Universities unite against the academic black market

October 17, 2017

The ConversationOn the TV show Suits, Mike Ross’s character charges a hefty fee to students to take the LSAT (law school admission test) for them. Ross has a stellar memory and a remarkable ability to take tests without getting crushed by stress — he is the perfect “contract cheater.” Later, Ross builds a career as a lawyer based on fake credentials, presumably from Harvard.

Mike Ross may be fictional, but his business is only too real within universities globally. “Contract cheaters” such as Ross complete academic work on a student’s behalf — for a fee. This work includes test taking and homework services. It includes essay-writing and even PhD thesis-writing services, also known as “paper mills.”

In my role as interim associate dean of teaching and learning at the University of Calgary, and as a researcher who specializes in plagiarism prevention and academic integrity, I have been writing about contract cheating since 2010. Since then, it has become rampant at high school and post-secondary levels.

This black market for academic work is vast and little understood. Universities in Canada, and around the world, are having a very hard time trying to police it.

On Oct. 18, 2017, many universities have committed to the second International Day of Action Against Contract Cheating. This aims to tackle the issue head on — by raising awareness and sharing prevention strategies.

Read the whole article in The Conversation (originally published on Oct. 16, 2017).

Related posts:

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

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2nd International Day of Action Against Contract Cheating

October 16, 2017
International Day of Action Against Contract Cheating: Graphic created by University of California at San Diego.

Graphic created by University of California at San Diego.

Contract cheating is an umbrella term used to talk about individuals or businesses that provide academic work for a fee. From imposters who take tests on behalf of others, to professional homework services and paper-writing services or “paper mills”, contract cheating is big business. This black market for academic work is becoming more prevalent, is hard to detect and harder to prove. No one knows exactly how many of these services exist, or how much money they make, but their very existence is troubling. Post-secondary educators, as well as those who aspire to a career in education, need to take action against contract cheating.

U of C logo - 2015In my role as Interim Associate Dean, Teaching and Learning at the Werklund School of Education, I have the chance to organize key events that bring people together over key issues related to teaching and learning in our school. When I heard about the 2nd International Day of Action Against Contract Cheating, I knew we had to join.

We’ll be hosting a Brown Bag Interactive Conversation for faculty and staff about what contract cheating is and what we can do about it. We’ll be sharing the Institutional Toolkit to Combat Contract Cheating and this 3-page handout that gives practical strategies on how to combat it.

More than 40 institutions from more than a dozen countries will be hosting events all over the world on October 18. I am so pleased that the University of Calgary will be among them.

We are using the hashtags #defeatthecheat and #excelwithintegrity on social media. Join the conversation on October 18!

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This blog has had over 1.6 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.


How to narrow down your research topic

September 17, 2017
Image courtesy of patrisyu at FreeDigitalPhotos.net

Image courtesy of patrisyu at FreeDigitalPhotos.net

One of the things novice and emerging researchers can struggle with is learning how to narrow down their research topic. Here are some resources that I’ve personally collected and curated to help you tackle this complex element of developing your research project. At the time of writing this post, all the links worked and none of these resources had pop-up ads, paywalls or require any kind of payment. These are freely available and should be widely accessible by students in most areas.

Written resources:

USC Libraries Research Guide – Organizing your social sciences research paper: Narrowing a Topic Idea – http://libguides.usc.edu/writingguide/narrowtopic

USU: Ways to Narrow Down a Topic – http://ocw.usu.edu/English/intermediate-writing/english-2010/-2010/narrowing-topics-skinless_view.html

Thompson Rivers University: How to Narrow Your Research Topic – https://www.tru.ca/__shared/assets/How_to_Narrow_Down_Your_Research_Topic30237.pdf

BYU LibGuide: Step-by-Step Guide & Research Rescue: Finding and Narrowing your Topic – http://guides.lib.byu.edu/c.php?g=216340&p=1428396

Temple University: Narrowing Your Topic from Subject to Thesis (1-page worksheet) – https://www.temple.edu/writingctr/support-for-writers/documents/NarrowingYourTopicfromSubjecttoThesis-Worksheet.pdf

Starting a PhD: Choosing and Developing Your Research Topic – https://100thousandwords.wordpress.com/2010/10/18/starting-a-phd-%E2%80%93-choosing-and-developing-your-research-topic/

U Penn: Plain Talk About Your Dissertation Proposal – http://www.ling.upenn.edu/advice/green_proposal.html

You Tube videos:

Kansas State University Libraries: How to Develop a Good Research Topic – https://youtu.be/nXNztCLYgxc

M. Moilanen: Now to Narrow Down your Research Topic – https://youtu.be/EcYgNV_nQjk

Laurentian University: Narrowing Your Topic – https://youtu.be/JYYQTSXq6RI

Amanda Dinscore: Narrowing Your Topic – https://youtu.be/J1eVTf974R4

Steely Library NKU: Developing a Research Question – https://youtu.be/LWLYCYeCFak

Check out these related posts on this blog:

5 Websites to avoid referencing in your research papers  http://wp.me/pNAh3-1IA

12 Phrases to Avoid in Your Academic Research Papers http://wp.me/pNAh3-1JX

Why APA formatting matters http://wp.me/pNAh3-1Hc

How many sources do you need in a literature review? http://wp.me/pNAh3-1Hu

What’s the difference between a citation and a reference? http://wp.me/pNAh3-1F9

Why “as cited in” should be avoided in academic writing http://wp.me/pNAh3-1BH

10 Great writing resources for grad students – http://wp.me/pNAh3-1Bc

How to create a research paper outline: 5 great resources http://wp.me/pNAh3-1y6

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This blog has had over 1.6 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.


Making evidence informed decisions about formative written feedback for ELLs

July 6, 2017

iStock-woman at laptopI have been working on a research project with a former student, Lorelei Anselmo, about providing effective formative effective feedback for English Language Learners.

Here’s a piece featured on the Werklund School of Education’s “Research@Werklund” site:

Providing post-secondary ELLs with high quality feedback

Formative assessment provides students with feedback that focuses on growth, rather than a grade. Effective formative feedback can help students demonstrate that learning has taken place, and that the learners have used the suggestions to improve their work. Students who can reflect and act on feedback are more likely to be successful in their academic tasks – however, students of all ages must be taught how to use and apply feedback for it to be impactful.

In a study on international post-secondary English language learners (ELLs), Dr. Sarah Elaine Eaton and Lorelei Anselmo, a Werklund MEd graduate, interviewed and surveyed 19 learners on their experiences with formative feedback, both in their home countries, and in Canada. The researchers examined what it means to deliver high quality feedback to students about their writing, and how these students perceive and experience receiving feedback. Read more…

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This blog has had over 1.6 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.

 


Summer course – Research Methodology in Education

June 19, 2017

I am pleased to be teaching Research Methodology in Education this summer for our Master of Education students. This is an online course offered from July 4 to August 16, 2017.

Course description

This first course in educational research methodologies provides the background necessary to make intelligent decisions around the kinds of research questions that might be asked and the sort(s) of insights and answers particular methods can provide.

Learner outcomes

Throughout the course of study students will be able to:

  • Identify viable and interesting research questions, both in their own potential research endeavours and in the work of published academics
  • Identify, compare and critique a variety of educational research methodologies based on their primary assumptions and methods
  • Evaluate the relevance of educational research methodologies with special consideration being given to stated research questions and the knowledge being sought
  • Differentiate between the central tenets of qualitative and quantitative data collection and analysis strategies with special consideration being given to the strengths, weaknesses and relevance of each in education
  • Assess the validity of a variety of research methods, both qualitative and quantitative, commonly used in education
  • Examine and interrogate the relationships between research questions, research methods and interpretation of findings in educational studies
  • Demonstrate a critical understanding of ethical issues in educational research, particularly with regard to the use of human participants
  • Formulate and evaluate their own preliminary research questions in response to both their research interests and professional context
  • Understand how action research applies to educational settings and contexts

Required readings

Creswell, J. W. (2014).  Research design: Qualitative, quantitative, and mixed methods approaches (4th ed).  Thousand Oaks, CA: SAGE Publications, Inc.

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

Here’s a copy of the course outline: EDER_603.21_Su2017_Eaton_approved

This marks the tenth time I have taught this course online. I love working with students to help them gain a strong foundation in research methodology. I can’t wait to get started with this year’s group!

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This blog has had over 1.6 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.

 


Journal of Educational Thought – Celebrating 50 Years

April 18, 2017

When I first started in my role as an Assistant PrJET 50(1)ofessor in the Werklund School of Education, one of my former professors, Dr. Ian Winchester, approached me about being a book review editor for the Journal of Educational Thought. I accepted immediately. I set to work acquiring titles and recruiting people to write book reviews for the journal.

It has been a fabulous experience so far, as I’ve had the opportunity to meet other scholars, re-connect with former students, and mentor a couple of current students, too.

Today, the editorial assistant, the fabulous Aber Abulhassn, stopped by my office with a copy of the latest issue of the journal. This issue is special for a few reasons. Firstly, I’m named as the Book Review Editor (a position previously vacant). I am thrilled about that. Secondly, I actually have a book review published in this issue, wish is lovely in a “meta” kind of way. Finally — and this is what’s most inspiring — this is volume 50, issue 1 of the journal. That’s right, this journal has been around for half a century.

Dr. Winchester’s opening editorial is “Fifty Years of the Journal of Educational Thought“. In it, he traces the history of the journal, with its origins starting at the University of Calgary. He discusses how the landscape for journals has changed and the how “this is not any easy time for journals” (p. 3), but closing on a high note by inviting readers to “raise a glass to the first fifty years” (p. 3).

I feel honoured to be part of a publication with half a century of tradition and quality. I recognize that I share a special path of those who have come before me, contributing to a long-standing publication in the field of academia.

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This blog has had over 1.6 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.


Readings for Writing Educational Research (EDER 603.23)

April 10, 2017

I have taught this course a dozen times now. Every semester, I find great new resources to share with students. Sometimes students share resources they have found during their learning journey, too. In this blog post, I collect, curate and share information about the required readings, along with some excellent supplementary resources to help you learn to improve your academic writing.

I offer a big shoutout of appreciation and acknowledgement to the students who have added resources to this list over the years.

Required Readings

  1. Belcher, W. L. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. SAGE Publications, Inc.
  2. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Online resources (Available at no cost. Also, see the course outline for resources specific to the University of Calgary)

  1. Basics of APA Style (Tutorial): http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
  2. Workbook to accompany Belcher’s text: http://www.wendybelcher.com/pages/WorkbookForms.htm

Recommended readings on writing for publication in research and professional journals

  1. Bednar, J. A. (n.d.). Tips for Academic Writing and Other Formal Writing.   Retrieved from http://homepages.inf.ed.ac.uk/jbednar/writingtips.html

  2.  Fisher, J. P., Jansen, J. A., Johnson, P. C., & Mikos, A. G. (n.d.). Guidelines for writing a research paper for publication. Retrieved from https://www.liebertpub.com/media/pdf/English-Research-Article-Writing-Guide.pdf

  3. Hartley. (2008). Academic writing and publishing: A practical handbook. Retrieved from http://inf.ucv.ro/~mirel/courses/MIAM114/docs/academicwriting.pdf

  4. Hess, D. R. (2004). How to write an effective discussion. Respiratory Care, 49(10), 1238-1241. Retrieved from http://site.ufvjm.edu.br/ppgodonto/wp-content/uploads/2012/04/Artigo_6-1.pdf

  5. Liumbruno, G. M., Velati, C., Pasqualetti, P., & Franchini, M. (2013). How to write a scientific manuscript for publication. Blood Transfusion, 11(2), 217-226. doi:10.2450/2012.0247-12

  6. Lowe, C., & Zemliansky, P. (Eds.). Writing spaces: Readings on writing (Vol. 1). West Lafayette, IN: Parlor Press. Retrieved from http://writingspaces.org/sites/default/files/writing-spaces-readings-on-writing-vol-1.pdf

  7. Pautasso, M. (2013). Ten simple rules for writing a literature review.   Retrieved from http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1003149

  8. Rocco, T. S., & Hatcher, T. (2011). The handbook of scholarly writing and publishing. San Francisco, CA: Jossey-Bass.

Recommended readings on how to give (and receive) peer review and peer feedback (and deal with rejection)

  1. Durso, T. (1997). Editors’ advice to rejected authors: Just try, try again. The Scientist. Retrieved from http://www.the-scientist.com/?articles.view/articleNo/18603/title/Editors–Advice-To-Rejected-Authors–Just-Try–Try-Again/
  2. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Retrieved from http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf doi:10.3102/003465430298487
  3. Seals, D. R., & Tanaka, H. (2000). Manuscript peer review: a helpful checklist for students and novice referees. Advances in physiology education, 23(1), 52-58.
  4. Shashok, K. (2008). Content and communication: How can peer review provide helpful feedback about the writing? BMC Medical Research Methodology, 8(1), 3. doi:10.1186/1471-2288-8-3.

Recommended supplementary readings on how to get published

  1. Belcher, W. L. (2009). Reflections on ten years of teaching writing for publication to graduate students and junior faculty. Journal of scholarly publishing, 40(2), 184-200. doi:10.3138/jsp.40.2.184
  2. Lovejoy, T. I., Revenson, T. A., & France, C. R. (2011). Reviewing Manuscripts for Peer-Review Journals: A Primer for Novice and Seasoned Reviewers. Annals of Behavioral Medicine, 42(1), 1-13. doi:10.1007/s12160-011-9269-x

  3. McGrail, M. R., Rickard, C., & Jones, R. (2006). Publish or perish: a systematic review of interventions to increase academic publication rates. Higher Education Research and Development.
  4. Parsons, J. (2016). How to write an article for The Canadian Journal for Teacher Research (CJTR) from your graduate work? The Canadian Journal for Teacher Research. Retrieved from http://www.teacherresearch.ca/blog/article/2016/02/01/292-how-to-write-an-article-for-the-canadian-journal-for-teacher-research-cjtr-from-your-graduate-work
  5. Pearce II, J. A. (2012). Revising manuscripts for premier entrepreneurship journals. Entrepreneurship Theory and Practice, 36(2), 193-203. doi:10.1111/j.1540-6520.2012.00502.x

  6. Zwaaf, E. (2013). 8 Reasons I accepted your article. Elsevier. Retrieved from https://www.elsevier.com/connect/8-reasons-i-accepted-your-article

A note to other professors and educators: I am happy for you to share this list with your own students. Instead of copying and pasting this blog post into your own course outline (because that would be plagiarism), please put a link to this blog post in your syllabus.

Related posts:

How to provide peer review feedback http://wp.me/pNAh3-1qH

How writers can learn to accept criticism http://wp.me/pNAh3-1oA

What’s the difference between a citation and a reference? http://wp.me/pNAh3-1F9

Why APA formatting matters http://wp.me/pNAh3-1Hc

12 Phrases to Avoid in Your Academic Research Papers http://wp.me/pNAh3-1JX

How many sources do you need in a literature review?  http://wp.me/pNAh3-1Hu

What’s the difference between a manuscript and an article? http://wp.me/pNAh3-1SV

Why “as cited in” should be avoided in academic writing  http://wp.me/pNAh3-1BH

10 Great writing resources for grad students – http://wp.me/pNAh3-1Bc

How to create a research paper outline: 5 great resources http://wp.me/pNAh3-1y6

Template for a 10-page graduate research paper in social sciences http://wp.me/pNAh3-1s2

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Share this post: Readings for Writing Educational Research (EDER 603.23) http://wp.me/pNAh3-1OJ

This blog has had over 1.6 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.


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