Works Consulted and References
Adapted Works
- Content in this handbook has been adapted from the Taylor Institute at the University of Calgary under the terms of the Creative Commons Attribution Non-Commercial License 4.0 International.
- Designing Effective Course Activities to Mitigate Misconduct is a derivative of the Northern Illinois Academic Integrity Tutorial, used under CC-BY-NC-SA and retrieved on August 1, 2024, from https://www.niu.edu/academic-integrity/faculty/index.shtml. This work, Designing Effective Course Activities to Mitigate Misconduct, is by the Center for Excellence in Learning and Teaching (CELT), Iowa State University is licensed under a Creative Commons Attribution-NonCommercial–ShareAlike 4.0 International License.
- Center for Excellence in Learning and Teaching (CELT), Iowa State University’s Proactive Steps to Promote Academic Integrity, is a derivative of Northern Illinois Academic Integrity Tutorial, used under CC-BY-NC-SA and retrieved on August 1, 2024, from https://www.niu.edu/academic-integrity/faculty/index.shtml. This work, Proactive Steps to Mitigate Academic Misconduct, is by the Center for Excellence in Learning and Teaching (CELT), Iowa State University is licensed under a Creative Commons Attribution-NonCommercial–ShareAlike 4.0 International License.
References
Eaton, S. E. (2022). Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants. University of Calgary’s Taylor Institute for Teaching and Learning Guide Series. https://taylorinstitute.ucalgary.ca/resources/student-academic-integrity-handbook
La Trobe University. (n/d). What is Academic Integrity? https://latrobe.libguides.com/academic-integrity
McGuire, J.M. & Scott, S.S. (2006). Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction. Journal of Postsecondary Education and Disability, 19(2), 124–134. https://eric.ed.gov/?redir=http%3a%2f%2fwww.ahead.org%2fjped%2ffall-2006%232
Tatum, H., & Schwartz, B. M. (2017). Honor Codes: Evidence-Based Strategies for Improving Academic Integrity. Theory Into Practice, 56(2), 129–135. https://doi.org/10.1080/00405841.2017.1308175
