Seeking early-stage feedback about proposed MEd Certificate in Academic Integrity

June 21, 2019

Note: This is an early-stage concept draft intended for sharing for developmental feedback.

Direct questions about this proposal to Dr. Sarah Elaine Eaton – seaton (at) ucalgary.ca.

Background

The MEd certificate in Academic Integrity is an opportunity for those interested in this topic to develop as scholars of the profession in a learning community of like-minded students. Situated within the Leadership specialization, students will explore academic integrity through a leadership, policy and governance lens, while also developing an evidence-informed approach to the pragmatic aspects of academic integrity such as case management. Students will examine their personal and professional notions of academic integrity, as situated concepts within institutional and systemic contexts, deepening their understanding of how professional practice related to academic integrity is nested within institutional policies and procedures and how these are related to quality assurance from a systemic perspective, such as ministries of education and/or higher education.

MEd Certificate

The MEd (Master of Education) is a course-based pathway which provides students with a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice in two topic areas, plus additional research methods courses.

Each certificate is based on a topic area comprised for four (4) courses. The MEd Certificate is a pathway to a Master of Education (MEd), Interdisciplinary route, but a graduate level certificate is awarded upon the successful completion of a 4-course certificate, so even if participants choose only to undertake the 4-course topic, they can still be awarded a graduate-level certificate.

Learning Goals and Expected Outcomes

There are three overarching learning goals of this proposed certificate:

  1. This certificate will increase awareness of the role of academic integrity in educational contexts.
  2. It will assist those who have academic integrity as a component of their professional portfolio in furthering discussion and learning about integrity, ethical decision-making, case management and policy.
  3. It will assist current and future educational leaders to envision and develop a personal theory of integrity that enhances the learning experiences of students, while remaining cognizant of institutional policies and procedures, as well as larger systemic realities.

The four (4) courses for this certificate will be developed in consultation with internal and external stakeholders.

Possible formats

Option 1: Completely online format – All four (4) courses offered online using asynchronous (D2L) and synchronous (Zoom) learning technologies. Students could be physically located anywhere in the world and would not be required to come to the University of Calgary for any component of the certificate.

Option 2: Blended – Two (2) courses offered on-campus during an intensive two-week residency in July. This would require students to physically be in Calgary during the mandatory two-week residency. The residency would be followed by two (2) additional courses offered online in the subsequent fall and winter terms.

Anticipated timeline

We do not have an exact timeline for the launch of this program yet, as it would need to receive approval at a number of levels. However, given the amount of interest and support we have at this early stage, it is reasonable to anticipate that it may be available by September 2020.

Feedback Questions

At this point, we are seeking feedback from various stakeholders on these particular points:

  1. Which of the two possible formats (online or blended) is most appealing? Why?
  2. What are some key topics or courses you would like to see included in this program? Why?
  3. What resources (books, articles, etc.) do you see as being foundational for courses offered in this certificate?

For questions about this proposal or to add your name to the mailing list contact:

Dr. Sarah Elaine Eaton, Werklund School of Education, University of Calgary, seaton (at) ucalgary.ca

Further information about the Master of Education: https://werklund.ucalgary.ca/gpe/med-interdisciplinary

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

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Exploring the notion of academic integrity literacy

March 16, 2019

Word Art AI literacyThe other day I was talking with Dr. Tracey Bretag about her upcoming visit to Calgary for the Canadian Symposium on Academic Integrity. We were talking about the topics of her keynotes for the symposium and our conversation wandered around to contract cheating. I commented that contract cheating is poorly understood, in my opinion, by many faculty members and administrators in Canada. I commented that there are people on our campus who have never heard of it, or don’t believe it to be a widespread. I said that the importance of developing of academic integrity literacy was really important.

And there it was, a term that captures the idea of bringing together the values that underpin the values we are trying to teach our students on campus, with foundational skills we need our students to learn as part of academic literacy.

Weideman offers a comprehensive yet concise definition of academic literacy in this blog post. His definition includes skills such as understanding a variety of academic vocabulary in context, making distinctions between essential and non-essential information and knowing what counts as evidence (Wideman, n.d.). The skills Weideman describes are essential for success in numerous educational contexts.

I would add that academic integrity literacy necessarily goes beyond the development of skills to include an explicit understanding of the values that underpin integrity and a conscious commitment to upholding those values.

The International Center for Academic Integrity offers an excellent guide to explain these six Fundamental Values of Academic Integrity:

  • Honesty
  • Trust
  • Fairness
  • Respect
  • Responsibility
  • Courage

What is the difference between academic integrity and academic misconduct?

This is a question that people ask me often.

Integrity advocates differentiate academic integrity from academic misconduct for a couple of reasons. First, misconduct casts a negative lens on the issue, where as a focus on integrity shifts the conversation to a more positive and supportive view. Second, misconduct focuses on unacceptable behaviours or actions that can result in penalties.

Ryerson University explains this key concept: It is the student’s responsibility to know what is expected of them in university.

Memorizing a list of behaviours or skills could seem like an easy way to understand these expectations, but the concept of integrity is more complex than that. It is about taking responsibility for one’s actions and understanding what is acceptable and what is not.

When Julia Christensen Hughes came to our campus in 2017 to talk about academic integrity, she reminded us integrity is rooted in personal code related to morals and values, but misconduct is a violation of laws and standards of practice. She emphasized that values drive behaviour.

Others have mentioned the notion of academic integrity literacy before me. Karanauskienė and colleagues mentioned the term in their paper at a 2018 conference and in another short paper in 2018, as well. However, to the best of my knowledge, no one has yet offered up a concise definition of the term, so let me offer this one:

Definition: Academic integrity literacy is an inseparable combination of values, behaviours, ethical decision-making and skills necessary for academic success.

This is a preliminary definition and we need to talk about and develop further, but it is a place to start.

Here’s a quick video I put together for visual interest:

I’ll wrap up this post by sharing that I’ve just signed a book deal to explore into academic integrity more deeply. I’ll keep you posted on that in future posts, and you can be sure I’ll be digging into this notion as I write.

References

Christensen Hughes, J. (2017, November 24). Understanding academic misconduct: Creating robust cultures of integrity. Paper presented at the University of Calgary, Calgary.

International Center for Academic Integrity. (2014). The fundamental values of academic integrity (2nd ed.). https://academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf

Karanauskienė, D., Česnaitienė, V. J., Emeljanovas, A. n., Miežienė, B., & Mejeryte-Narkeviciene, K. (2018). Educating academic integrity: Obscure forms of academic misconduct at the institutions of higher education. Paper presented at the International Academic Conference, Dresden.

Karanauskienė, D., Česnaitienė, V. J., Miežienė, B., & Emeljanovas, A. n. (2018). Differences in understanding academic integrity: A Lithuanian case. Higher Education in Russia and Beyond, 3(17), 6-7. Retrieved from https://www.researchgate.net/publication/329964165_Cheating_and_Plagiarism_in_Higher_Education_Higher_Education_in_Russia_and_Beyond_HERB.

Ryerson University. (n.d.). What is integrity and misconduct. Retrieved from https://www.ryerson.ca/academicintegrity/students/what-is-integrity-and-misconduct/

Weideman, A. (n.d.). What is academic literacy? [Blog post].  Retrieved from https://albertweideman.com/what-is-academic-literacy/

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


News story: Canadians can’t bribe their way into university

March 14, 2019

Jonathan Muma of City News Calgary stopped by campus today to talk with me about the college admissions scandal happening in the United States. The FBI investigation has led to 50 people being charged including celebrities Lori Loughlin and Felicity Huffman.

Many advocates of integrity and social justice have been actively discussing the scandal on social media. One key message is that parents, coaches and others in positions of authority are responsible for setting an example of integrity for young people to follow. Instead, in this case, parents and coaches have been exposed as frauds and conspirators. It begs the question: If young people can’t look up to their parents and their coaches, who can they look up to?

Not only it the entire situation a breach of institutional integrity and ethics in higher education, when we dig even deeper we can compare these stories to previous ones about African American mothers receiving jail time for trying to get their children an advantage.

This is not only a story about the corruption among the wealthy, it is also a story about white privilege and entitlement.

In the story I comment about how Canada and the US differ, but at the same time, I would add that Canada is not immune to social issues such as white privilege, entitlement or those with more money thinking they get to play by different rules. If there is one key takeaway from the college admissions scandal it is this: morality, integrity and ethics matter even before students enrol in university.

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


Father Thomas Rosica: The Priest Who Plagiarized

February 26, 2019

There have been reports in the media recently about Father Thomas Rosica, the priest and Vatican spokesperson who has been plagiarizing material for years (Breen 2019a, 2019b). Just a few days after the story broke, Father Rosica resigned from his position on the governing body of the Collegium of the University of St. Michael’s College, University of Toronto.

Why is plagiarism by a priest so offensive? Well, for starters, the word “plagiarism” means “literary theft”. One of Ten Commandments that underpins Christian faith is “Thou Shalt Not Steal”.  Scholars of plagiarism have noted the act of plagiarism as being a transgression against Judeo-Christian values (Colon, 2001; Park, 2003).

According to the news reports (Brean, 2019a, 2019b), Father Rosica claimed that his plagiarism was unintentional, a result of having to meet demanding media deadlines. Being unable to cope with time pressure and deadlines is often one reason cited in the literature as to why students commit plagiarism.

But there’s a key difference. Father Rosica is not a student. He is a high-ranking Church official who presumably has the agency as an adult to manage his time.

And presumably, a highly educated priest should have known better. It is hard to believe this was a sin of ignorance.

According to news reports (Brean 2019a, 2019b), the optics worsened when Father Rosica allegedly cast blame towards junior staff who helped him prepare the content of his communications.

Let’s get one thing straight. It is wrong to plagiarize. It’s even worse to blame others when you are the one responsible for the communication. It seems that Father Rosica has confessed his sins and seeks forgiveness, which I have every confidence he will be granted. But forgiveness does not equate to the restoration of the public’s confidence. Nor can forgiveness fix an individual’s reputation.

Father Rosica is in a position of great moral authority and power. Plagiarism is a moral transgression, even when it isn’t a legal one. In certain professions (including priesthood), reputation is everything. I suspect that although Father Rosica may be granted the forgiveness he seeks, the damage to his reputation may be irreparable.

References:

Brean, J. (2019a, February 22). ‘It’s wrong’: Vatican media adviser admits to ‘cut and paste’ plagiarism for over a decade. National Post. Retrieved from https://nationalpost.com/news/its-wrong-vatican-media-advisor-admits-to-cut-and-paste-plagiarism-in-his-columns-and-essays

Brean, J. (2019b, February 25). After plagiarism apology, influential priest resigns from Toronto college board. National Post. Retrieved from https://nationalpost.com/news/canada/after-plagiarism-apology-influential-priest-resigns-from-toronto-college-board

Colon, A. (2001). Avoid the pitfalls of plagiarism. The Writer, 114(1), 8.

Park, C. (2003). In other (people’s) words: Plagiarism by university students – literature and lessons. Assessment and Evaluation in Higher Education, 28(5), 471-488. http://www.lancaster.ac.uk/staff/gyaccp/caeh_28_5_02lores.pdf doi:10.1080/0260293032000120352

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


The ethics of outsourcing: Contract cheating in the health professions

February 15, 2019

This morning I had the pleasure of providing a continuing education session to the Orthopaedic Surgeons at their City Wide (Grand) Rounds. The session was offered live at the Foothills campus and participants from various hospitals around the city joined by video conference.

2019 02 15 Ortho CWR Poster[1]Learning Objectives:

  • Define and explain what contract cheating is
  • Explain how the global contract cheating industry works
  • Understand the impact of contract cheating among medical and health program students

Here’s a copy of the title slide:

Title slide - Orthopaedic surgery rounds

References:

Bagshaw, E. (2016, May 26). University of Sydney’s medical school in second cheating controversy. Sydney Morning Herald. Retrieved from https://www.smh.com.au/education/university-of-sydneys-medical-school-in-second-cheating-controversy-20160525-gp3g3h.html

Bretag, T. (2017). Tertiary Education Quality and Standards Agency, Good Practice Note: Addressing contract cheating to safeguard academic integrity  Retrieved from https://www.teqsa.gov.au/latest-news/publications/good-practice-note-addressing-contract-cheating-safeguard-academic

Clarke, R., & Lancaster, T. (2006). Eliminating the successor to plagiarism: Identifying the usage of contract cheating sites. Paper presented at the Second International Plagiarism Conference, Gateshead, UK.

Curtis, G. J., & Clare, J. (2017). How Prevalent is contract cheating and to what extent are students repeat offenders? Journal of Academic Ethics, 15(2), 115-124. doi:10.1007/s10805-017-9278-x

Eaton, S. E. (2018). Contract cheating: A Canadian perspective.  Retrieved from http://blogs.biomedcentral.com/bmcblog/2018/07/24/contract-cheating-a-canadian-perspective/

Eaton, S. E., & Edino, R. I. (2018). Strengthening the research agenda of educational integrity in Canada: A review of the research literature and call to action. Journal of Educational Integrity, 14(1). Retrieved from https://edintegrity.biomedcentral.com/articles/10.1007/s40979-018-0028-7 doi:https://doi.org/10.1007/s40979-018-0028-7

Hosney, M. I., & Fatima, S. (2014). Attitude of students towards cheating and plagiarism: University case study. Journal of Applied Sciences, 14(8), 748-757. doi:10.3923/jas.2014.748.757

International Center for Academic Integrity. (2016). Institutional toolkit to combat contract cheating  Retrieved from http://integrity.fiu.edu/pdfs/Contract%20Cheating.pdf

Lancaster, T. (2018). US in first place for essays orders (not surprising), with the UK and Canada in equal second place [Tweet].   Retrieved from https://twitter.com/DrLancaster/status/1029014675198013440

Lancaster, T., & Clarke, R. (2008). The phenomena of contract cheating. In T. S. Roberts (Ed.), Student plagiarism in an online world: Problems and solutions (pp. 144-158). Hershey, PA: Idea Group Inc.

Lancaster, T., & Clarke, R. (2015). Examining contract cheating, essay mill use and academic misconduct by students on health courses.  Retrieved from https://www.researchgate.net/publication/323425525_Examining_Contract_Cheating_Essay_Mill_Use_and_Academic_Misconduct_by_Students_on_Health_Courses

Newton, P. M., & Lang, C. (2016). Custom essay writers, freelancers, and other paid third parties. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 249-271). Singapore: Springer Singapore.

O’BRien, N., & Smith, A. (2015, June 6). Cheating scandal: Sydney university to review medical study unit. Sydney Morning Herald. Retrieved from https://www.smh.com.au/education/cheating-scandal-sydney-university-to-review-medical-study-unit-20150606-ghi5d2.html

Plagiarism.org. (2017). How big of a problem in contract cheating?   Retrieved from http://www.plagiarism.org/blog/2017/12/12/how-big-of-a-problem-is-contract-cheating

Quality Assurance Agency for Higher Education (UK) (QAA). (2017). Contracting to cheat in higher education: How to address contract cheating, the use of third-party services and essay mills  Retrieved from http://www.qaa.ac.uk/en/Publications/Documents/Contracting-to-cheat-in-higher-education.pdf

Rogerson, A. M. (2017). Detecting contract cheating in essay and report submissions: process, patterns, clues and conversations. International Journal for Educational Integrity, 13(1), 10. doi:10.1007/s40979-017-0021-6

Tonkin, A. L. (2015). “Lifting the carpet” on cheating in medical school exams. BMJ: British Medical Journal, 351(August), 22-29.

Turnitin. (2013). Paying for plagiarism (webinar). Retrieved from http://go.turnitin.com/webcast/paying-for-plagiarism

University of Alberta. (n.d.). Student Conduct and Accountability: Proving Misconduct.   Retrieved from https://www.ualberta.ca/provost/dean-of-students/student-conduct-and-accountability/proving-misconduct

Walker, M., & Townley, C. (2012). Contract cheating: A new challenge for academic honesty? Journal of Academic Ethics, 10(1), 27–44. https://doi.org/10.1007/s10805-012-9150-y

If you would like  a copy of this talk, please e-mail me at seaton (at) ucalgary (dot) ca

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 


Exploring the Intersection Between Culturally Responsive Pedagogy and Academic Integrity Among EAL Students in Canadian Higher Education

February 12, 2019

JET 50(1)My colleague, Amy Burns, and I recently published this article in the Journal of Educational Thought.

Abstract

ABSTRACT: In this article, we examine selected literature on the implementation of culturally responsive pedagogy in higher education with regard to academic integrity among international students who speak English as an Additional Language (EAL). The question that guided this work was: How can Canadian post-secondary educators demonstrate culturally sensitive responses to plagiarism for international EAL students? Within this examination we used Sleeter’s (2011) critique of culturally responsive pedagogy as a framework to deepen our reflection of how to address plagiarism issues among the EAL population. We related each of Sleeter’s four observances of oversimplification to the notion of plagiarism and its prevention, to contextualize and connect the notion of culturally responsive pedagogy to academic integrity. Using the research literature to ground our recommendations, we conclude with strategies for instructors to support culturally responsive ways of addressing plagiarism with international EAL higher education students.

Keywords: culturally responsive pedagogy, higher education, English as an Additional Language, academic integrity, Canada, plagiarism

Please cite this article as: Eaton, S. E., & Burns, A. (2018). Exploring the intersection between culturally responsive pedagogy and academic integrity among EAL students in Canadian higher education. Journal of Educational Thought, 51(3), 339-359.

If you are interested in receiving a full copy of this article send me an email at:

seaton (at) ucalgary (dot) ca

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 


Call for Proposals: Canadian Symposium on Academic Integrity

January 2, 2019

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We invite submissions for the Canadian Symposium on Academic Integrity. All submissions will undergo double-blind peer review. Successful proposals will be invited to submit full papers for peer-reviewed proceedings.

Submit your proposal here: https://ocs.ucalgary.ca/index.php/CSAI/2019CSAI/about/submissions#onlineSubmissions

Abstract

500 words, maximum. Summarize the scope, purpose, results and educational implication of your work. Indicate the value of your proposed submission to symposium participants.

Include 5-10 keywords. We encourage the use of  “Canada” as one of your keywords.

Types of submissions

Paper: We welcome a variety of formats including but not limited to: Empirical research, conceptual scholarship, policy analyses, evidence-informed position papers, community outreach and case studies. Submissions should be substantiated with high quality evidence (e.g. references). Time: 20 minutes, with and additional 5 minutes for Q & A

Poster: We welcome posters that showcase one of these particular kinds of contributions:

  • institutional initiatives (departmental, faculty or institutional)
  • student inquiry / research

All presenters are expected to register for the conference and pay the registration fee, even if only one presenter shares the work on behalf of a partnership or a group.

We regret that we are unable to accommodate virtual presentations. Presenters must attend in person to share their work.

Author Guidelines

We request that authors attend to these submission guidelines:

  • Submit in Word format.
  • English is the primary language of the conference.
  • Submissions should be approximately 500 words, including references.
  • 2-3 Key learning outcomes. “At the end of the session, participants will be able to…”
  • How to make your session interactive.
  • Include tables and figures within the body of your submission, labelled as per APA.
  • Use APA 6th edition for style, formatting, citations and references
  • Double-spaced
  • 12-point font
  • 1-inch margins on all sides
  • Title: Maximum 12 words
  • Use concise headings
  • Use up to three levels of headings.
  • Organize your submission with key elements such as: Introduction; Conceptual/Theoretical Framework; Methodology / Approach; Results / Findings; Significance/Implications; Conclusion; References. (These are just suggestions.)
  • Author bios – 50 words each.

Ensure all sources cited in the body of your submission are also listed in the References. Limit self-citations to a maximum of 3 sources.

Submissions should be blind, meaning that author information should not appear anywhere in the paper. Author information should also be stripped out of the metadata (i.e. document properties).

Ensure your submission clearly shows the value-add your submission would have for symposium participants.

The submitting author is responsible for ensuring that any and all co-authors have read and approved the final submission.

Check out the full symposium details here: . Registration fees apply.

Deadline to submit proposals: Extended to February 15, 2019!

Check out our Quick Guide with tips on how to submit your proposal – csai – proposal submission quick guide

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 


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