Browsing Werklund School of Education by Subject "academic cheating"
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- ItemOpen AccessAcademic 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.
- ItemOpen AccessPlagiarism in Engineering Programs: An Annotated Bibliography(2021-01-08) Eaton, Sarah Elaine; Crossman, Katherine; Anselmo, LoreleiPurpose: This report documents research and related materials concerning plagiarism in STEM and engineering programs to inform and guide future work in the field. It provides an overview of the literature up to and including 2019 related to plagiarism in STEM and engineering programs. Methods: Two research questions guided this literature review: 1. What scholarly, research, and professional literature explores and examines plagiarism in STEM and engineering programs? 2. What major themes emerge from scholarly and research literature about plagiarism in engineering? To this end, a methodical research of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: Our review and search of the literature resulted in 31 sources, which we organized into 7 categories: (a) Background: AI in engineering; (b) student perceptions and attitudes; (c) faculty perceptions and attitudes; (d) cheating and collusion; (e) text-matching software and plagiarism detection; (f) international students and (g) interventions and reparations. We found that plagiarism in STEM and engineering, as in other fields, 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: Plagiarism in STEM and engineering research has been slow to develop, but is a continuing field of growth. As more stakeholders become aware of the scope and complexities of plagiarism, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 36 References Keywords: Academic integrity, academic dishonesty, academic misconduct, plagiarism, cheating, engineering