Centre for Teaching and Learning

Centre for Teaching and Learning
Centre for Teaching and Learning

Academic Integrity Educational Resources

The CTL collates teaching and learning materials for faculty and Teaching Assistants (Academic Integrity: In-Course Approaches and Resources (PDF, 1.40MB)) to introduce their students to the concept of academic integrity and how it shapes our academic and professional lives.

Several key teaching principles can guide you in developing student awareness and understanding of academic integrity:


Discuss the definition in class and how it relates to your course. What are your expectations for sharing group work results, in exams, and on assignments? Consider how students might misinterpret whether students can respond to quizzes and online exam questions together.


Develop student skills that contribute to understanding what academic integrity means and how to achieve it. Use group activities to work though examples of integrity breaches. These might involve typical cases that you have seen at your own institution and/or those that appear in the news. Also continue to review and further develop research skills so students have a strong foundation from which to build academic integrity.


Model academic integrity as it pertains to all aspects of your course and the research process so students develop the skills they need to complete assignments without undue frustration or apprehension. Students are more likely to plagiarize assignments when they don’t know how to complete the work themselves or underestimate the effort needed to complete it.


Support continued student development by drawing on resources and services across campus such as the Writing Centre and Queen’s Library. These units provide in-class workshops and online guides. Ensure that Teaching Assistants receive professional development on how to give effective feedback so that problems such as accidental plagiarism can be addressed early on in the course.

Assess  Assessment for learning provides ongoing feedback throughout a course so that students have opportunities to improve over time. Feedback can take many forms including providing:
  • Learning outcomes for academic integrity and how to achieve it
  • In-class or online feedback through question and answer
  • Descriptive feedback through written comments on assignments, not necessarily for a grade
  • Marks to evaluate specific evidence of work
  • Peer assessment in the form of verbal or written comments or as checklist items
  • Self-assessment where work is assessed against a rubric that articulates components of that relate to plagiarism such as how ideas are cited, how the work of individual authors is summarized, the integration of sources into the assignment, and the citation style.

Please refer to Academic Integrity: In-Course Approaches and Resources (PDF, 1.40MB) for examples of:

  • In-course activities: Case scenarios of potential integrity breaches can be used to trigger discussion on how to respond in different situations. Examples address assignments, exams and quizzes, plagiarism, and  forms of deception.
  • Integrity in the news: Examples of breaches of integrity from the past and the present are provided as discussion starters.
  • Ideas for engaging students in discussions on academic integrity across the campus.
  • Tutorials on academic integrity, including those specific to plagiarism, for possible integration into a course. 

Introductory readings for instructors:

Weimar, M. (2017). Collaboration or cheating: What are the distinctions? Faculty Focus.  

Austin, T. R. (2007). The faculty role in stopping cheatingInside Higher Ed.