New article:”Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study”

January 18, 2017

interchange I’m pleased to share the news with you about my latest article, published in Interchange. The title is: “Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study”.

Here is a link to the online version of the article: http://rdcu.be/oCx2

Funding for this study was provided by  the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.

Related post: “New project: Investigating Academic Integrity in the School of Education” http://wp.me/pNAh3-1Ll

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New project: Investigating Academic Integrity in the School of Education

January 9, 2017

I’m excited to tell you about a new research project I am working on.

This project investigates how instructors, teaching assistants (TA’s) and administrators perceive and act upon cases of plagiarism or in the Werklund School of Education (WSE) at the University of Calgary. Academic dishonesty continues to present a major problem in higher education.

Research team for "Investigating Academic Integrity"

Research team for “Investigating Academic Integrity”

The WSE “Process for Reporting and Responding to Plagiarism” will be used as a tool to engage participants in focus groups and interviews to facilitate dialogue on the topic of academic integrity.

I have the privilege of working with four fabulous research assistants on this project. To the right is a photo of our research team.

Recommendations will be provided as part of the final report.

Here’s a research brief I wrote on the project:

Eaton, S. E. (2016). Investigating academic integrity in the Werklund School of Education: Process, policy and perceptions: Research Project Brief. Calgary: University of Calgary. Retrieved from http://hdl.handle.net/1880/51764

Related post:

New article:”Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study” http://wp.me/pNAh3-1LD

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Dear students, please use your phones in class.

January 5, 2017

This past fall, for the first time in about 5 years, I was asked to teach a classroom-based course at the last minute due to a health issue with the instructor who was originally scheduled to teach. It was a big shift to go back into the classroom after working online for so long.

Before the course even began I e-mailed the entire class to let them know that I expected them to bring a device (laptop, tablet or phone) to class. I was perfectly transparent that I’d be expecting them to use their devices throughout class for learning purposes to look things up, share information and do projects together during class time.

Students used their devices to take notes, look up articles or websites or whatever they needed. We used Google docs to take notes and work on projects in real time.

It was a 3-hour class, so we also took a break halfway through. I found that most of students took some time during their break to text or check their email. Most of them self-regulated so they were doing personal stuff during break time, but if they did happen to check their e-mail during class, I didn’t chastise them. My attitude is that everyone in a graduate-level course is an adult and they can figure it out.

I aimed to keep my “lecturing” to a minimum. I had students learn through activities, games and projects. They had to work on specific tasks or activities during class, often with a partner or in groups, so they were busy the whole time.

I have changed my teaching approach dramatically over the years. I talk way less than I used to. Now, I focus on having my students engage in more doing and less sitting-and-listening.

Some profs still think it is a good idea to stand up and lecture for 3 hours. If all you’re going to do is ask students to sit there and listen for 3 hours, you’d better be a spectacularly captivating speaker is all I can say.

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Action-Based Research (EDER 701.01)

December 16, 2016

I am thrilled to be teaching a doctoral level course on action research in the Winter 2017 term.

Course Description:                                                                              

This course is an introduction to the rich intellectual and moral traditions, ideas, and approaches of action research, intended to provide participants with knowledge and skills related to the design, implementation, critical reflection, and evaluation of action research. The course will be theoretically grounded as professional action research in educational contexts, considering the contextual and sociopolitical aspects of action research.

Learner Outcomes:

  1. Describe, compare and contrast major ideas in the scholarly literature on action-based research.
  2. Describe, compare and contrast various forms of action-based research.
  3. Engage in critical analysis of the origins, history, epistemological, and ontological underpinnings of action
  4. Examine current trends and issues in the design, implementation, and interpretation of action research in education.
  5. Design praxis-based action-oriented research.
  6. Actively contribute to a knowledge building community.
  7. Offer constructive feedback on colleagues’ work and incorporate feedback into one’s own work.

Required Texts:

Hinchey, P. (2008). Action research primer. New York, NY: Peter Lang.

McNiff, J. (2013). Action research: Principles and practice (3rd ed.). Florence, KY: Taylor and Francis.

Additional Recommended Readings:

Hendricks, C. (2016). Improving schools through Action Research: A reflective practice approach (4th. ed.). Upper Saddle River, NJ: Pearson Education.

McNiff, J. (2010). Action research for professional development: concise advice for new action researchers. Poole: September Books.

McNiff, J. (2014). Writing and doing action research. Thousand Oaks, CA: Sage.

McNiff, J. (2016). You and your action research project (4th. ed.). London: Routledge.

Mertler, C. A. (2013). Action research: Improving schools and empowering educators (4th ed.). Thousand Oaks, CA: SAGE.

Noffke, S. E., & Somekh, B. (2009). The SAGE Handbook of Educational Action Research. Los Angeles, CA: SAGE. DOI: http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.4135/9780857021021

Willis, J. W. (2014). Applied research in education and the social sciences: Action research: Models, methods, and examples. Charlotte, NC: Information Age.

Check out a full copy of my course outline: eder-701-01-l01-w2017-eaton-approved


Designing Synchronous Online Interactions and Discussions

May 17, 2016

IDEAS 2016: Designing for InnovationA few weeks ago I co-presented a session at the University of Calgary’s IDEAS 2016 conference. This year the theme was “Designing for Innovation”. My colleagues, Barb Brown and Meadow Schroeder and I presented on how to effectively design synchronous sessions for e-learning.

The three of us are all award-winning educators, and each has her own approach to how we design and deliver real-time sessions via Adobe Connect in our classes. We offered ideas and tips on what we do and how we do it. Our paper has been included in the conference proceedings, which have just been released. Here’s a link to our paper:

Brown, B., Schroeder, M., & Eaton, S.E. (2016, May). Designing Synchronous Online Interactions and Discussions. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 51-60). Calgary, Canada: Werklund School of Education, University of Calgary. Available from: http://hdl.handle.net/1880/51209

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Here’s a quick link so you can send this post to a friend:

Designing Synchronous Online Interactions and Discussions http://wp.me/pNAh3-1Ks

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12 Phrases to Avoid in Your Academic Research Papers

January 18, 2016
Image courtesy of patrisyu at FreeDigitalPhotos.net

Image courtesy of patrisyu at FreeDigitalPhotos.net

Over and over again I see these phrases in research papers. Every single time I ask students to consider an alternative. Here are a dozen phrases to eliminate in your academic writing and why:

#1: I hope that…

#2:  I believe that…

#3: I feel that…

#4: In my opinion…

Research is not concerned with what we feel, believe or hope. It is also not concerned with our opinions. Research is about posing a substantive question that merits an in-depth investigation and  providing credible evidence to address that question. These phrases may work in reflection papers or journals, but less so in research writing. Omit these touchy-feely phrases and focus on the business of providing evidence to support your discussion.

#5: Clearly…

#6: As you can clearly see…

#7: As this clearly demonstrates…

This can come across as defensive. It may seem like you are implying the reader is an idiot if he or she do not agree with you. Even if you feel that way, refrain from letting the reader know, as it will undoubtedly annoy him or her.

#8: As stated previously…

#9: As I have already mentioned / pointed out/ stated…

#10: As already noted in a previous section of this paper…

These phrases can sound condescending. I have yet to see a case where these phrases (and the remainder of the sentence that follows) add anything useful to the discussion. Keep your writing precise and pithy. Avoid repeating yourself.

#11: The only conclusion is…

#12 The only logical conclusion is…

This can sound arrogant, defensive or both. The underlying message is that anyone who disagrees with you is an imbecile. It makes it sound like you flat out reject the possibility that there could possibly be any other conclusion, which is rarely (if ever) a good idea in research. (Remember the Copernican Revolution.)

Instead of using phrases like these that can make you sound arrogant or defensive (even when that is not your intention), focus instead on writing in a pragmatic and straightforward way that lets the evidence speak for itself.

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Here’s a quick link so you can send this post to a friend:

12 Phrases to Avoid in Your Academic Research Papers

https://drsaraheaton.wordpress.com/2016/01/18/12-phrases-to-avoid-in-your-academic-research-papers

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EDER 603.23 – Writing Educational Research

January 2, 2016

Sarah Elaine Eaton, speaker, presenter, keynote, technology, social media, Calgary, Canada, educator, education, professional developmentI am thrilled that I have the opportunity to teach one of my favourite courses again in the Winter semester. Even better, I already know many of the students who are enrolled and I welcome the opportunity to work with this academically strong group again.

Here’s a downloadable .pdf of the course outline:

EDER_603.23_L09_Eaton_W2016 (approved)

This term, all the instructors who will teach the course in the Winter semester worked to collaboratively design a common outline for all sections of the course. We will use a common approach to teaching, assignments and due dates.

The objective of the course is to engage students in thinking about publishing their work in a public format. Here is an example from a previous student of mine in this course who published her first refereed conference paper as a direct result of her work in this course:

Quinn, E. (2015). Designing a professional learning model to support creativity in teaching and learning. Paper presented at the IDEAS: Designing Responsive Pedagogy, Calgary, AB. Retrieved from: http://prism.ucalgary.ca/bitstream/1880/50852/3/IDEAS%202015%20FINAL.pdf

I hope that this example inspires students in the Winter semester to seek publication of their own research in a credible (e.g. peer reviewed) format. Now is an exciting time for graduate students who want to work towards sharing work in a published format. There are more opportunities than ever before for graduate students to learn what it takes to have their work published in conference proceedings or journals.

Here’s a quick link so you can send this post to a friend: EDER 603.23 – Writing Educational Research – http://wp.me/pNAh3-1Jy

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