Browsing by Author "Eaton, Sarah Elaine"
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Item Open Access 15 Strategies to Detect Contract Cheating(2020-09-25) Eaton, Sarah ElaineThis resource for educators offers concrete strategies to identify and detect contract cheating.Item Open Access 2019 International Day of Action Against Contract Cheating: Event Brief(2019-10-18) Eaton, Sarah Elaine; Chibry, NancyThis document documents the University of Calgary events to mark the 2019 International Day of Action Against Contract Cheating. It serves as an important historical reference of who was involved, as well as what activities were planned and delivered.Item Open Access 25 Strategies to Prevent Plagiarism(2020-09-25) Eaton, Sarah ElaineThis teaching resource offers educators practical strategies for preventing plagiarism.Item Open Access A Comprehensive Academic Integrity (CAI) Framework: An Overview(2023-04-11) Eaton, Sarah ElaineIn this brief overview, I introduce the Comprehensive Academic Integrity (CAI) framework. The CAI framework includes eight (8) overlapping and intertwined elements: (1) everyday ethics, (2) institutional ethics, (3) ethical leadership, (4) professional and collegial ethics; (5) instructional ethics, (6) student academic conduct, (7) research integrity and ethics, and (8) publication ethics. The central argument of this framework is that academic integrity must encompass, but extend beyond, notions of student conduct, and should be considered a foundation of all aspects of education. Keywords: academic integrity, student conduct, student affairs, research ethics, research integrity, publication ethics, instructional ethics, pedagogy, everyday ethics, experiential learning, definition, ethical decision-making, morals, values, virtues, leadership, equity, diversity, inclusion, accessibility, justice, decolonization, IndigenizationItem Open Access A Qualitative Case Study Exploring the Learning Experiences of Self-Directed Social Work Practicum Students(2024-05-23) Judge-Stasiak, Angela; Eaton, Sarah Elaine; Burns, Amy; Danyluk, PatriciaA qualitative case study methodology was implemented to explore the learning experiences of self-directed social work practicum students within real-world settings. Eight social work students and seven practicum supervisors were included in this study. The research objective focused on a comprehensive understanding of self-directed practicum learning, including the factors that influence, facilitate, and restrict these experiences. The study underscored how these experiences impact students as they acquire the knowledge and skills necessary for future social work practice. The research design, supported by a constructivist paradigm, draws from learning theories relevant to experiential and self-directed learning within social work education and incorporates insights from scholarship on the ethics of care, emphasizing the significance of compassionate and ethical considerations in social work education and practice. This study highlighted the crucial role of reflection in the learning process and within the research itself. The research findings are relevant for field educators, social work students, and other allied professionals. Examining student and supervisor responses about supervised, self-directed social work practicum yielded insights that could inform and enhance educational practices embodying a compassionate, reflective, and self-directed approach to learning and professional development.Item Open Access A rapid scoping review on academic integrity and algorithmic writing technologies(2023-09-28) Moya, Beatriz Antonieta; Eaton, Sarah ElaineEnglish: New Artificial Intelligence (AI) advances challenge traditional practices in higher education institutions. To contribute to sustaining cultures of academic integrity, we developed a rapid scoping review on academic integrity and AI. This review follows the guidance of the updated Joanna Briggs Institute manual and the Preferred Reporting Items for Systematic reviews Meta-Analysis for Scoping Reviews (PRISMA-ScR). We investigated five databases, and the selection criteria include that they have been written in English and the involvement of different educational actors in initiatives around AI in the context of academic integrity from 2007 to November 2022. The 14 Selected studies present perspectives on the ethical implications of AI, the use of AI for cheating, its legitimate use, as well as a view from equity, diversity, and inclusion. Spanish: Los avances de la Inteligencia Artificial (IA) desafían las prácticas tradicionales en instituciones de educación superior. Para contribuir a la tarea de sustentar culturas de integridad académica, desarrollamos una revisión de alcance rápida sobre la integridad académica y la IA. Esta revisión sigue las indicaciones del manual actualizado del Instituto Joanna Briggs y del Preferred Reporting Items for Systematic reviews Meta-Analysis para revisiones de alcance (PRISMA-ScR). Investigamos cinco bases de datos y los criterios de selección incluyen el que hayan sido escritas en inglés y el involucramiento de distintos actores educativos en iniciativas en torno a la IA en el contexto de la integridad académica desde el año 2007 hasta noviembre de 2022. Los 14 estudios seleccionados presentan perspectivas sobre las implicancias éticas de la IA, el uso de la IA para la trampa, su uso legítimo, como también una mirada desde la equidad, la diversidad y la inclusión.Item Open Access A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education(2021-09-21) Hayden, K. Alix; Eaton, Sarah Elaine; Pethrick, Helen; Crossman, Katherine; Lenart, Bartlomiej A.; Penaluna, Lee-AnnText-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.Item Open Access Academic and Research Integrity in Nepal: A Comprehensive Policy Analysis(2023-03-21) Dahal, Bibek; Eaton, Sarah ElaineIn this referred conference presentation, we present an overview of the research design for our analysis of academic and research integrity policy in Nepal.Item Open Access Academic Integrity and Research Ethics as Transdisciplinary Fields of Research(2022-05-06) Eaton, Sarah ElaineAcademic integrity and research ethics are not only areas of administrative and professional practice, but they are also research areas. In this session I explore the various facets of academic integrity and research ethics as areas of transdisciplinary scholarship including the historical development of the field; the plurality of methodological approaches used; and the diversity of theoretical and conceptual foundations that underpin the research. I explore threats to the development of the field such scholarship being dismissed or discounted by peers from different disciplinary backgrounds; and increased tensions when trying to navigate peer review. I conclude with a call to action for increased tolerance of methodological, theoretical, and axiological diversity and for cultivating deeper appreciation for research designs and approaches that differ from one’s own disciplinary training.Item Open Access Academic integrity and mental well-being: Exploring an unexplored relationship(2021-06-23) Pethrick, Helen; Eaton, Sarah Elaine; Turner, Kristal LouiseThe rapid and accelerated shift to online learning during the COVID-19 pandemic has heightened parallel conversations about student well-being and academic integrity in higher education. On one hand, post-secondary students have been under increased pressure to succeed in stressful learning and societal environments. On the other hand, reports of student academic misconduct have increased throughout the COVID-19 pandemic. There is an urgent need to consider the intersecting relationship between mental well-being and academic integrity to foster supportive, learner-focused, and caring higher education environments. In this session, we will open a conversation about this widely unexplored relationship. We will present the findings of a rapid review wherein we investigated how the academic integrity literature had taken up mental wellbeing. We will address ways that student well-being should be considering in academic integrity research and practice, such as the need to care for student well-being during academic misconduct incidents. Participants will leave this session with lessons that will be applicable during the ongoing COVID-19 pandemic and beyond.Item Open Access Academic Integrity as a Transdisciplinary Field of Research, Policy, and Practice(Deakin University, 2022-10-12) Eaton, Sarah ElaineKeynote address presented at the Centre for Research on Assessment and Digital Learning (CRADLE) 2022 Symposium "Challenging Cheating". This keynote addresses how and why academic integrity research is a transdisciplinary field of scholarship. This includes a discussion of various methodological and theoretical approaches used in academic integrity research, as well as examples of current research projects that are transdisciplinary in nature. The idea of academic misconduct as a "wicked problem" is discussed.Item Open Access Academic Integrity During COVID-19: Reflections From the University of Calgary(Commonwealth Council for Educational Administration and Management, 2020-07-12) Eaton, Sarah ElaineIn this paper I document and reflect on our institutional response to the coronavirus crisis from an academic integrity perspective. I contemplate how the rapid transition to remote learning impacted academic misconduct, including how assessment of student learning played a role. I explore the proliferation of commercial file-sharing and contract cheating companies during the pandemic, situating Canada within broader global contexts. Finally, I consider how to address concerns around academic integrity as remote and online delivery continue into the fall 2020 semester and beyond.Item Open Access Academic Integrity in Canada: An Annotated Bibliography(2019-04-02) Eaton, Sarah Elaine; Crossman, Katie; Edino, RachaelPurpose: This report documents research and related materials related to academic integrity in Canada to inform and guide future work in the field. It provides an overview of the literature up to and including 2017 relating to academic integrity in Canada. Methods: Two research questions guided this literature review: 1. What scholarly, research, and professional literature showcases Canadian scholarship relating to academic integrity? 2. What major themes emerge from scholarly and research literature about academic integrity in the Canadian context? To this end, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: Our review and search of the literature resulted in 68 sources, which we organized into 7 categories: (a) Attitudes, behaviours, and perceptions; (b) Academic integrity in professional programs; (c) Understanding and supporting international students; (d) Pedagogical implications: Instruction and prevention; (e) Focus on technology; (f) Institutional considerations: Policy, law and case management, and (g) Methodological considerations: Plagiarism research. We found that academic dishonesty in Canada, as in other countries, 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: Academic integrity research in Canada has been slow to develop, but is now experiencing significant growth. As more stakeholders become aware of the scope and complexities of academic integrity, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 72 References Keywords: Academic integrity, academic dishonesty, academic misconduct, plagiarism, cheating, CanadaItem Open Access Academic Integrity in Canada: Edited Book - Project Launch Meeting(2020-02-14) Eaton, Sarah Elaine; Christensen Hughes, JuliaThis slide presentation details the project launch of "Academic Integrity in Canada" (Eaton & Christensen Hughes, eds.). The project launch was held virtually in February 2020 to introduce contributors to the project, situate the volume within the extant literature, outline expectations for contributors and set timelines. This slide deck serves as a digital artefact to document the launch of the projectItem Open Access Academic Integrity in Canadian Higher Education: The Impact of COVID-19 and a Call to Action(2021-06-01) Eaton, Sarah ElaineUniversities around the world are reporting increases in academic misconduct during COVID-19. Canada is no exception. Third-party commercial enterprises offering academic file-sharing and unethical assistance disguised as “homework help” or “tutoring” have proliferated during the pandemic. These businesses comprise the global contract cheating industry, valued at $15 Billion USD. Eaton offers evidence-based insights into how the industry operates and concludes with a call to action for Canadian universities to take action against essay mills, assignment completion services, thesis-writing services and other forms of illicit academic outsourcing. Keywords: Academic integrity, academic misconduct, contract cheating, higher education, CanadaItem Open Access Academic Integrity in the Age of Artificial Intelligence(2023-05-29) Eaton, Sarah Elaine2023 Open Technology in Education, Society, and Scholarship Association (OTESSA) Annual Conference How worried do we need to be that students are going to cheat more because of artificial intelligence? Does writing generated by an artificial intelligence (AI) writing app constitute plagiarism? How can artificial intelligence be used ethically for teaching, learning, and assessment? Will a robot take my job? These questions have dominated teaching and learning circles and social media since late 2022 when ChatGPT emerged. In this keynote, Sarah Elaine Eaton provides insights into how AI tools are impacting higher education She will share insights from recent research project at the University of Calgary that explores the question: What are the ethical implications of artificial intelligence technologies for teaching, learning, and assessment? Cite as: Eaton, S. E. (2023, May 29). Academic Integrity in the Age of Artificial Intelligence. Keynote address for the 2023 Open Technology in Education, Society, and Scholarship Association (OTESSA) Annual Conference, York University, Toronto, ON.Item Open Access Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address](2024-03-07) Eaton, Sarah Elaine; Stoesz, Brenda M.; McKenzie, AmandaKeynote address for ICAI Canada 2024. In this presentation the authors present highlights from the collaborative book chapter with the same title. The authors showcase the development of academic integrity leadership in Canada is examined through the lenses of asset-based community development and strengths-based leadership. Examples are provided from international, national, and regional perspectives that highlight how the work of promoting academic integrity can be undertaken successfully in a geographically large country with a decentralized system of higher education. A core argument of this chapter is that a strengths-based approach to academic integrity community development and leadership can be effective in situations where top-down support (e.g., federal ministry of education or a national quality assurance body) is lacking. Cite as: Eaton, S. E., Stoesz, B. M., & McKenzie, A. (2024, March 7). Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address] International Centre for Academic Integrity (ICAI) Annual Conference 2024: ICAI Canada Day, Calgary, Canada.Item Open Access Academic Integrity Lessons: Practical Ideas for Teaching, Learning, and Assessment(University of Calgary, 2023-10-12) Eaton, Sarah Elaine; Kumar, RahulPurpose: The purpose of this Open Educational Resource (OER) is to offer comprehensive lesson plans that focus on instilling skills and values related to academic integrity. The intended audience for this work is educators at elementary, secondary, and higher education levels. Methods: Contributors were invited to contribute lesson plans with a positive orientation to academic integrity, focusing on building skills and competencies, rather than focusing on consequences for committing academic misconduct. To maintain consistency and clarity, every lesson plan adheres to a standardized format. This format helps identify whether the target audience is elementary and secondary, higher education, or a combination of multiple educational levels. All lesson plans underwent open peer review by the editors and some included additional review by contributors to this edited collection. Results: This OER contains twenty-four (24) open-access lesson plans contributed by authors across four countries: Canada, the UK, Finland, and Qatar. There are five lessons specific to elementary or secondary levels, 13 for use in higher education, and another five which can be used or adapted at elementary, secondary or higher education levels. Implications: This work is licensed under a Creative Commons Attribution-NonComercial-ShareAlike 4.0 International License. This work may not be sold or used commercially. This work is freely and publicly available, downloadable, printable, and shareable. The editors and contributors have volunteered their knowledge, expertise, and time to contribute to this work. Language: English Additional Materials: Each lesson plan incorporates its respective references for further clarity and for citation purposes.Item Open Access Academic integrity policy analysis of Alberta and Manitoba colleges(2023-06-01) Eaton, Sarah Elaine; Vogt, Lisa; Seeland, Josh; Stoesz, Brenda M.Dealing with matters related to academic integrity and academic misconduct can be challenging in higher education. As a result, students, educators, administrators, and other higher education professionals look to policy and procedures to help guide them through these complex situations. Policies are often representative of an institution’s culture of academic integrity. For these and other reasons it is therefore important that policies and procedures are reviewed regularly and updated to ensure that they align with current educational expectations and societal context. In this presentation, we share the results from our policy analysis of 16 colleges in the Canadian western provinces of Alberta and Manitoba. Data extraction and analyses were performed using a tool developed based on Bretag et al.’s five core elements of exemplary academic integrity policy. Our results showed inconsistencies in college polices in terms of the intended audience for the documents (e.g., students, faculty, administrators), varying levels of detail, inconsistent definitions, or categories of misconduct (e.g., plagiarism, cheating) and little mention of contract cheating. We compare the results of this study with previous academic integrity policy research in Canada for colleges in Ontario (Stoesz et al., 2019), as well as universities (Miron et al., 2021; Stoesz and Eaton, 2020). We also discuss the recent increase in the use of artificial intelligence tools such as ChatGPT and GPT-3 and what this could mean in the context of academic integrity policy. We conclude with recommendations for policy reform in the Canadian college context. Our findings may be useful to those working in community colleges and polytechnics. This project is part of a larger project on academic integrity policy in Canada (https://osf.io/n9kwt/ ) Cite as: Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023). Academic integrity policy analysis of Alberta and Manitoba colleges. Canadian Symposium on Academic Integrity (CSAI), Univeristy of Manitoba, Winnipeg, MB.Item Open Access Academic Integrity Policy Development and Revision: A Canadian Perspective(2020-12-30) Eaton, Sarah ElaineThis guest lecture was presented to YİDE6051 - Academic Integrity Policies, PhD course, taught by: Dr. Salim Razi, Çanakkale Onsekiz Mart University, Turkey. Purpose: The goals of this project are: (1) Identify existing components of academic integrity policies and procedures related to contract cheating; (2) identify gaps in existing academic integrity policies and procedures related to contract cheating; (3) evaluate the policies and procedures against existing standards for post-secondary education policy; (4) compare supports available for undergraduate students and graduate students; and (5) develop and communicate recommendations for policy reform. The research question that informs this study is: How do post-secondary institutions in Canada address contract cheating in their academic integrity policies and related documents? Methods: We used a qualitative policy analysis, using Bretag et al.’s (2011) five core elements (access, approach, responsibility, detail, and support) of exemplary academic integrity policy as a framework for analysis. Policy documents were collected through public websites of publicly-funded colleges and universities in Canada (n=67). Results: Policies from post-secondary institutions in five Canadian provinces (British Columbia, Alberta, Saskatchewan, Manitoba, and Ontario) have been analyzed thus far. These include publicly-funded colleges (n=22) (Ontario) and universities (n=45). Results showed that policies lacked consistency and fewer than 5% (n=3) used the term “contract cheating” explicitly. None of the policies could be considered exemplary according to the Bretag et al. (2011) framework. Implications: There is a need for Canadian higher education institutions to improve their academic integrity policies to address contract cheating more explicitly and also to focus on providing more educational supports to students to learn how to uphold academic integrity at their respective institutions.