1. Academic Integrity and the ELICOS Learner
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2. Discussion
Academic Integrity, Academic Misconduct - what words come to mind?
Patch writing
Sources
Ethics and Values
Copying
Plagiarism
Quoting
Fraud
Policies
Collusion
Paraphrasing
Misconduct
Penalties
Accepted Conventions
Theft / Stealing
Colourful language about what it means – Academic Integrity is integral to maintaining the academic standing of any university’s qualifications. Who is responsible for academic integrity?
Cultural norms
Cheating
Dishonesty
Referencing
Rules
Own words
Borrowing
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Learning
Copy & paste

3. Penalty Language
This penalty language is common to plagiarism policies and it originated in 1710 when copyright first appeared in England (Sutherland-Smith, 2014, p. 32). This criminal law terminology is ambiguous and is filtered through learners’ cultural outlook and background knowledge (Kaktiņš, 2014, p.120) as well as through their attitude for originality, authenticity and proprietorship (Hu & Lei, 2012, p. 813). The language and processes around academic misconduct creates adversarial relationships between educators and students, which can transform a supportive instructor into a law-enforcement officer who discovers offences and participates on a judging panel that applies penalties or sanctions. Such a concept is alien to many students in China where the attitude around plagiarism is less condemnatory (Hu & Lei, 2012, p. 817).

4. Discussion
When is it OK to copy?

5. Academic Integrity Standards Project (AISP)
Flinders University
The University of Adelaide
The University of Sydney
The University of Western Australia
University of New England
University of Melbourne
University of South Australia
La Trobe University
The University of Western Australia
University of Wollongong
Victoria University
University of Newcastle
Griffith University
University of the Sunshine Coast
Macquarie University
University of Canberra
A two year project undertaken to review academic integrity policies with tertiary providers in Australia – the project team reviewed 39 universities in Australia and proposed exemplary elements for AI policies.
Students whose first language is not English as a vulnerable group who benefit from extra input as evidence suggests that if they plagiarize, it is generally for one of two reasons: (1) cultural norms in their home country may overlook the practice, and (2) these students are often insecure about their expressed language competence (Pecorani, 2015).
students may have minimal experience with coursework as an assessment or formative tool (Hayes & Introna p.220) because the Chinese educational system is exam-centric.

6. Academic Integrity Standards Project (AISP)
Exemplary elements at VU:
Educative Focus
Students as ‘academic apprentices’
VU’s AI policy is 56 pages long – from that the exemplary elements were that it’s educative – students are termed ‘academic apprentices’ in their first year of undergrad studies
Students whose first language is not English as a vulnerable group who benefit from extra input as evidence suggests that if they plagiarize, it is generally for one of two reasons: (1) cultural norms in their home country may overlook the practice, and (2) these students are often insecure about their expressed language competence (Pecorani, 2015).
students may have minimal experience with coursework as an assessment or formative tool (Hayes & Introna p.220) because the Chinese educational system is exam-centric.

7. Reiterate Academic Integrity conventions throughout the course
Embed in Curriculum Design
AI information needed at several intervals in the course
= customized scenarios for each semester according to the task being learned
Being embeded into curriculum design – WHY?
Often students are expected to understand the principles of academic integrity after being only quickly introduced to it during Orientation, or being asked in their subject guides to read their university's policy. However, just as it takes time to develop sophisticated academic writing, research and referencing skills, it makes sense that academic integrity is incrementally learned across a program or a curriculum. From aisp
divisive concept of motivation and one’s ‘intention to deceive’ can bring stakeholders’ expectations into alignment.

8. Academic Integrity and ELICOS
VUE steps in embedding and repeating throughout the course = scenarios within the scope of that semester’s assessment tasks EAP3 EAP4 and comprehensive in EAP5 with case studies and a section of the course book.

9. Developmental framework for VU English Academic Integrity policy
The policy aims to provide:
A clear statement of purpose that is accessible to intermediate level English speakers
Approach
A scope of the parameters within the VUE context
Access
Distinct examples
Detail
Guidelines for educators embedded throughout course’s progression
Responsibility
Student self-assessment and reflection opportunities
Transparency around breaches
Available support resources
Support
A user-friendly guidebook to accompany the policy

10. Knowledge of a learner’s local context provides depth around the effects their educational upbringing and with such information localized pedagogical activities can be developed.
A plethora of research exists on the topic of unintentional plagiarism but Pecorani (2015) urges educators to move beyond the causes, the justification and the blame and instead to focus on ways to lower instances of plagiarism (p.97). This proactive measure can begin with the revised VU English process for academic integrity.

11. Image source: http://www.toysrus.com.au/plum-large-octagonal-sandpit/
Discussion today – direction of AI development with ELICOS as a subset of the greater university’s policy.
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12. References
Academic Integrity Standards Project (AISP): Aligning Policy and Practice in Australian Universities, Exemplary elements of academic integrity policy (2012). Retrieved from: Academic Integrity Standards Project (AISP): Aligning Policy and Practice in Australian Universities (2012). Elements of exemplary academic integrity policy, Office for Learning and Teaching Priority Project , Retrieved from: Bretag, T., Mahmud, S., Wallace, M., Walker, R., James, C., Green, M., East, J., McGowan, U. & Partridge, L. (2011). Core elements of exemplary academic integrity policy in Australian higher education, presented at the 5th Asia Pacific Conference on Educational Integrity: Culture and values, and published in the International Journal for Educational Integrity, Vol 7(2), pp. 3-12, available online: Hu, G. Lei, J. (2011). Investigating Chinese university students’ knowledge of and attitudes towards plagiarism from an integrated perspective. Language Learning. DOI: /j x Perocani, D. (2015). Plagiarism in second language writing: is it time to close the case? Journal of Second Language Writing. DOI: /j.jslw

13. http://www. buildingacademicintegrity
Building Academic Integrity – Resources (Project lead by Fiona Henderson) Academic Integrity Standards Project (AISP): Aligning Policy and Practice in Australian Universities (2012). Learning activities, Office for Learning and Teaching Priority Project ,

14. Whose role is it to teach academic integrity?
It’s educators role to teach students the rules about academic integrity
It’s the student’s role to learn academic writing conventions
There are often two camps when it comes to discussions about who is responsible for academic integrity standards. Educators role to teach the students OR students’ role to read the policies and understand their university’s requirements.
Discussion