New book Series: Ethics and Integrity in Educational Contexts

February 1, 2021

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I am pleased to announce a new book series, Ethics and Integrity in Educational Contexts by Springer.

About this series

The aim of this series is to provide an authoritative series of books on topics relating to ethics and integrity in educational contexts. Its scope includes ethics and integrity, defined in broad and inclusive terms, in educational contexts. It focuses on higher education, but also welcomes contributions that address ethics and integrity in primary and secondary education, non-formal educational contexts, professional education, etc. We welcome books that address traditional academic integrity topics such as plagiarism, exam cheating, and collusion.

In addition, we are particularly interested in topics that extend beyond questions of student conduct, such as

  • Quality assurance in education;
  • Research ethics and integrity;
  • Admissions fraud;
  • Fake and fraudulent credentials;
  • Publication ethics;
  • Educational technology ethics (e.g., surveillance tech, machine learning, and artificial intelligence, as they are used in education);
  • Biomedical ethics in educational contexts;
  • Ethics in varsity and school sports.

This series extends beyond traditional and narrow concepts of academic integrity to broader interpretations of applied ethics in education, including corruption and ethical questions relating to instruction, assessment, and educational leadership. It also seeks to promote social justice, diversity, equity, and inclusion.

The series provides a forum to address emerging, urgent, and even provocative topics related to ethics and integrity at all levels of education, from a variety of disciplinary and geographical perspectives.

Editorial Board

I am delighted to work with an international group scholars and experts as members of the Editorial Board:

Tomáš Foltýnek, Department of Informatics, Faculty of Business and Economics, Mendel University, Brno, Czechia

Irene Glendinning, Coventry University, Coventry, UK

Zeenath Reza Khan, University of Wollongong, Dubai, United Arab Emirates

Rebecca Moore Howard, Syracuse University, New York, USA

Mark Israel, Murdoch University, Perth, Australia

Ceceilia Parnther, St. Johns’ University, New York, USA

Brenda M. Stoesz, The Center for Advancement of Teaching and Learning, University of Manitoba, Winnipeg, Manitoba, Canada

Forthcoming and New Books

The first book to launch the series will be Academic Integrity in Canada (Eaton & Christensen Hughes, eds., forthcoming). I will share more details about this first book when we are closer to publication, which should be in mid to late 2021.

Proposals for a number of other books to join the series are underway, with authors and editors from a variety of countries.

If you have an idea for a book to be included as part of this series, please contact me.

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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, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada.

Opinions are my own and do not represent those of the University of Calgary or anyone else.


Plagiarism in Engineering Programs: An Annotated Bibliography

January 13, 2021

Engineering Annotated Bib coverExcited to share this long-overdue annotated bibliography. We started working on this one a while ago and then COVID hit. We are excited to have completed this and be able to share this with you. We hope it will be particularly helpful for those studying academic integrity in STEM fields.

Eaton, S.E., Crossman, K., & Anselmo, L. (2021). Plagiarism in Engineering Programs: An Annotated Bibliography. Calgary, University of Calgary. http://hdl.handle.net/1880/112969

Purpose

This report documents research and related materials concerning plagiarism in STEM and engineering programs to inform and guide future work in the field. It provides an overview of the literature up to and including 2019 related to plagiarism in STEM and engineering programs.

Methods

Two research questions guided this literature review: 1. What scholarly, research, and professional literature explores and examines plagiarism in STEM and engineering programs? 2. What major themes emerge from scholarly and research literature about plagiarism in engineering? To this end, a methodical research of databases was undertaken, relevant research was compiled, and articles were summarized and categorized.

Results

Our review and search of the literature resulted in more than 30 sources, which we organized into 7 categories: (a) Background: AI in engineering; (b) student perceptions and attitudes; (c) faculty perceptions and attitudes; (d) cheating and collusion; (e) text-matching software and plagiarism detection; (f) international students and (g) interventions and reparations.

We found that plagiarism in STEM and engineering, as in other fields, is widespread among students and faculty, while policies and their implementation are often inconsistent. Calls for clearer guidelines and greater support for students and faculty resound as a consistent theme in the literature.

Implications

Plagiarism in STEM and engineering research has been slow to develop, but is a continuing field of growth. As more stakeholders become aware of the scope and complexities of plagiarism, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs.

Additional materials: 36 References

Keywords: Academic integrity, academic dishonesty, academic misconduct, plagiarism, cheating, engineering

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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, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


New article: Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps

January 8, 2021

AJER Screen ShotWe are excited to share this new article:

Eaton, S. E., Fernández Conde, C., Rothschuh, S., Guglielmin, M., & Otoo, B. K. (2020). Plagiarism: A Canadian higher education case study of policy and practice gaps. Alberta Journal of Educational Research, 66(4), 471-488. Retrieved from https://journalhosting.ucalgary.ca/index.php/ajer/article/view/69204

This was a project that I undertook with some of our excellent graduate students at the Werklund School of Education. Our findings corroborated other studies that found faculty do not report academic misconduct, and adds to the body of evidence from Canada. Our findings showed that although pre-service teachers engage in academic misconduct, sometimes their instructors choose not to report them for it. Instead, faculty deal with such instances privately, as a “teachable moment”, without following institutional policy. This was a fascinating study to conduct and I am hoping it will be useful to other Canadian researchers, as well as others studying academic misconduct in teacher training programs.

Abstract

This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and practice. The emotional impact of reporting plagiarism included frustration with the time required to document a case, and fear that reporting could have a negative effect on one’s employment. Recommendations include approaches that bridge the gap between policy and practice.

Key words: Academic integrity, plagiarism, Canada, higher education, faculty

Cette étude de cas à méthodes mixtes s’est penchée sur les perspectives et les pratiques du corps professoral relatives au plagiat dans une faculté d’éducation dans l’ouest du Canada. Les sources de données ont inclus les entrevues, les groupes de discussion et un sondage. Les résultats indiquent que les participants (N=36) étaient peu portés à suivre les procédures établies. Ils avaient plutôt tendance à employer des moyens informels pour traiter le plagiat, sans signaler les cas à l’administration, ce qui entrainait un écart entre la politique et la pratique. L’impact émotionnel découlant du signalement du plagiat comprenait le temps nécessaire à documenter un cas et la peur que le signalement puisse avoir une incidence négative sur son emploi. Les recommandations proposées incluent des approches visant à combler l’écart entre la politique et la pratique.

Mots clés : intégrité académique, plagiat, Canada, enseignement supérieur, faculté

Authors:

  • Sarah Elaine Eaton, University of Calgary
  • Cristina Fernández Conde, University of Calgary
  • Stefan Rothschuh, University of Calgary
  • Melanie Guglielmin, University of Calgary
  • Benedict Kojo Otoo, University of Calgary

Check out the entire issue here: https://journalhosting.ucalgary.ca/index.php/ajer/issue/view/5241

For more information about this article please contact me directly.

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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, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Coming in 2021! New book: Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity

August 10, 2020

Plagiarism in Higher Education: Tackling Tough Topics in Academic IntegrityPretty excited to see that my upcoming book now has an official webpage on the publisher site! The manuscript has been officially approved by my editor, the wonderful Jessica Gribble. The next steps are for it to move into production. The scheduled release date is early 2021.

The book is not yet available for sale though. You’ll have to wait until closer to the publication date for that. In the meantime, you can send the book info to your friendly neighbourhood librarian, and ask them to put it in their ordering queue!

Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity

Libraries Unlimited

Pages: 230

The book will be available in paperback and e-book formats.

Description

Plagiarism is a complex issue that affects many stakeholders in higher education, but it isn’t always well understood. This text provides an in-depth, evidence-based understanding of plagiarism with the goal of engaging campus communities in informed conversations about proactive approaches to plagiarism.

Offering practical suggestions for addressing plagiarism campus-wide, this book tackles such messy topics as self-plagiarism, plagiarism among international students, essay mills, and contract cheating. It also answers such tough questions as:

  • Why do students plagiarize, and why don’t faculty always report it?
  • Why are plagiarism cases so hard to manage?
  • What if researchers themselves plagiarize?
  • How can we design better learning assessments to prevent plagiarism?
  • When should we choose human detection versus text-matching software?

This book focuses on academic integrity from a teaching and learning perspective, offering comprehensive insights into various aspects of plagiarism with a particular lens on higher education to benefit the entire campus community.

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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, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.

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, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


Microsoft’s new “Rewrite” feature: A challenge to academic integrity?

April 20, 2020

Microsoft has just announced a new feature in Word: “Rewrite”. Microsoft shared details of the feature in this blog post last Friday.  The feature is designed to provide “sentence-level suggestions” to help users improve their writing. Microsoft reports that, “This feature is powered by cutting-edge, neural-network, machine learning models, which are trained on millions of sentences.” Zhang Li of Microsoft writes that the new feature:

Improves fluency: These suggestions aim to improve the flow of the wording, including mechanics like grammar and spelling.

Concise phrasing: The goal of these suggestions is to express an idea clearly, without extra words.
Paraphrased sentence: These suggestions offer synonyms for alternative wording.

Improves readability: The goal of these suggestions is to make the writing easier to read for people with different reading abilities. In general, suggestions will include shorter, simpler wording.”

Reading through the blog post comments, users are anticipating this will replace services such as Grammarly. People in the tech world are already calling it a “game changer”.

From an academic integrity perspective, it certainly could change the game. Drastically. Scholars such as Ann Rogerson and Grace McCarthy started publishing articles about the impact of paraphrasing software a few years ago. Their article “Using Internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism” prompts us to consider how paraphrasing software impacts our notion of writing, plagiarism and “originality”.

Microsoft reports that the new feature is currently only available in English and requires a subscription to Microsoft Office 365.

My prediction is that this new feature will change writing as much as spell check has, but in ways that are infinitely more complex. Spell check offers suggestions on individual words. Grammar check highlights possible grammar errors. A feature designed to re-write entire sentences has the potential to shift writing in significant new ways.

This may challenge our notions of “original writing” in ways we cannot yet predict. Educators and administrators will have to figure out how, if at all, this will impact our understanding of plagiarism, authorship and originality. Only time will if assisted and augmented writing will become the new normal.

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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, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.


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