Browsing by Author "Turner, Kristal Louise"

Now showing 1 - 5 of 5
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    Academic integrity and mental well-being: Exploring an unexplored relationship
    (2021-06-23) Pethrick, Helen; Eaton, Sarah Elaine; Turner, Kristal Louise
    The 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.
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    Diversity and equity considerations in academic integrity
    (2021-03-24) Adams, Jennifer D.; Turner, Kristal Louise; Eaton, Sarah Elaine
    Academic integrity has been a long-standing issue in postsecondary education that has been heightened by the COVID-19 pandemic and rapid move to virtual learning. While there is research on academic integrity and related administrative policies, one area that has not been thoroughly explored is the relationship between diversity and equity and academic integrity—in other words, which students are most likely to be reported and receive harsher penalties. In this presentation, we will discuss existing research on diversity and equity and academic integrity. We will also facilitate a discussion aimed at articulating academic integrity considerations and generating working frameworks for proactive and equitable approaches to student learning and success for in participants’ own contexts.
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    The experience of BIPOC students in STEM programs at a Western Canadian university
    (2021-06-01) Turner, Kristal Louise
    It’s understood that diverse scholars bring new ideas and novelty to STEM, but those ideas are not as accepted as the ideas of white male-scholars. Keeping Black, Indigenous, and People of Colour (BIPOC) students in their programs and on the path to success is important and race-based research in academic integrity needs to be done in Canada, as current data is insufficient to study the relationship between race and education, This paper will discuss the experiences of BIPOC students in comparison to white peers, and how the Canadian BIPOC student experience compares to data from other countries
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    Exploring academic integrity and mental health during COVID-19: Rapid review
    (International Hellenic University : Journal of Contemporary Education Theory & Research, 2020-11-08) Eaton, Sarah Elaine; Turner, Kristal Louise
    Purpose: The goal of this study was to understand the relationship between academic integrity and students’ mental health during the COVID-19 crisis. Methods: We employed a rapid review method to identify relevant data sources using our university library search tool, which offers access to 1026 individual databases. We searched for sources relating to the concepts of (a) COVID-19 crisis; (b) academic integrity; and (c) mental health. We delimited our search to sources published between 01 January and 15 May 2020. Results: Our search resulted in a preliminary data set of sources (N=60). Further screening resulted in a total nine (n=9) sources, which were reviewed in detail. Data showed an amplification of students’ anxiety and stress during the pandemic, especially for matters relating to academic integrity. E-proctoring of examinations emerged as point of particular concern, as there were early indications in the literature that such services have proliferated rapidly during the crisis, with little known about the possible impact of electronic remote proctoring on students’ well-being. Implications: Recommendations are made for further research to better understand the impact of e-proctoring of remote examinations on students’ mental health, as well as the connections between academic integrity and student well-being in general. Keywords: Academic integrity, mental health, rapid review, COVID-19, e-proctoring
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    Stories in Relation to Power and Privilege: The Experiences of Racialized Students in STEM Education at a Western Canadian University
    (2022-08-10) Turner, Kristal Louise; Adams, Jennifer Dawn; Eaton, Sarah Elaine; Steinberg, Shirley
    The experience of racialized students in university is an area that is not well understood in Canada, due to the lack of data on experience and concerns brought up by racialized students today. Postsecondary education is a time of transition and critical identity development, and identity can be a beneficial lens to understand racialized student experience in postsecondary education. The purpose of this research aims to bring attention to the experiences of racialized students in terms of the racism, lack of safety, profiling, and microaggressions they still face. The methodology used was qualitative, specifically ethnography. There were 132 survey respondents and 10 personal interviews conducted with STEM students in the undergraduate and graduate program who identified as racialized or a visible minority. In the analysis chapter, the survey and interview data are used to determine overarching themes that can then be used to improve the supports and experience of racialized students. Five themes were noted as common narratives during the data analysis: Representation/Recognition, Emotional Labour and Emotionality in Science, Safe Spaces, Geographical and Historical Identity, and Navigating University Norms. These themes are then used to offer some insights and interpretations that can be used to improve the experiences of racialized students.