Browsing by Author "Rothschuh, Stefan"

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    Investigating Academic Integrity in the Werklund School of Education: Process, Policy and Perceptions - Final Report (Poster)
    (2018-02-18) Eaton, Sarah Elaine; Fernández Conde, Cristina; Rothschuh, Stefan; Guglielmin, Melanie; Otoo, Benedict Kojo; Wilson, Jennifer (Jenny); Burns, Ian
    This poster serves as the final report for the project, "Investigating Academic Integrity in the Werklund School of Education: Process, Policy and Perceptions" funded by the Werklund School of Education. This project was approved by the Conjoint Faculties Research Ethics Board (CFREB) - Certificate: REB16-1828 Academic dishonesty continues to present a major problem in higher education (Altbach, 2015; Colella-Sandercock & Alahmadi, 2015; Leonard, Schwieder, Buhler, Beaubien Bennett & Royster, 2015). Using a qualitative research design, this project investigated how instructors, teaching assistants (TA’s) and administrators perceive and act upon cases of plagiarism or in the Werklund School of Education (WSE), University of Calgary. Further details on the overall project can be found on the Open Science Framework: DOI: 10.17605/OSF.IO/95Q6R
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    Understanding Faculty Perceptions and Approaches to Academic Integrity in a Canadian School of Education
    (University of Calgary, 2018-03-02) Eaton, Sarah Elaine; Rothschuh, Stefan; Fernández Conde, Cristina; Guglielmin, Melanie; Otoo, Benedict Kojo; Wilson, Jenny; Burns, Ian
    Schools of education are in a unique position to foster a culture of academic integrity among pre-service teachers who will go on to careers as K-12 educators. This presentation presents the results of a year-long mixed methods study to understand the perceptions and approaches to academic integrity taken by academic staff in a Canadian school of education. Participants (N = 38) included tenured, tenure-track and contract faculty at a variety of ranks and positions. Findings revealed that faculty had different perceptions on how cases of academic misconduct should be addressed, but had little awareness of how to prepare pre-service teachers as future mentors when it comes to cultivating academic integrity among their own future K-12 students.