Browsing by Author "Fleming, Colleen"

Now showing 1 - 2 of 2
  • Thumbnail Image
    ItemOpen Access
    Equity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and Praxis
    (2023-10-12) Eaton, Sarah Elaine; Moya, Beatriz; Dahal, Bibek; Judge-Stasiak, Angela; Fleming, Colleen
    In this session we provide international perspectives on equity, diversity, inclusion, accessibility and decolonization of academic and research integrity. Academic integrity has long been viewed as a matter of student conduct, whereas research integrity has been focused on research and academic staff. In this session, we take a more holistic, multi-stakeholder transdisciplinary view in which students, educators, leaders, and staff all have a role to play in upholding integrity. There is evidence from elsewhere (e.g., Australia, UK, US) to suggest that there is over-representation in misconduct reporting in universities, with people from Asia and Africa being among the most over-represented groups. Currently, there are no data available in Canada to our knowledge, a knowledge deficit that we problematize and explore. Evidence from elsewhere suggests that individuals from particular equity deserving groups may be hypersurveilled (i.e., persons of colour, those who speak English as an Additional Language and those with disabilities). We challenge assumptions made about international students with regards to academic cheating that are not supported by empirical research. We trouble the ways in which students are treated as a homogeneous group, both in terms of academic development, as well as in misconduct case investigation and processing. Further, we explore possible connections between the neoliberal university system in Canada that prioritizes international students (and the extra tuition they pay) with inadequate resources to support their academic success. This lack of support regarding academic and research integrity may contribute to some students being unjustly (hyper)surveilled and reported for misconduct compared to domestic students, particularly those from culturally and linguistically dominant groups. Moreover, efforts to properly embrace complementary perspectives on academic integrity are sometimes absent or recently emerging in higher education institutions, which might complicate chances to involve the educational communities’ stakeholders in ways that lead to more dialogue and understanding to adequately address the needs of increasingly diverse communities in Canadian Post Secondary Education. This is a collaborative presentation showcasing the research of doctoral students and senior researcher whose scholarship focuses on ethics and equity in higher education.
  • Thumbnail Image
    ItemOpen Access
    Investigating Academic Misconduct Cases in K-12: Promoting the Systems Approach with an Equity, Diversity, Inclusion, and Accessibility (EDIA) Lens
    (2024-03-08) Fleming, Colleen; Moya, Beatriz Antonieta
    The field of academic integrity is currently expanding to attend to issues of equity, diversity, inclusion, and accessibility (EDIA). However, guidance suitable for K-12 educators in this intersection is still emerging. Positioned as educators with experience in K-12 educational contexts and current academic integrity student researchers and practitioners, we aim to provide this workshop’s participants with a discussion of frameworks informed by an EDIA lens and aligned with the systems approach to academic integrity to guide decision-making in situations involving complex academic misconduct cases.