Research update: Highlights from some current projects

February 9, 2021

It seems I have a lot of academic Integrity research projects on the go these days, so I thought I’d do a post about some of this exciting work and the amazing people I’ve been collaborating with.

Academic Integrity and Mental Well-Being

As part of my Educational Leader in Residence, Academic Integrity role, I wanted to connect some of my research to the University of Calgary’s Campus Mental Health Strategy.

I’ve been working on with two terrific graduate students, Helen Pethrick and Kristal Turner on a new project, Academic Integrity and Mental Well-Being.

So far, we have one publication from this project. Exploring academic integrity and mental health during COVID-19: Rapid review was published in the Journal of Contemporary Education Theory & Research in December 2020.

Our second paper is under peer review, so stay tuned for details on that later.

Academic Integrity: Faculty Development Needs for Canadian Higher Education

This is the inaugural project associated with the D2L Innovation Guild. This project is the first of its kind in Canada. There has never before been a multi-institutional project, with representation from across multiple provinces, that has also partnered with industry in pursuit of a common unified goal with regards to academic integrity.

This collaborative, multi-institutional project included researchers from four Canadian provinces:

  • Sarah Elaine Eaton, PhD, Principal Investigator, University of Calgary
  • Katherine (Katie) Crossman, PhD, Co-Investigator and Study Coordinator, University of Calgary
  • Brenda M. Stoesz, PhD, Co-Investigator, University of Manitoba
  • Kim Garwood, PhD, Co-Investigator, University of Guelph
  • Amanda McKenzie, MA, Co-Investigator, University of Waterloo

We have publicly registered our project on the Open Science Framework. You can check out details about our project here.

You can check out our project brief, which is available as an open access report (Crossman et al., 2019). This project is now complete and we submitted our final reports to the D2L Innovation Guild Board on February 8, 2021.

Contract Cheating in Canada: National Policy Analysis

 This is an exciting project that I began developing in 2018. I wanted to create opportunities for Canadian researchers to do scholarly inquiry into contract cheating. I received mentorship from Dr. Tracey Bretag in the early stages of this project. She had led a team in Australia to conduct academic integrity policy research there. She coached me on how to conduct a similar project in Canada. As a result, I launched Contract Cheating in Canada: National Policy Analysis.

The specific objectives of this project are to:

  • Identify existing components of academic integrity policies and procedures related to contract cheating;
  • Identify gaps in existing academic integrity policies and procedures related to contract cheating;
  • Evaluate the policies and procedures against existing standards for post-secondary education policy (i.e., Australian Government: Tertiary Education Quality and Standards Agency (TEQSA), 2017; Higher Education Academy [HEA], 2011) with a focus on supports that have been developed for students and other campus stakeholders (Bretag et al., 2011);
  • Compare supports available for undergraduate students and graduate students; and
  • Develop and communicate recommendations for policy reform.

This national project is sub-divided according to regions of Canada and types of post-secondary institutions (e.g., colleges and universities). Different teams have been involved with each of the smaller sub-projects, with individuals from a particular region studying the policies from their own regions.

We’ve already had some great publications out of this project, the most recent of which was published in Educational Policy.

Degrees of Deceit: A Study of Fake Degrees, Diploma Fraud and Counterfeit Credentials

I am working with Jamie Carmichael at Carleton University in Ottawa, Canada, on a project to better understand fake degrees and fraudulent credentials in Canadian higher education.

Check out our webinar recording about this work. Some very cool resources we have already produced out of this work include:

A slide deck from our webinar session.

Counterfeit Credentials: Top 13 Recommendations for Higher Education Professionals (Infographic)

Scholarships without Scruples (Infographic)

We are also working on an edited book on this topic. More details on that will be coming soon…

These aren’t all the projects I have on the go, just a few I wanted to highlight here. Feel free to get in touch about any of these projects. You know where to find 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.


Why Superboards Could Signal the Dismemberment of Alberta’s Higher Education System

January 23, 2021

A recent CBC News article by Janet French highlights the Alberta government’s plan to establish superboards to oversee higher education in the province. It is imperative for Albertans to understand the possible implication that superboards might have on our post-secondary system.

French’s article worth a read. And pay attention to every word.

Similar to California?

Someone asked me recently whether there were other examples of this type of superboard governance that we could refer to get a concrete idea of what it might mean for Alberta. My response at the time was that to the best of my knowledge there were no such similar systems in the Commonwealth.

Canadian higher education shares much in common with its Commonwealth cousins, as it is based largely on the British system of education. It is a long history lesson, but suffice to say that the American higher education system differs from ours in some fundamental ways. Although the Canadian and American systems started out in a similar vein, the American Revolution caused some fundamental shifts that led to a bifurcation of the educational trajectories of both countries. The resulting Constitution of the United States, enacted after the revolution, provides for a far more open and entrepreneurial approach to education.

This is one reason that there are literally thousands of private universities and colleges in the United States that operate with much less oversight or quality assurance than Canadian universities and colleges. Overall, the quality of higher education across Canada is generally more consistent and steady and we do not have the drastic differences in institutional reputation that affect our neighbours to the south. This is also due, in part, to differences in how higher education is governed in both countries. Although Canadian and American universities share much in common in some ways, in other ways, they differ dramatically. One of those ways is governance.

MRU political science professor and political commentator, Duane Bratt sparked a lively conversation about this topic on his Twitter feed. One of the comments that came up is that a unified university system seems to work for the University of California (UC), so maybe it could work here. The UC system includes ten universities such as UC Berkeley, UC San Diego, etc. (As an aside, the University of Calgary’s own president, Ed McCauley, worked at UC Santa Barbara before returning to the University of Calgary in 2011, so he is no doubt well versed on the UC system.)

A system similar to the UC system could be one possible outcome if one or more superboards for post-secondary education in Alberta were to be implemented. However, I would point out that although the University of California has an excellent reputation in many respects, it exists as one institution within a larger state context.

The state of California has some of the most flexible (lax?) laws around the operation of educational entities. Retired FBI Agent, Allen Ezell and his colleague John Bear, write extensively about this in their book, Degree Mills. To paraphrase some of their key ideas, just about anyone can open a business in the state of California and call it a school. This has led to a proliferation of private entities offering so-called educational programs of questionable quality, or in some cases, outright fraudulent credentials. Although the University of California may be a reputable school, it is situated in a state where, without exaggeration, literally hundreds of other alleged universities and colleges dole out parchments with little to no credibility behind them. In my opinion, the larger higher education system that exists in the state of California is not one to which Alberta ought to aspire.

Lack of clarity regarding a possible superboard

In his remarks to the General Faculties Council (GFC) on December 10, 2020 President McCauley commented that the University of Calgary has been advocating for “the continuance of bicameral University governance and autonomy” (p. 2). The minutes of the GFC meeting are a matter of public record and can be found here.

These remarks at GFC, as well as commentary made by our executive leaders since then should not be taken lightly. They signal that our university president, along with other university presidents in Alberta, are concerned about the possibility of the dismantling of the bi-cameral governance model that currently exists at our institutions (i.e., at the University of Calgary, this means the Board of Governors and General Faculties Council) if a superboard to oversee universities is established. This website provides a brief overview of the University of Calgary’s governance and leadership.

It is not clear at the moment how an Alberta superboard for post-secondary governance might be structured or what powers they might have. It is also not clear if there would be one board for universities and another for colleges or if each system would be overseen by its own superboard. Right now there are more questions than answers. What is clear is that the possibility of establishment of one or more superboards to oversee higher education in Alberta poses the greatest potential for change to post-secondary governance that the province has seen in more than half a century – or perhaps ever.

A governance perspective: The potential dismemberment of Alberta’s higher education system

At this point, no one knows for certain what the superboards for higher education might mean. At the risk of sounding alarmist, if superboards are established, the possibility of the bicameral governance structure being dismantled is a real possibility. In turn, this could lead to a radical restructuring of Alberta’s post-secondary institutions.

I believe this is something we must pay close attention to. Funding cuts are one thing. The possibility of the dismemberment of our university governance structure is something else entirely. I use the word “dismemberment” here intentionally – and quite literally. To dismember is to sever the limbs from the body. The Board of Governors and the General Faculties Council are our university’s governing bodies. If the university does not have its own governing bodies, it would very likely lose its autonomy and its ability to function in the way it has for decades. This could be the case of every post-secondary institution in Alberta. Without bi-cameral governance, every single one of Alberta’s universities could be crippled in terms of their ability to make decisions for themselves.

When people hear that I study ethics and integrity in higher education, they often think that I study matters related to student conduct. Although that is true, it is not the entire story. The word “integrity” comes from the Latin, integritas, meaning to integrate or to make whole. A breach of integrity means that something that was previously whole has been compromised. In my opinion, the establishment of a superboard to govern higher education in our province could represent a direct threat to the integrity of our university system.

These superboards have not yet been formed, but now is very much the time for advocates of higher education to pay attention and become educated. At the very least I recommend spending some time on the Alberta 2030 Initiative website to find out more about some of what is planned for post-secondary education in Alberta.

I encourage you to learn as much as you can about how and why bi-cameral governance is a hallmark of Canadian higher education and how the autonomy it provides to individual institutions promotes ethical governance and decision-making in a variety of ways. Governance work is not values-free and nor is it agnostic. As Jenny Ozga so eloquently points out in her book, governance and policy work can be a form of advocacy. The very values that the University of Calgary – and other post-secondary institutions in Alberta – hold are lived out not only in the decisions that we make, but through the structures and systems in place that allow us to make those decisions in the first place.

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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.


New article: Understanding the academic integrity policies of publicly funded universities in western Canada

December 23, 2020

Educational PolicyThe latest article in our project, Contract Cheating in Canada: National Policy Analysis has just been published!

Stoesz, B., & Eaton, S. E. (2020). Understanding the academic integrity policies of publicly funded universities in western Canada. Educational Policy. https://doi.org/10.1177/0895904820983032

Abstract

We examined 45 academic integrity policy documents from 24 publicly-funded universities in Canada’s four western provinces using a qualitative research design. We extracted data related to 5 core elements of exemplary academic integrity policy (i.e., access, detail, responsibility, approach, support). Most documents pointed to punitive approaches for academic misconduct and were based on the notion that academic misconduct results from a lack of morals. One university used the term “contract cheating,” although nearly all categorized the outsourcing of academic work as plagiarism. Details about educational resources and supports to increase student and staff understanding of academic integrity and prevention of academic misconduct were sparse. This study signals the continuing punitive nature of academic integrity policies in western Canadian universities, the reluctance to address contract cheating directly, and the need to revise policies with deeper consideration of educative approaches to academic integrity that support students and academic staff.

Keywords: academic integrity, Canada, contract cheating, educational supports, higher education, policy

This is an open access article and is free to read and download.

For more information about this article, or the national project, 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.


Shadow Courses and Their Impact on Academic Integrity

October 26, 2020
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Abstract

In this post I explore what shadow courses (also known as ‘parallel courses’) are, how they operate, who offers them, and who takes them. I further explore ethical issues related to shadow courses including misrepresentation of the legitimacy of the course, copyright infringement, interference with learning expectations, and potential illegal activity. I conclude with a call to action for further research to gather empirical evidence about the impact of shadow courses on post-secondary education.

Keywords: Shadow courses, parallel courses, higher education, post-secondary, international students, ESL, English as a Second Language, EAL, English as an Additional Language

Background

I first heard the term shadow course at the Canadian Consortium Day of the International Center for Academic Integrity (ICAI) annual conference in 2018 in Richmond, VA, USA. Colleagues from Ontario were talking about private companies who offered post-secondary courses for their students in other languages. Since then, there has been little written about shadow courses, even though they have continued to proliferate to the extent that they are now widespread across Canada, and other countries as well.

What are Shadow Courses?

Shadow courses, also called parallel courses, are offered by commercial third-parties who have no official relationship with a post-secondary institution. They sometimes operate as private tutoring companies. A shadow course is a clone of an official university or college course offered in a language other than English; they exist so students can learn the material for their post-secondary courses in their preferred language (e.g., Mandarin).

Shadow courses might be offered with the exact same name and course number as those of a legitimate higher education institution, with course materials that follow the week-by-week schedule of the official course, including offering students previews of assignments, quizzes, or final exams. These course materials can be acquired from students registered in the official institutional course or from teaching assistants who can be lured into supplying these materials to the company in exchange for a fee.

Students register in a shadow course and then proceed to take the entire course in their preferred language, following the exact syllabus as the official version of the course. Shadow courses are not taught by university faculty, but by individuals hired by the private tutoring companies who may or may not have academic credentials that qualify them to teach the course material. Students submit their assignments and take tests and exams on campus, but instead of actually attending classes at the university or college, they instead they turn to the shadow course where they can attend lectures in their preferred language.

Who Offers Shadow Courses?

Shadow courses are offered by unauthorized commercial third-party enterprises who often have no official affiliation or relationship with a legitimate higher education institution.

These companies may also offer additional services such as academic consulting, advising, or tutoring. In some cases, such companies may also offer additional (and sometimes illegal) services, such as hiring an individual to sit an exam in a student’s place. Such individuals might be referred to as impersonators, proxy students, or stand-ins. The use of exam impersonators has been a growing concern in academia and industry for a number of years now (Harper et al., 2020; Mitchell, 2014; Theophille, & King, 2019).

The size and scope of the industry remains unknown. Post-secondary educators and higher education staff have reported the existence of shadow courses in Canada in Toronto, Calgary, and Vancouver, though they are likely offered across the country.

Who Takes Shadow Courses?

Students for whom English is an additional language take shadow courses. These students may have insufficient English language proficiency to complete their academic work in English, or they may simply prefer to learn in their first language because there is less cognitive load than learning in an additional language.

Key Ethical Issues

Companies offering shadow courses may view themselves as being benevolent. They may claim that they are helping students succeed by offering courses in students’ preferred language and supporting them in ways the official institution does not.

Although the intentions of these companies may seem benevolent or helpful at first glance, there are a number of ethical issues to consider.

Misrepresentation

Third companies that offer shadow courses are not endorsed by or affiliated with the institution where students are registered. They may market themselves as having an official relationship with the school when that is not the case. Some tutoring companies misrepresent their relationship with the learning institution or the legitimacy of the courses they offer. Shadow courses are usually not approved or endorsed by legitimate post-secondary institutions.

Some companies will offer courses rent rooms on campus so they can offer on-site lectures. Even if institutions are aware of such room rentals, it can be problematic to cancel room-rentals once a contract has been signed. Few institutions have policies that explicitly prohibit outside tutoring companies or other educational businesses from renting rooms on campus. This remains a loophole at some institutions that can provide opportunities to third-party operators to offer shadow courses right on campus.

Copyright Infringement

In order to teach the material companies offering shadow courses and the tutors who teach them may be violating copyright laws, by using materials for which they do not own the rights. The issue of illicit and illegal file-sharing is one of growing importance in the academic integrity community (Rogerson & Basanta, 2016, Seeland et al., 2020).

Interference with Learning Expectations

There is an implicit, and often unspoken expectation at learning institutions that students will learn the language of the discipline they are studying through their course work. Students learn vocabulary, terms and the discourse of the discipline in their lectures and classes. For students for whom English is an additional language, there is an expectation that they will continue to improve their language proficiency throughout their student experience. By taking shadow courses, students miss the opportunity to improve their English in an authentic learning environment. By circumventing the official lectures and opting instead for a shadow course, students may find themselves perpetually behind in terms of improving their English language skills.

Potential Illegal Activity

It may not be illegal for students to take courses in their preferred language instead of the official language of instruction; however, if students then go on to hire an impersonator to take examinations on their behalf, they may be engaging in an act of criminal fraud. In Canada, there are documented cases of examination impersonators being arrested in Ontario (Caldwell, 2014; Prisiajny, & Lai, 2015), Quebec (Bernstien, 2016; Meagher, 2016), and British Columbia (Bains, 2019; Wadhwani, 2019). Although the connection between these cases and commercial third-party companies was not established, they nevertheless captured the attention of the media (Eaton, 2020), and created a public relations crisis for the institutions named.

Concluding Remarks

There is enough informal and anecdotal evidence to show that commercial third parties are operating in a systematic manner to offer shadow academic courses in major Canadian centres across the country. This is not an issue that pertains to one particular school, but is an issue of importance to higher education in general.

The question of how to address these companies is a complex one that requires input from educational stakeholders involved at the institutional level, as well as across provincial, national, and even global networks. At this point, there is little empirical data to help us understand the impact of shadow courses on students or the legitimate learning institution where they are enrolled. There is an immediate and urgent need for more research, particularly in Canada, to understand the impact of shadow courses in higher education.

References

Bains, M. (2019). Woman allegedly paid to take exam arrested at SFU. CBC News. Retrieved from https://www.cbc.ca/news/canada/british-columbia/burnaby-rcmp-investigate-after-sfu-catches-alleged-paid-test-taker-1.5400400

Bernstien, J. (2016). Concordia student and tutor face criminal charges for allegedly cheating on exam. CBC News. Retrieved from https://www.cbc.ca/news/canada/montreal/concordia-student-charged-for-cheating-1.3815520

Caldwell, B. (2014). Alleged cheats arrested over math exam at University of Waterloo. The Record. Retrieved from https://www.therecord.com/news-story/5210859-alleged-cheats-arrested-over-math-exam-at-university-of-waterloo/

Eaton, S. E. (2020). An Inquiry into Major Academic Integrity Violations in Canada: 2010-2019. Retrieved from http://hdl.handle.net/1880/111483

Harper, R., Bretag, T., & Rundle, K. (2020). Detecting contract cheating: Examining the role of assessment type. Higher Education Research & Development, 1-16. doi:10.1080/07294360.2020.1724899

Meagher, J. (2016, October 21). Concordia student, tutor face criminal charges in exam cheating case. Montreal Gazette. Retrieved from https://montrealgazette.com/news/local-news/concordia-student-tutor-face-criminal-charges-in-exam-cheating-case

Mitchell, R. L. (2014). Pirates, cheats and IT certs. ComputerWorld. Retrieved from https://www.computerworld.com/article/2490886/it-skills-training-pirates-cheats-and-it-certs.html

Prisiajny, T., & Lai, C. (2015, January 7). York grad student charged after impersonating Waterloo student math exam. Excalibur. Retrieved from https://excal.on.ca/york-grad-student-charged-after-impersonating-waterloo-student-math-exam/

Rogerson, A. M., & Basanta, G. (2016). Peer-to-peer file sharing and academic integrity in the Internet age. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 273-285). Singapore: Springer.

Seeland, J., Stoesz, B. M., & Vogt, L. (2020). Preventing online shopping for completed assessments: Protecting students by blocking access to contract cheating websites on institutional networks. Canadian Perspectives on Academic Integrity, 3(1). doi:https://doi.org/10.11575/cpai.v3i1.70256

Theophille, V., & King, A. (2019). Case # 9: Exam Impersonation. Retrieved from https://shared.uoit.ca/shared/department/academic-integrity/documents/case-study-9—exam-impersonation.pdf

Wadhwani, A. (2019, December 18). Student, impersonator arrested for alleged cheating during final exams at SFU. Victoria news. Retrieved from https://www.vicnews.com/news/student-impersonator-arrested-for-alleged-cheating-during-final-exams-at-sfu/

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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 an Associate Professor 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.


My Teaching Story: Celebrating 25 Years

September 4, 2018

Sarah Elaine Eaton - 2018-09-03a-small.jpgThis 2018-2019 academic year I celebrate my 25th year of teaching in higher education.

Here’s an overview of what that looks like:

  • Years as a sessional instructor: 22
  • Years as a full-time faculty member: 2 completed. Entering Year 3
  • Number of educational institutions: 2 institutions for credit courses; 4 institutions for non-credit courses
  • Number of additional organizations where I have given workshops or individual training sessions: I can’t remember or count
  • Levels taught: Undergraduate, graduate, continuing education, non-credit workshops, teacher training, employee training
  • Number of students taught: A few thousand, at least, but I haven’t kept track.
  • Current position: Assistant Professor (tenure-track)

Like many academics, my career has zig-zagged. My first teaching experience was as a Master’s level graduate teaching assistant. I was a brand-new graduate student. I was given a class list and a textbook and told, “Here. Go teach.”

Even though my official title was “Graduate Teaching Assistant” (“TA” for short), I was also what is called the “Instructor of Record”. That means that I was officially responsible for the entire course, including developing the course outline, all instruction, tests, examinations and grading.

I’ve heard that it is no longer permitted for TAs to be the “instructor of record” and that TAs actually need to have some support and mentoring now. Back when I started, graduate TAs were largely left on their own, to do the same work as professors, at a much lower pay rate.

I remember attending a day-and-a-half training session before my first teaching assignment. It was largely focused on learning styles, which has since become a highly contested concept. Things have changed for the better since then. TAs (at our institution at least), get training and mentoring along the way. They are supervised by the Instructor of Record, which means they get to learn how to teach in a less risky, more supported environment.

The following spring and summer, I was hired to teach the same course again, but because spring and summer courses were handled by a different administrative unit at the university at that time, my title changed to “sessional instructor”, which remains the typical term for this type of appointment in Canada. This classification goes by different names depending where you are. Some synonyms include:

  • part-time contingent faculty
  • part-time lecturer
  • contract faculty
  • adjunct lecturer
  • adjunct professor
  • adjunct faculty

For more than two decades I worked as sessional instructor, sometimes teaching up to ten credit courses per year, supplemented by teaching continuing education courses, workshops and employee training sessions. I taught at any institution or organization that would hire me. I also took on other work in an educational context such as program evaluation and even did clerical work in educational institutions.

This year, I will celebrate my 25th year of teaching. Because of the patchwork nature of my career, no one has kept track of this experience but me. And even I have lost track of the number of organizations where I’ve taught workshops or short-term courses. I began teaching at a time before computerized HR records were kept, and everything was done on paper. Even I don’t have every contract letter or pay stub from every teaching gig I’ve ever had.

In 2016, I was hired as a full-time Assistant Professor (tenure track), for which I am truly grateful. Not long after I started in my full-time role I had lunch with one of my former professors from my Master’s program, who is now a colleague. I recall her saying, “You did it! Most people give up, but you didn’t!” She’s right. I didn’t give up. I love teaching and I believe it as much a calling as it is a career. I am enjoying my career now more than ever.

My curriculum vitae cannot accurately show that for 22 years, I travelled from one institution or organization to the next, sometimes teaching for three different places in the same day and the number of hours in any given day that I worked often exceeded what is typically regarded as “full-time hours”. It was a patchwork of part-time jobs that allowed me to pay the bills.

Twenty-two years is a long, long time to spend without job security, benefits or a pension. People who have had their full-time teaching jobs for a long time can’t relate to that kind of life. I have had colleagues who have had full-time roles for a long time share their thinly-veiled assumption that if you’re good enough, you can get a full-time job. That may be true to a certain degree, but there are other factors that can come into play. If one is not able to move to a new location in order to take on a full-time role, for example, then options become more limited.

Other colleagues have declared that “Sessionals are not faculty!”, dismissing their opinions, views or contributions to the academy. The underlying point in such an argument is that only those with full-time faculty appointments have legitimate status. Those whose status is uncertain or part-time effectively have “less than” status, which is neither credible, nor legitimate. But I have seen this situation from both sides of the table now: both as a long-term sessional and now as a tenure-track assistant professor.

As I celebrate a quarter of a century of teaching experience this year, I can say one thing for sure: Teachers matter. Whether you are part-time, full-time, and regardless of whatever your title says you are. You are a teacher at heart. You keep your students at the heart of what you do, no matter where you are or who you teach.

For anyone else out there who is currently working as Sessional / Adjunct / Contingent Faculty, let me just say: You are not alone. You work hard. You have grit and tenacity.The work you do is important. You are good enough. Actually, you are more than good enough.

I challenge you to share your own story. What does this academic year mean to you? What do you have to celebrate? What message do you want to share with others? What’s your story? I would love to hear from you!

#academiclife #highered #lifeofanacademic

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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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