming (she/her/hers) is a K-12 practitioner at a designated special education school in Calgary. She has a keen interest in developing a culture of integrity among learners through the promotion of equity, diversity, and inclusion. As a Doctor of Education student at Werklund, her research involves proactively educating students about academic integrity in preparation for higher education.
Event details
Date: October 16, 2024
Time: 12:00 – 1:00 p.m.
Location: University of Calgary, Taylor Family Digital Library, Gallery Hall
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 Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Although my role at the University of Calgary’s Office of Equity, Diversity, and Inclusion (OEDI) wrapped up some months ago, there’s an experience that I have been reflecting on that I wanted to share.
While I was working at the OEDI I ran into a colleague at an event. I’d known this person for many years and as we were chatting, they asked, “How does it feel to be a white woman working in an office of equity, diversity, and inclusion? I mean, don’t you feel like you’re taking up space for someone who is more deserving?”
The question was asked with genuine curiosity, and without any judgement or blame that I could ascertain. This person had been engaged in equity work themselves and was genuinely puzzled and curious about why I had taken up a director role in the office.
The question has lingered in my mind and heart for a long time and quite frankly, it’s taken me ages to process, which is why I am just getting around to writing about it now. It is a complex and values-laded question that I have grappled with for what seems like an eon. Although I understand the sentiment behind it, the question itself it oversimplifies the nature of equity, diversity, inclusion, and accessibility (EDIA) work and makes some problematic assumptions.
First, it’s important to recognize that equity work isn’t solely the responsibility of people from marginalized groups. Creating truly inclusive environments requires engagement and effort from people of all backgrounds. I bring my own lived experiences that include both discrimination and privilege. As a woman, I have lived experience of gender-based discrimination. As a white person, I recognize my racial privilege. Being human means that we are infinitely complex and reducing a person down to either a victim of discrimination or a purveyor of privilege is not only reductionist, it can be harmful. In my case, I engage in ongoing reflection that allows me to relate to some challenges faced by marginalized groups, while maintaining awareness of my own privilege.
I am acutely aware of the immense privilege I hold. I continually educate myself, amplify diverse voices, and strive to use my privilege to advocate for systemic changes. I see my role not as speaking for underrepresented groups, but as working to dismantle oppressive structures that perpetuate harm. This includes challenging others to examine their biases and pushing for institutional reforms, and doing so in a way that does not antagonize them, which is quite an art.
The notion that I might be ‘taking up space’ assumes there’s a fixed number of EDIA positions that should be reserved for people of colour. Representation absolutely matters, and EDI work requires a variety of skills, experiences, and perspectives. What matters most, in my humble opinion (and sure to be challenged by some who reads this post, I’m sure…) is a deep commitment to justice, a willingness to continually learn and grow, and the ability to effect change within organizations. These qualities aren’t exclusive to any one demographic.
Moreover, the idea that someone else might be inherently ‘more deserving’ based solely on their identity is problematic. It reduces people to singular aspects of their identity and ignores the complexity of lived experiences. I am about to make another contentious claim here, but here goes… A person of colour is not automatically an expert in all facets of EDIA work simply by virtue of their race, just as being white doesn’t preclude someone from developing expertise in this field.
It is critical — essential — to remember that many forms of marginalization are invisible. Disabilities, neurodivergence, chronic illnesses, socioeconomic background, and LGBTQ2S+* identities are just a few examples of characteristics that may not be immediately apparent. This underscores the importance of resisting the temptation to judge someone’s qualifications or experiences based solely on what we can see or what we think we know about them.
By making assumptions about who ‘deserves’ to be in EDI spaces based on visible characteristics, we risk excluding valuable perspectives, lived experience, and qualifications, while simultaneously reinforcing harmful stereotypes.
Inclusivity means creating environments where all individuals feel empowered to bring their full selves to the work, including aspects of their identity that may not be visible to others.
A key component of my EDI work is the practice of ‘radical acceptance’. This concept goes beyond mere tolerance or surface-level inclusion. Radical acceptance means embracing the full humanity of every individual, including all their complexities, contradictions, and lived experiences. It requires us to set aside our preconceptions and biases, and to approach each person with genuine openness and empathy. In the context of EDIA work, radical acceptance means creating spaces where people feel truly seen, heard, and valued for who they are, not just for how they fit into predefined categories or expectations. Being angry is easy; practising radical acceptance is exhausting, but ultimately more useful than anger.
Being an equity advocate means acknowledging that every person’s journey is unique and valid, even if it doesn’t align with our own experiences or understanding.
Even though I am no longer serving in a formal role related to EDI, I continue to focus on equity, diversity, inclusion, accessibility, and social justice in my work. This includes focusing on dignity, acceptance, and belonging. I strive to approach every interaction with openness and humility, recognizing that each person I encounter may have experiences and insights that I can learn from, regardless of their outward appearance. It also means making a conscious effort to resist the temptation that I might think that I know everything about a person.
There is wisdom to the old adage that “there is more to a person than meets the eye.” What I can say is that every human being is worthy of dignity. This mindset is crucial for creating genuinely inclusive spaces and avoiding the pitfalls of tokenism or superficial diversity.
People whose advocacy focuses on EDIA roles have a special responsibility to practice rigorous self-reflection, actively seek out diverse perspectives, and ensure we keep our privilege and biases in check. We must be humble enough to know when to step back and elevate other voices. I have watched people who believe their position is superior or their experience is more valid lash out at others who are just as deserving of understanding, kindness, and respect. This kind of lateral violence is both jarring and heartbreaking to watch… and even worse when a person has been “cancelled” by a group of loud, virtue-signalling individuals. In some cases, the accusers fail to recognize that in their efforts to be activists and uphold what they believe to be right and true, they may have forgotten that a foundation of equity work is human dignity for all, not just for some.
Those who proclaim to value social justice have a responsibility to be extra cautious before “cancelling” someone.
Practicing radical acceptance has profound implications for how we approach diversity and inclusion. Instead of focusing solely on visible markers of diversity or trying to fill quotas, we work to create environments where every individual feels empowered to bring their whole self to the table. This includes embracing diverse thought processes, communication styles, and ways of problem-solving that might challenge our own assumptions about what ‘professional’ or ‘effective’ looks like.
I work hard to embody this principle of radical acceptance in my interactions. But this is not a linear practice or something that one learns and then does correctly every day. Some days I screw up. Practicing radical acceptance is a constant process of self-reflection, learning, and growth. It means being willing to have my own assumptions challenged and to continually expand my understanding of what diversity and inclusion truly mean. It also means extending grace and forgiveness in moments of conflict with others whose views and lived experiences may lead them to say things or act in ways that I do not understand. What I know for sure is that I will never know the entirety of another person… and they will never know my entirety.
Living and working with others, with an appreciation of who they are, as they are, is part of the daily practice of radical acceptance.
Equity work — as well as integrity work — isn’t about virtue signaling or moral grandstanding. It’s about dismantling oppressive systems and creating genuine, lasting change. That requires participation and commitment from people of all backgrounds, working in solidarity toward a more just and equitable world. I’m driven by a genuine passion for creating more equitable and inclusive environments. I often say that the word ‘integrity’ comes from a Latin word meaning ‘to make whole’. I have said it before and I will say it again (and again… and again…): There can be no integrity without equity.
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 Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
On July 1, 2023 I started a new role at the University of Calgary as the Academic Director, Equity, Diversity, and Inclusion (EDI), Education, and Academic Integrity. I have the privilege of working with Dr. Malinda Smith, Vice-Provost, EDI, and an entire team of academic and professional staff whose primary focus is on equity, diversity, inclusion, and accessibility.
In this role, I will:
Continue to build awareness of equity, diversity, inclusion, and accessibility as they relate to academic ethics across the university.
Advise and contribute to the development of resources and supports on academic ethics needed for leaders, academic staff, managers, support staff, students and other university stakeholders.
Develop local, regional, and national partnerships that connect initiatives related to academic ethics as they pertain to equity, diversity, inclusion, and accessibility.
Facilitate campus conversations related to academic ethics through existing networks, committees, and other informal and formal groups.
Develop action-oriented recommendations related to academic ethics from the perspective of equity, diversity, inclusion, and accessibility.
Focus on equity-deserving groups that include, but are not limited to, international students, visiting students, post-doctoral fellows, and early career researchers.
For a few years now, my research and advocacy work as included a more intense focus on social justice, advocacy, and equity. Here is some work I’ve done in the past few years that led to this role that might be helpful if you’re looking for resources on this topic:
Adams, J. D., Turner, K. L., & Eaton, S. E. (2021, March 24). Diversity and equity considerations in academic integrity Association of American Colleges & Universities (AAC&U) 2021 Diversity, Equity, and Student Success Conference, http://hdl.handle.net/1880/113175
Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-022-00105-0
Eaton, S. E., Stoesz, B. M., Godfrey Anderson, J. R., & LeBlanc-Haley, J. (2022, April 25). Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada American Educational Research Association (AERA) [online], San Diego, USA. http://hdl.handle.net/1880/114574
Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023, June 1-2). Academic integrity policy analysis of Alberta and Manitoba colleges Canadian Symposium on Academic Integrity (CSAI), University of Manitoba, Winnipeg, MB, Canada. https://hdl.handle.net/1880/116575
Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. http://hdl.handle.net/1880/114519
Parnther, C., & Eaton, S. E. (2021). Equity, Diversity, Inclusion, and Academic Integrity: Supporting Student Advocacy. http://hdl.handle.net/1880/113143
Parnther, C., & Eaton, S. E. (2021, June 23). Academic integrity and anti-Black aspects of educational surveillance and e-proctoring. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23752
The forthcoming Handbook of Academic Integrity (2nd ed.) has a brand new section on Equity, Diversity, and Inclusion in Academic Integrity. Dr. Ceceilia Parnther serves as the Section Editor. Bringing this topic to light in the handbook will help to centre important conversations about discrimination and advocacy for student success and the student experience.
I am excited to take on this work and look forward to the ways in which we can make progress on these important matters.
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.
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