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Tricia Bertram Gallant - UC San Diego. San Diego, CA, US

Tricia Bertram Gallant Tricia Bertram Gallant

Director, UC San Diego Academic Integrity Office | UC San Diego

San Diego, CA, UNITED STATES

Tricia Bertram Gallant, Ph.D. is an internationally known expert on integrity and ethics in education

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Dr. Tricia Bertram Gallant on Student Cheating during Remote Learning

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Biography

Director, joined UC San Diego in August 2006. Bertram Gallant is an internationally known expert on integrity and ethics in education. Bertram Gallant has consulted with or presented at high schools, colleges, universities and professional associations throughout the U.S. and around the world, including in Australia, Canada, Chile, Egypt, England, Jamaica, Mexico, Montenegro, Singapore, and Ukraine. She is the author of numerous journal articles and book chapters, as well as author of "Academic Integrity in the Twenty-First Century" (Jossey-Bass, 2008), co-author of "Cheating in School" (Wiley-Blackwell, 2009), editor of "Creating the Ethical Academy" (Routledge, 2011), and section editor for the Handbook of Academic Integrity (Springer, 2016). Bertram Gallant is a long-time leader with the International Center for Academic Integrity (ICAI), of which UC San Diego is an institutional member, including serving as their Advisory Council Chair (2008-2010), Transition Co-Chair (2015-2017) and member Board of Directors (2017-2020). In 2018, Bertram Gallant was the first recipient of the Tricia Bertram Gallant Award for Service presented by ICAI. You can follow Bertram Gallant professionally on Twitter or Facebook (@tbertramgallant).

Areas of Expertise (9)

Coronavirus

Academic Integrity in the era of COVID-19

Integrity and Learning

Culture of Integrity

Academic Integrity

Teaching

Plagiarism

Ethical Decision Making

COVID-19

Education (3)

University of San Diego: Ph.D., Education/Leadership 2006

University of Guelph: M.Sc., Adult Education

University of Guelph: B.A., Psychology

Media Appearances (5)

Students in West outsource homework to writers abroad

Business Times  online

2019-09-09

When such websites first emerged over a decade ago, they featured veiled references to tutoring and editing services, said Bertram Gallant, who also is a board member of the International Center for Academic Integrity, which has worked to highlight the danger of contract cheating. Now the sites are blatant.

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Cheating, Inc.: How Writing Papers for American College Students Has Become a Lucrative Profession Overseas

New York Times  online

2019-09-07

“It’s a huge problem,” said Tricia Bertram Gallant, director of the academic integrity office at the University of California, San Diego. “If we don’t do anything about it, we will turn every accredited university into a diploma mill.”

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Schools Fight Websites That Sell Homework Help

Wall Street journal  online

2019-08-12

“We as a society have let this get out of control,” said Tricia Bertram Gallant, director of the Academic Integrity Office at the University of California—San Diego, which handles reports of cheating and trains faculty in reducing it. “We’ve reached a new level when people are willing to admit they do this for a living.”

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Buying College Essays Is Now Easier Than Ever. But Buyer Beware

NPR  online

2019-04-10

"They're very crafty," says Tricia Bertram Gallant, director of the Academic Integrity Office at the University of California in San Diego and a board member of the International Center for Academic Integrity.

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Contract cheating: As online essay mills boom, colleges crack down

Minnesota Public Radio News  online

2019-04-10

"They're very crafty," says Tricia Bertram Gallant, director of the Academic Integrity Office at the University of California in San Diego and a board member of the International Center for Academic Integrity.

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Articles (5)

Plagiarism or not? investigation of Turnitin®‐detected similarity hits in biology laboratory reports Biochemistry and Molecular Biology Education

2019 In undergraduate biology laboratory courses, laboratory reports can be a useful tool for teaching scientific writing, integration of source material, and information literacy; however, these teaching objectives are at times undermined by students' plagiarism. Laboratory instructors often use similarity‐matching software to detect plagiarism in laboratory reports, yet similarity hits detected with such software remain poorly characterized.

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Academic integrity as a teaching & learning issue: From theory to practice Theory Into Practice

2017 In 2008, I argued that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008). This new approach, the teaching and learning approach, challenged educators to situate integrity practices within the goal of improving student learning, in essence shifting the focus from how educators could stop students from cheating to how they could ensure students are learning (Bertram Gallant, 2008, p. 112).

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Response to White's 'Shadow Scholars and the Rise of the Dissertation Service Industry' Journal of Research Practice

2016 The consideration of the impact of the dissertation services industry on the academy is a welcome piece by Jeffry L. White. White raises interesting questions and calls on educators and researchers to think deeply about the role they play in encouraging or combating the use of this industry by graduate students.

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The ethics pipeline to academic publishing Journal of Information, Communication and Ethics in Society

2015 This paper aims to respond to Curno’s piece on the Challenges to ethical publishing in the digital era.

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Students at risk for being reported for cheating Journal of Academic Ethics

2015 Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology (Bertram Gallant 2008). As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating (e.g., reduced time to degree) may be felt by some populations (e.g., first-generation college students, international students) more than others.

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