A Journey of Reflection: Visiting the Former Kamloops Indian Residential School

It has been a while since I’ve posted. The new job has kept me busier than I ever imagined. There’s been lots going on in the academic integrity and artificial intelligence space and I’ll share some updates about that work soon. For now though, I wanted to reflect on my recent visit to Kamloops, British Columbia, which included a stop at the former Kamloops Indian Residential School in Tk’emlups te Secwépemc First Nation. What a profound and emotionally charged experience. The school, once a site of assimilation policies and cultural erasure, stands as a stark reminder of Canada’s colonial history and the enduring impact it has had on Indigenous communities.

Approaching the school grounds, the weight of the history and the gravity of the space were palpable. The imposing school building, now weathered and repurposed, stood as a silent witnesses to the atrocities that took place at that site. I couldn’t help but reflect on my positionality as a settler and the privilege that comes with it. It was a powerful moment to acknowledge the painful truths of the past and to confront the systemic injustices that persist today.

Walking through the grounds of the Kamloops Indian Residential School, I felt a mix of emotions – sorrow, anger, and a profound sense of responsibility. The stories of the Indigenous children who were forcibly taken from their families and subjected to cultural suppression echoed. I did not go inside, but as I stood outside and looked at the windows, I sensed that each room — and every inch of that building — told a story of resilience and survival, but also of loss and trauma that transcends generations.

One of the most haunting aspects of the visit was being in the place for the remains of the first 215 children were found in 2021 in unmarked graves on the school grounds. This added a layer of grief to the already heavy atmosphere. I was quiet for most of the time we were there, processing an overwhelming sense of sorrow. The weight of the knowledge that these children had been forgotten, their stories erased, and their lives devalued, was a somber reminder of the need for reconciliation and justice.

I choked back tears as I stood in front of the memorial at the school. The emotional impact of the visit extended beyond the physical building and the grounds of the school. It prompted deep introspection about the role of settlers in the process of decolonization. Confronting the painful history of the residential school system requires more than acknowledgment; it demands active engagement and commitment to dismantling the ongoing structures of oppression. I felt a renewed sense of responsibility to educate myself, to amplify Indigenous voices, and to advocate for justice.

The power and psychological impact of witnessing the aftermath of cultural genocide is something I find difficult to express… and simultaneously, it also cannot be understated. I realized that I was not only recognizing — but reckoning with — my privilege in more visceral way than I ever had before, which further galvanized my commitment to challenging the systems that uphold colonial legacies.

The visit concluded with a walk through the healing garden with 215 plants, one for each body of a missing child buried at the site. With winter approaching, the garden is done for the season and the symbolism of visiting the garden when the plants were withered was symbolic and profound. Nevertheless, I sensed the hope and healing as we walked through the space were plants will grow again next year.

The experience of visiting the former Kamloops Indian Residential School was transformative and the memory of it will stay with me for a long time. It served as a reminder of the deep wounds inflicted by colonialism and the ongoing responsibility of settlers to actively participate in the process of decolonization. The emotional and psychological impact of confronting this painful history underscored the need to work towards a more just and equitable future for all.

Visiting a former residential school is both individual journey, and also part of our collective responsibility to decolonization and social justice. This visit provided tangible connection to the painful legacy of colonialism, fostering empathy and understanding — and it is an experience that I recommend. To bear witness, confront uncomfortable truths, and actively contribute to reconciliation are just a few of the reasons why I would recommend a visit a former residential school (and this one in particular). A visit to a former residential school is a step towards Truth and Reconciliation; one step in a long journey, and one that is well worth it. 

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This blog has had over 3 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 at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

New Role: Academic Director, Equity, Diversity, and Inclusion (EDI), Education, and Academic Integrity

On July 1, 2023 I started a new role at the University of Calgary as the Academic Director, Equity, Diversity, and Inclusion (EDI), Education, and Academic Integrity. I have the privilege of working with Dr. Malinda Smith, Vice-Provost, EDI, and an entire team of academic and professional staff whose primary focus is on equity, diversity, inclusion, and accessibility.

In this role, I will:

• Continue to build awareness of equity, diversity, inclusion, and accessibility as they relate to academic ethics across the university.
• Advise and contribute to the development of resources and supports on academic ethics needed for leaders, academic staff, managers, support staff, students and other university stakeholders.
• Develop local, regional, and national partnerships that connect initiatives related to academic ethics as they pertain to equity, diversity, inclusion, and accessibility.
• Facilitate campus conversations related to academic ethics through existing networks, committees, and other informal and formal groups.
• Develop action-oriented recommendations related to academic ethics from the perspective of equity, diversity, inclusion, and accessibility.
• Focus on equity-deserving groups that include, but are not limited to, international students, visiting students, post-doctoral fellows, and early career researchers. 

For a few years now, my research and advocacy work as included a more intense focus on social justice, advocacy, and equity. Here is some work I’ve done in the past few years that led to this role that might be helpful if you’re looking for resources on this topic:

• Adams, J. D., Turner, K. L., & Eaton, S. E. (2021, March 24). Diversity and equity considerations in academic integrity Association of American Colleges & Universities (AAC&U) 2021 Diversity, Equity, and Student Success Conference,  http://hdl.handle.net/1880/113175 
• Eaton, S. E. (2020). Academic Integrity: Combating Systemic Racism. http://hdl.handle.net/1880/112156 
• Eaton, S. E. (2020). Race-Based Data in Student Conduct: A Call to Action. http://hdl.handle.net/1880/112157
• Eaton, S. E. (2020, July 10). Strategies for Equitable Student Treatment during COVID-19 and Beyond. Learning, Teaching and Leadership. https://drsaraheaton.wordpress.com/2020/07/10/strategies-for-equitable-student-treatment-during-covid-19-and-beyond/ 
• Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-022-00105-0 
• Eaton, S. E., Stoesz, B. M., Godfrey Anderson, J. R., & LeBlanc-Haley, J. (2022, April 25). Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada American Educational Research Association (AERA) [online], San Diego, USA. http://hdl.handle.net/1880/114574 
• Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023, June 1-2). Academic integrity policy analysis of Alberta and Manitoba colleges Canadian Symposium on Academic Integrity (CSAI), University of Manitoba, Winnipeg, MB, Canada. https://hdl.handle.net/1880/116575
• Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. http://hdl.handle.net/1880/114519 
• Parnther, C., & Eaton, S. E. (2021). Equity, Diversity, Inclusion, and Academic Integrity: Supporting Student Advocacy. http://hdl.handle.net/1880/113143 
• Parnther, C., & Eaton, S. E. (2021, June 23). Academic integrity and anti-Black aspects of educational surveillance and e-proctoring. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23752  

The forthcoming Handbook of Academic Integrity (2^nd ed.) has a brand new section on Equity, Diversity, and Inclusion in Academic Integrity. Dr. Ceceilia Parnther serves as the Section Editor. Bringing this topic to light in the handbook will help to centre important conversations about discrimination and advocacy for student success and the student experience.

I am excited to take on this work and look forward to the ways in which we can make progress on these important matters.

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This blog has had over 3 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.

Academic Integrity and Artificial Intelligence: Research Project Update

Our team has been busy since we launched our research in April, 2022. I haven’t done an update in a while, so I wanted to let you know what we’ve been up to. Check out our project website (https://osf.io/4cnvp/) for links to our peer-reviewed publications and other information about our work.

We are still collecting data for our survey and you’re welcome to participate! To take the survey, click here.

Expansion of our research

In April 2022, we received funding from the Social Science and Humanities Research Council of Canada (SSHRC) in the form of a Connection Grant to host a public research forum. We included partners from the University of Saskatchewan, Brock University, Toronto Metropolitan University, and Deakin University (Australia). We hosted our research symposium on June 7-8, 2023 at the University of Calgary.

In case you missed this SSHRC-funded research symposium on the impact of artificial intelligence on higher education and academic integrity, you can catch up with the slides here:

sshrc-2023-lightning-talksDownload

Eaton, S. E., Dawson, P., McDermott, B., Brennan, R., Wiens, J., Moya, B., Dahal, B., Hamilton, M., Kumar, R., Mindzak, M., Miller, A., & Milne, N. (2023). Understanding the Impact  of Artificial Intelligence on Higher Education. Calgary, Canada. https://hdl.handle.net/1880/116624

Also, you can catch Phill Dawson’s keynote from the event which is now archived on YouTube:

Phill Dawson’s keynote: Don’t Fear the Robot, University of Calgary, June 8, 2023

We are excited about next steps for this work and I’m happy to answer any questions you have about academic integrity and artificial intelligence.

Acknowledgements

We are grateful to the sponsors of this research:

• Social Sciences and Humanities Research Council (SSHRC)
• University of Calgary Teaching and Learning Grant
• University of Calgary International Research Partnership Workshop Grant
• Werklund School of Education, University of Calgary
• Brock University
• Deakin University
• Toronto Metropolitan Univeristy
• University of Saskatchewan

Related posts:

Invitation to Participate: Research Study on Artificial Intelligence and Academic Integrity: The Ethics of Teaching and Learning with Algorithmic Writing Technologies – https://wp.me/pNAh3-2U3

Exploring the Contemporary Intersections of Artificial Intelligence and Academic Integrity https://drsaraheaton.wordpress.com/2022/05/17/exploring-the-contemporary-intersections-of-artificial-intelligence-and-academic-integrity/

New project: Artificial Intelligence and Academic Integrity: The Ethics of Teaching and Learning with Algorithmic Writing Technologies – https://drsaraheaton.wordpress.com/2022/04/19/new-project-artificial-intelligence-and-academic-integrity-the-ethics-of-teaching-and-learning-with-algorithmic-writing-technologies/

The Use of AI-Detection Tools in the Assessment of Student Work – https://drsaraheaton.wordpress.com/2023/05/06/the-use-of-ai-detection-tools-in-the-assessment-of-student-work/

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This blog has had over 3 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.

The Use of AI-Detection Tools in the Assessment of Student Work

People have been asking if they should be using detection tools to identify text written by ChatGPT or other artificial intelligence writing apps. Just this week I was a panelist in a session on “AI and You: Ethics, Equity, and Accessibility”, part of ETMOOC 2.0. Alec Couros asked what I was seeing across Canada in terms of universities using artificial intelligence detection in misconduct cases.

The first thing I shared was the University of British Columbia web page stating that the university was not enabling Turnitin’s AI-detection feature. UBC is one of the few universities in Canada that subscribes to Turnitin.

The Univeristy of British Columbia declares the university is not enabling Turnitin’s AI-detection feature.

Turnitin’s rollout of AI detection earlier this year was widely contested and I won’t go into that here. What I will say is that whether AI detection is a new feature embedded into existing product lines or a standalone product, there is little actual scientific evidence to show that AI-generated text can be effectively detected (see Sadasivan et al., 2023). In a TechCrunch article, Open AI, the company that developed ChatGPT, talked about its own detection tool, noting that its success rate was around 26%. 

Key message: Tools to detect text written by artificial intelligence aren’t really reliable or effective. It would be wise to be skeptical of any marketing claims to the contrary.

There are news reports about students being falsely accused of misconduct when the results of AI writing detection tools were used as evidence. See news stories here and here, for example. 

There have been few studies done on the impact of a false accusation of student academic misconduct, but if we turn to the literature on false accusations in criminal offences, there is evidence showing that false accusations can result in reputation damage, self-stigma, depression, anxiety, PTSD, sleep problems, social isolation, and strained relationships, among other outcomes. Falsely accusing students of academic misconduct can be devastating, including dying by suicide as a result. You can read some stories about students dying by suicide after false allegations of academic cheating in the United States and in India. Of course, stories about student suicide are rarely discussed in the media, for a variety of reasons. The point here is that false accusations of students for academic cheating can have a negative impact on their mental and physical health.

Key message: False accusations of academic misconduct can be devastating for students.

Although reporting allegations of misconduct remains a responsibility of educators, having fully developed (and mandatory) case management and investigation systems is imperative. Decisions about whether misconduct has occurred should be made carefully and thoughtfully, using due process that follows established policies.

It is worth noting that AI-generated text can be revised and edited such that the end product is neither fully written by AI, nor fully written by a human. At our university, the use of technology to detect possible misconduct may not be used deceptively or covertly. For example, we do not have an institutional license to any text-matching software. Individual professors can get a subscription if they wish, but the use of detection tools should be declared in the course syllabus. If detection tools are used post facto, it can be considered a deception on the part of the professor because the students were not made aware of the technology prior to handing in their assessment. 

Key message: Students can appeal any misconduct case brought forward with the use of deceptive or undisclosed assessment tools or technology (and quite frankly, they would probably win the appeal).

If we expect students to be transparent about their use of tools, then it is up to educators and administrators also to be transparent about their use of technology prior to assessment and not afterwards. A technology arms race in the name of integrity is antithetical to teaching and learning ethically and can perpetuate antagonistic and adversarial relationships between educators and students.

Ethical Principles for Detecting AI-Generated Text in Student Work

Let me be perfectly clear: I am not at all a fan of using detection tools to identify possible cases of academic misconduct. But, if you insist on using detection tools, for heaven’s sake, be transparent and open about your use of them.

Here is an infographic you are welcome to use and share: Infographic: “Ethical Principles for Detecting AI-Generated Text in Student Work” (Creative Commons License: Attribution-NonCommercial-ShareAlike 4.0 International). The text inside the infographic is written out in full with some additional details below.

Here is some basic guidance:

Check your Institutional Policies First

Before you use any detection tools on student work, ensure that the use of such tools is permitted according to your school’s academic integrity policy. If your school does not have such a policy or if the use of detection tools is not mentioned in the policy, that does not automatically mean that you have the right to use such tools covertly. Checking the institutional policies and regulations is a first step, but it is not the only step in applying the use of technology ethically in assessment of student work.

Check with Your Department Head

Whether the person’s title is department head, chair, headmaster/headmistress, principal, or something else, there is likely someone in your department, faculty or school whose job it is to oversee the curriculum and/or matters relating to student conduct. Before you go rogue using detection tools to catch students cheating, ask the person to whom you report if they object to the use of such tools. If they object, then do not go behind their back and use detection tools anyway. Even if they agree, then it is still important to use such tools in a transparent and open way, as outlined in the next two recommendations.

Include a Statement about the Use of Detection Tools in Your Course Syllabus

Include a clear written statement in your course syllabus that outlines in plain language exactly which tools will be used in the assessment of student work. A failure to inform students in writing about the use of detection tools before they are used could constitute unethical assessment or even entrapment. Detection tools should not be used covertly. Their use should be openly and transparently declared to students in writing before any assessment or grading begins.

Of course, having a written statement in a course syllabus does not absolve educators of their responsibility to have open and honest conversations with students, which is why the next point is included.

Talk to Students about Your Use of Tools or Apps You will Use as Part of Your Assessment 

Have open and honest conversations with students about how you plan to use detection tools. Point out that there is a written statement in the course outline and that you have the support of your department head and the institution to use these tools. Be upfront and clear with students.

It is also important to engage students in evidence-based conversations about the limitations tools to detect artificial intelligence writing, including the current lack of empirical evidence about how well they work.

Conclusion

Again, I emphasize that I am not at all promoting the use of any AI detection technology whatsoever. In fact, I am opposed to the use of surveillance and detection technology that is used punitively against students, especially when it is done in the name of teaching and learning. However, if you are going to insist on using technology to detect possible breaches of academic integrity, then at least do so in an open and transparent way — and acknowledge that the tools themselves are imperfect.

Key message: Under no circumstances should the results from an AI-writing detection tool be used as the only evidence in a student academic misconduct allegation.

I am fully anticipating some backlash to this post. There will be some of you who will object to the use detection tools on principle and counter that any blog post talking about how they can be used is in itself unethical. You might be right, but the reality remains that thousands of educators are currently using detection tools for the sole purpose of catching cheating students. As much as I rally against a “search and destroy” approach, there will be some people who insist on taking this position. This blog post is to offer some guidelines to avoid deceptive assessment and covert use of technology in student assessment.

Key message: Deceptive assessment is a breach of academic integrity on the part of the educator. If we want students to act with integrity, then it is up to educators to model ethical behaviour themselves.

References

Sadasivan, V. S., Kumar, A., Balasubramanian, S., Wang, W., & Feizi, S. (2023). Can AI-Generated Text be Reliably Detected? ArXiv. https://doi.org/10.48550/arXiv.2303.11156

Fowler, G. A. (2023, April 3). We tested a new ChatGPT-detector for teachers. It flagged an innocent student. Washington Post. https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/

Jimenez, K. (2023, April 13). Professors are using ChatGPT detector tools to accuse students of cheating. But what if the software is wrong? USA Today. https://www.usatoday.com/story/news/education/2023/04/12/how-ai-detection-tool-spawned-false-cheating-case-uc-davis/11600777002/

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This blog has had over 3 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.

Handbook of Academic Integrity (2nd Ed.) is In Production!

I am beyond excited to share that all of the chapters for the Handbook of Academic Integrity (2nd ed.) are fully approved and in production!

This is a massive volume, with 112 chapters, 109 of which are brand new. There are 3 chapters carried forward from the first edition into the new one.

I wanted to share an explanation about how the Handbook will be available online.

The electronic version of the Handbook of Academic Integrity is — and will continue to be — available in two (2) formats. One format is the dynamic online version and the other is the static online version.

Dynamic Online Version

The Dynamic Online Version of the Handbook is also called the “living” version. As and when an author decides to update a previous edition contribution, the updated version will replace the previous version on Springerlink (while the previous version is still accessible). In this “living” format, the Table of Contents is not organized section-wise, instead the chapters are added alphabetically as and when the online-first publication is completed for a chapter. 

As we progress with production, the living version of the Handbook of Academic Integrity will include

• first edition chapters that were not updated in the second edition;
• revised first edition chapters (with a hyperlink to the previous version);
• and the new chapters that were added to the second edition.

Here is a link to the Living version of the Handbook of Academic Integrity – https://link.springer.com/referencework/10.1007/978-981-287-079-7

Static Online Version

Each edition of the Handbook is also be published in its entirety once the book is complete.

This means, that the first edition of the Handbook edited by Tracey Bretag, is and will continue to be, preserved in its entirety online.

Here is the link to the static online version of the first edition: https://link.springer.com/referencework/10.1007/978-981-287-098-8

Springer has assured me that the first edition link will never expire and will remain online in perpetuity.

The static online version for the second edition will be available when the entire edition is ready to go to print. That may not be for several months yet because this is a massive project and also it is detail-oriented work that must be completed to exacting standards.

In the meantime, chapters from the new edition will be added to the living version in an “online first format” as they ready. 

The First Chapter of the Second Edition Has Been Published

I confess that I do not know the inner workings of the publisher in terms of all of the production details. This means that I do not know the order in which chapters will become available online and nor do I have specific dates for when chapters will be available online.

Having said that, I am happy to share that one chapter from the new edition is now available online. Here are the details:

Stoesz, B.M. (2023). Academic integrity through ethical teaching and assessment: Overview and current trends. In: Eaton, S.E. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-079-7_89-1 

This is the first of over 100 new chapters that will all be published over the next several months. Keep your eye on the website for the living edition for more chapters coming soon!

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This blog has had over 3 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.