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Preventing academic dishonesty begins in an educational setting when the academic culture of that setting recognizes that the prevalence of dishonest behaviours is connected to a larger social phenomenon. Prevention exists when the educational setting provides an active, informative context where faculty members, staff and students can feel supported and guided towards a stronger climate of academic integrity.
Faculty members have a significant role to play in setting and maintaining standards of academic integrity. There are many opportunities to demonstrate the importance of ethical deliberation and behaviours through modelling appropriate actions, speaking directly about the importance of integrity, and by openly addressing academic dishonesty using professionalism and consistency in applied ethical standards.
Beyond the consequences for individuals who get caught committing acts of dishonesty, there are important community-based reasons for expecting academic integrity from our College culture in general. When honest students perceive a lack of standards in academic practices, or witness a lack of enforcement of such standards, those students can quickly become frustrated and demoralized. Honest students who witness faculty members ignoring unethical behaviours in other students, who see a lack of consequences for inappropriate behaviour, may lose respect for their academic leaders and in the community foundation on which their education is built.
Faculty members can prevent academic dishonesty directly, using specific practices in their academic facilitation:
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