IntroductionThis case study describes the process faculty at a large research university undertook to build a stand-alone online academic integrity course for first-year and transfer students. Because academic integrity is decentralized at the institution, building a more systematic program had to come from the bottom-up (faculty developed) rather than from the top down (institutionally mandated).Case descriptionUsing the learning management system, faculty and e-learning designers collaborated to build the course. Incorporating nuanced scenarios for six different types of misconduct (consistent with the University’s Code of Student Rights, Responsibilities & Conduct), a pre- and post-test, and assessments for each scenario, the course provides experience in recognizing and avoiding academic misconduct.Discussion and evaluationAs a stand-alone course, the faculty who created it maintain control over content and are able to analyze student performance across the institution. In the ten months since its launch, the course has been eagerly adopted by faculty (n = 1853 students have completed the course) and post-test scores indicate students are learning from the course.ConclusionsAfter the successful launch of the student course, the next step, already underway, is the launch of learning modules for faculty and teaching assistants.

中文翻译：

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通过学习管理系统中的独立课程提高学术诚信

简介本案例研究描述了一家大型研究型大学的过程教师，该大学致力于为一年级和转校学生建立独立的在线学术诚信课程。由于学术诚信在机构中是分散的，因此构建更系统的计划必须从下至上（由教职员工发展）而不是自上而下（由机构要求）。案例描述使用学习管理系统，教职员工和电子学习设计师合作建立课程。该课程结合了六种不同类型的不当行为的细微情境（与大学的《学生权利，责任与行为守则》一致），测试前和测试后以及对每种情境的评估，该课程提供了识别和避免学术不当行为的经验。讨论和评估作为独立课程，创建该课程的教师可以控制内容，并能够分析整个机构的学生表现。自课程启动以来的十个月中，该课程已被教师热切采用（n = 1853名学生已完成课程），测验后的分数表明学生正在学习该课程。为教职助理和教学助手推出的学习模块已在进行中。