5 The first step

The first step the authors of this chapter took to move closer to building a community of academic integrity and ideas unpacked in the chapter was to use EoC and RP as lenses to develop educational support. This awareness-raising and learning experience was aimed at the 7000 incoming first-year students. According to Zhao and Sbaffi (2022), most academic integrity courses tend to be defined by the definitions of academic dishonesty and use a harsh tone to discourage students from dishonest practices rather than focusing on students’ understanding of the concepts of academic integrity and providing them with the experience to the practice. In our roles as course developers, we made use of the deep and meaningful learning (DML) design framework, which aligns with the EoC we have unpacked earlier in this chapter (Fig. 6). Integral parts of this framework are real-world learning and authentic assessment. In our design, we made the concept of academic integrity more practical to help students internalize what they learn, as well as apply and discuss with friends in order to come up with a collective understanding of what it means to have academic integrity. We envision that this course would also be used as an educational intervention for students who committed a first or minor offense (Fig. 5).