Werklund School of Education

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https://prism.ucalgary.ca/handle/1880/100120

The work of the Werklund School of Education is learning. Research is an engaging way of learning what is not already yet known, or probing what is already known but in new ways. Within the Werklund School of Education, the research conducted by our professors and students is incredibly diverse.

Werklund School of Education

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Browsing Werklund School of Education by Author "Anselmo, Lorelei"

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    Making evidence informed decisions about formative written feedback
    (Werklund School of Education, University of Calgary, 2017-05) Anselmo, Lorelei; Eaton, Sarah E.
    This paper presents preliminary findings from qualitative research with international post-secondary English language learners (ELLs) studying in Canada. Initial results indicate that formative written feedback that invites the learner to reflect and act can help improve academic writing skills. Three key characteristics of reflective and actionable feedback are that is must be clear, goal- oriented, and reflective of the learners’ preferences. These findings are then discussed within a classroom context.
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    Mobilizing Open Educational Practices in Higher Education: A Plenary Discussion
    (2022-10-26) Wright, Alysia; Brown, Barbara; Roberts, Verena; Hurrell, Christie; Anselmo, Lorelei
    The need for accessible, inclusive, and dynamic learning materials has become increasingly important for students and educators engaged in various modes of distance learning. In this plenary, four post-secondary educators from multiple disciplines discuss the Open Pedagogy Talks, a series of lightning talks focusing on open educational practices, pedagogy, and resources. The purpose of these talks was to create an accessible, virtual space for educators and students to engage in conversations about open educational practices (OEPs) and bring more awareness to opportunities to mobilize OEPs in diverse educational contexts. Using the Talks as a case study, panelists will share their strategies for mobilizing OEPS in different settings, learning contexts, and partnerships. Specifically, they focus on the importance of educator/student partnerships in advancing the use of OEPs in higher education to impact student learning by highlighting strategies for supporting these partnerships in OEP activities and initiatives. As a multi-institutional partnership, the Open Pedagogy Talks were designed to embrace the complexity and opportunity that OEPs bring to distance and in-person education. To mobilize OEPs in higher education, it is imperative that educators and students collaborate on initiatives that make OEPs more visible, accessible, and recognizable in diverse contexts. These interrelated considerations form a cyclical framework that can be taken up by staff, students, faculty, and other advocates and adapted for diverse contexts and needs. The panelists will discuss how they employed this model when they contributed to the development of the Open Pedagogy Talks, the lessons that they learned throughout the process, and strategies for increasing collaborations between students and educators in various settings.
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    Plagiarism in Engineering Programs: An Annotated Bibliography
    (2021-01-08) Eaton, Sarah Elaine; Crossman, Katherine; Anselmo, Lorelei
    Purpose: This report documents research and related materials concerning plagiarism in STEM and engineering programs to inform and guide future work in the field. It provides an overview of the literature up to and including 2019 related to plagiarism in STEM and engineering programs. Methods: Two research questions guided this literature review: 1. What scholarly, research, and professional literature explores and examines plagiarism in STEM and engineering programs? 2. What major themes emerge from scholarly and research literature about plagiarism in engineering? To this end, a methodical research of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: Our review and search of the literature resulted in 31 sources, which we organized into 7 categories: (a) Background: AI in engineering; (b) student perceptions and attitudes; (c) faculty perceptions and attitudes; (d) cheating and collusion; (e) text-matching software and plagiarism detection; (f) international students and (g) interventions and reparations. We found that plagiarism in STEM and engineering, as in other fields, is widespread among students and faculty, while policies and their implementation are often inconsistent. Calls for clearer guidelines and greater support for students and faculty resound as a consistent theme in the literature. Implications: Plagiarism in STEM and engineering research has been slow to develop, but is a continuing field of growth. As more stakeholders become aware of the scope and complexities of plagiarism, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 36 References Keywords: Academic integrity, academic dishonesty, academic misconduct, plagiarism, cheating, engineering