Workshop on “Academic Integrity Without Surveillance”

I am an instructional designer and teacher with extensive experience supporting online learning and assessment without surveillance tools such as remote proctoring. I am excited to offer a 1-hour introductory workshop to other instructors, staff, or administrators on promoting academic integrity without surveillance. Please find a description below and contact me to discuss further or schedule a workshop.

No more remote proctoring: Re-imagining academic integrity without surveillance

Remote proctoring technologies sell themselves as “academic integrity” tools, but a closer look at these technologies shows how they compromise relationships between students and instructors by encouraging a “pedagogy of suspicion.” Participants in this workshop will learn about the harms and drawbacks of remote proctoring technology to individual students, the classroom community, and to educational institutions, using case studies from student experiences, academic research, and major news stories about remote proctoring. We will then review and engage with the six “fundamental values of academic integrity” offered by the International Center for Academic Integrity: honesty, trust, fairness, respect, responsibility, and courage. Using these values as a guide, we will consider alternative assessment strategies and pedagogies that align with these values more holistically than remote proctored assessments, and identify how remote proctoring can actually compromise academic integrity. Participants will take away two things from this session:

  1. Resources for assessment designs that do not benefit from surveillance and demonstrate respect for and trust of students.
  2. The beginnings of a plan for moving their department or campus as a whole away from surveillance and towards authentic academic integrity. 

Facilitator bio

Sarah Silverman, PhD is an instructional designer, educator, and activist against surveillance technologies in higher education. As an instructional designer, she focuses on accessibility, Universal Design for Learning, and implementing feminist pedagogy online. She has supported instructors at UC Davis, UW Madison, and University of Michigan – Dearborn as an instructional designer and educational developer. Her research and writing about the harms of remote proctoring and opportunities for educational institutions to divest from it can be found in To Improve the Academy and The Journal of Interactive Technology and Pedagogy.

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