Teaching academic integrity


highlights an increase in student awareness of general university rules and regulations around both cheating and plagiarism. Qualitative analysis of interviews with a triangulated set of stakeholders associated with the EBP, alongside textual analysis of two EAL students’ research writing across the academic year, suggests an increased ability to adhere to academic writing codes and conventions when writing with sources, another indicator of AI awareness. Overall, though these results are not generalizable beyond this particular context, EBP’s AI across the curriculum pedagogies and ‘triage’ approaches to AI contraventions among its student population appear to be impactful and suggest potential lessons that could be learned by other stakeholders attempting to address AI at Central Canadian University and beyond. However, as much of the research into second language writing suggests, academic integrity appears to be a complex, nuanced concept that is learned over time as students develop more advanced academic writing skills as part of their broader academic literacies. As they are socialized into the discourse practices of post-secondary institutions, graduates of the EBP will surely continue to develop an increasingly diverse set of academic literacy practices while attempting to meet the disciplinary writing expectations in their program. Thus, it is important to note not only the impact of this EAP instruction over the course of the bridging program, but also the potentially longer-term impact of programming aimed at these conditionally- admitted plurilingual students, something beyond the scope of this study. Further, as practitioners on the ‘front lines’ of raising EAL students’ AI awareness as they move into/through university studies, we should: i) be aware of how our collective


37


and individual pedagogical practices may impact student ability to meet institutional academic writing norms; ii) temper our expectations for development of academic literacies over short periods of time (do we ever have enough time with these students?); and iii) share our knowledge of effective pedagogical approaches and academic writing development trajectories of EAL students with our institutional colleagues who may not share our EAP experience and expertise (see Appendix 4). The EBP’s approach to raising students’ AI awareness was enacted within a ‘third space’ at this top-tier university. One wonders at the potential of greater bi- directional knowledge and resource sharing between the EBP and other intra-university centres (e.g., writing centres, the student academic integrity office). This enhanced collaboration – particularly the sharing of the EBP’s expertise in supporting EAL students – may be beneficial to not only students, but also student support staff across the university who are responsible for supporting an increasingly culturally and linguistically diverse population of university students. Indeed, as EAP programs and practitioners strive to achieve greater legitimacy within and across institutions of higher education, we should aim to share our expertise, including potentially effective pedagogies and policies for raising student awareness of academic integrity.


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