Browsing by Author "Moya, Beatriz"

Now showing 1 - 5 of 5
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    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.
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    Foundational Literacies & Academic Integrity Skills: Ideas for Supporting Students in an Artificial Intelligence Era
    (2023-04-04) Morrow, Leeanne; Moya, Beatriz
    The emergence of algorithmic writing technologies capable of producing text from scratch or with little input has disrupted the post-secondary education context and become an invitation for educators to rethink their teaching, learning, and assessment practices. In this webinar, we will invite participants to discuss some limitations and capabilities of these new tools, their potential implications for academic integrity, and explore some recommendations to develop students’ foundational literacies and academic integrity skills in ways that could prevent potential threats to academic integrity. Participants will also have opportunities to share their questions, insights, and recommendations.
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    STRIVE: Emerging Considerations When Designing Assessments for Artificial Intelligence Use
    (University of Calgary, 2024-02-22) Anselmo, Lorelei; Eaton, Sarah Elaine; Jivani, Raisa; Moya, Beatriz; Wright, Alysia
    This resource is for academic staff, post-doctoral scholars, and graduate assistants teaching (TAs) to learn more about how best to design and/or modify course assessments that permit students’ use of generative artificial intelligence (GAI) to complete their assignments in academic courses. This document is a starting point for discussions and reflections to foster a deeper understanding of emerging considerations inherent in AI-based course assessments. These emerging considerations may serve as a roadmap to promote ethical, responsible, and beneficial use of generative artificial intelligence applications in course assessment practices. This document may strengthen understanding and engagement with the ethical dimensions of GAI assessments, promoting fairness and transparency in students’ educational experiences.
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    Students as Partners (SaP) in Academic Integrity (AI): Creating conditions for an AI SaP Learning Enviroment
    (2023-03-01) Moya, Beatriz
    This presentation explores the systems approach and the scholarship of teaching and learning to provide frameworks to offer perspectives on how institutions could better support environments where students become partners in academic integrity work and development. Building from the literature and experiences as a student partner in academic integrity work, I provide some recommendations for practice.
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    Understanding the Impact of Artificial Intelligence on Higher Education
    (2023-06-08) Eaton, Sarah Elaine; Dawson, Phillip; McDermott, Brenda; Brennan, Robert; Wiens, Jason; Moya, Beatriz; Dahal, Bibek; Milne, Nick; Miller, Allyson; Mindzak, Michael; Kumar, Rahul; Hamilton, Melanie
    This one-day public conference included transdisciplinary research presentations on various topics related to artificial intelligence in higher education including, but not limited to, pedagogy, assessment, ethics, artificial intelligence, ChatGPT, large language models, bias, equity, diversity, inclusion Sponsors include: Social Sciences and Humanities Research Council (SSHRC) (Grant #: 611-2022-0398) Social Sciences and Humanities Research Council of Canada (SSHRC) University of Calgary International Research Partnership Workshop Grant University of Calgary Teaching and Learning Grant Werklund School of Education, University of Calgary Deakin University Brock University Toronto Metropolitan University University of Saskatchewan