Werklund School of Education Research & Publications

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    Academic integrity policy analysis of Alberta and Manitoba colleges
    (2023-06-01) Eaton, Sarah Elaine; Vogt, Lisa; Seeland, Josh; Stoesz, Brenda M.
    Dealing with matters related to academic integrity and academic misconduct can be challenging in higher education. As a result, students, educators, administrators, and other higher education professionals look to policy and procedures to help guide them through these complex situations. Policies are often representative of an institution’s culture of academic integrity. For these and other reasons it is therefore important that policies and procedures are reviewed regularly and updated to ensure that they align with current educational expectations and societal context. In this presentation, we share the results from our policy analysis of 16 colleges in the Canadian western provinces of Alberta and Manitoba. Data extraction and analyses were performed using a tool developed based on Bretag et al.’s five core elements of exemplary academic integrity policy. Our results showed inconsistencies in college polices in terms of the intended audience for the documents (e.g., students, faculty, administrators), varying levels of detail, inconsistent definitions, or categories of misconduct (e.g., plagiarism, cheating) and little mention of contract cheating. We compare the results of this study with previous academic integrity policy research in Canada for colleges in Ontario (Stoesz et al., 2019), as well as universities (Miron et al., 2021; Stoesz and Eaton, 2020). We also discuss the recent increase in the use of artificial intelligence tools such as ChatGPT and GPT-3 and what this could mean in the context of academic integrity policy. We conclude with recommendations for policy reform in the Canadian college context. Our findings may be useful to those working in community colleges and polytechnics. This project is part of a larger project on academic integrity policy in Canada (https://osf.io/n9kwt/ ) Cite as: Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023). Academic integrity policy analysis of Alberta and Manitoba colleges. Canadian Symposium on Academic Integrity (CSAI), Univeristy of Manitoba, Winnipeg, MB.
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    Academic Integrity in the Age of Artificial Intelligence
    (2023-05-29) Eaton, Sarah Elaine
    2023 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.
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    Inteligencia artificial e integridad académica: Explorando las implicancias éticas de las herramientas de escritura algorítmicas
    (2023-05-09) Eaton, Sarah Elaine; Moya, Beatriz Antonieta
    Esta presentación se orienta a compartir con la comunidad hispanoparlante algunos aspectos claves relativos al proyecto liderado por la Dra. Sarah Elaine Eaton de la Universidad de Calgary llamado “Inteligencia artificial e integridad académica: Explorando las implicancias éticas de las herramientas de escritura algorítmicas”. Los participantes de esta presentación conocerán cómo se gestó el proyecto, quienes integran el equipo de investigadores, cuáles son los principales objetivos del proceso de investigación y los resultados esperados del proyecto. Además, se darán a conocer los avances del proyecto, con foco en los resultados de los productos de investigación desarrollados hasta la fecha, los fondos adjudicados y las actividades de movilización de conocimiento desarrolladas por los miembros del equipo de investigación. Al cierre, compartiremos además nuestras visiones y recomendaciones para el futuro en torno al uso ético de las herramientas de inteligencia artificial en el ámbito educativo.
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    Open Educational Practices (OEP) for Research Skill Development in an Online Graduate Program
    (2023-04-05) Roberts, Verena; Brown, Barbara; Jacobsen, Michele; Hurrell, Christie; Neutzling, Nicole; Travers-Hayward, Mia
    In this presentation, we will describe results from a design-based study showing how graduate students enrolled in a course-based Master’s program developed research based skills as a result of participating and engaging in a program designed and delivered using open educational practices (OEP). The program was designed to reflect the principles of OEP, which were understood as “collaborative and pedagogical practices that involve the creation, use, and reuse of OER as well as participatory technologies and social networks to interact, learn, create knowledge, and empower learners” (Cronin, 2017). Willison and O’Regan’s (2006/2019) six facets for research skill development were used as a framework to align the desired skills for graduate students with the assignments in the program. The program was designed to support each learner to be an active agent who builds knowledge within the learning process rather than a passive recipient of knowledge. Some argue that when people recognize that open knowledge can be enriched by individual academic experience, they will feel more motivated to know and participate not just as an audience member but as a protagonist (Jordan et al., 2017). As protagonists of their learning, graduate students can become producers instead of consumers of knowledge (Schwartz & Fischer, 2003). In addition, Scardamalia and Bereiter’s (2010) knowledge building in community helps to describe the connections between social interactions, access to resources (content and people), and the participatory and collaborative learning opportunities that develop research skills with OEP. The following research question guided the study: How do open educational practices support the conditions for student learning of research-based skills? Interview and survey data gathered from participants (n = 13) provided evidence that the use of OEP created the conditions for graduate students’ research-based skill development. These students demonstrated how they developed research skills through layered assignments and multiple rounds of peer review, edits, and revisions of their work. Students also engaged in self-reflection and idea-sharing using collaborative online spaces and social media. We identified three key conditions that supported students with their learning, development, and continual improvement of research-based skills: (a) design of layered assignments, (b) formative feedback, and (c) peer learning. Each condition encouraged graduate students to become co-designers of their learning as they developed research skills; this meant having the agency to pursue a topic of personal and professional interest, seek feedback and insights from within and outside the boundaries of their course, and develop an appreciation for the social process of knowledge-building alongside their peers. Students were asked to focus less on content and learning via knowledge borrowing, and more on learning in collaboration with peers, course instructors, and external experts through knowledge building (Schwartz & Fischer, 2003). Using examples from the research study, this presentation will inform participants about how to create high quality, online learning experiences and design conditions that support graduate students in research skill development in post-secondary programs using OEP.
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    A Comprehensive Academic Integrity (CAI) Framework: An Overview
    (2023-04-11) Eaton, Sarah Elaine
    In this brief overview, I introduce the Comprehensive Academic Integrity (CAI) framework. The CAI framework includes eight (8) overlapping and intertwined elements: (1) everyday ethics, (2) institutional ethics, (3) ethical leadership, (4) professional and collegial ethics; (5) instructional ethics, (6) student academic conduct, (7) research integrity and ethics, and (8) publication ethics. The central argument of this framework is that academic integrity must encompass, but extend beyond, notions of student conduct, and should be considered a foundation of all aspects of education. Keywords: academic integrity, student conduct, student affairs, research ethics, research integrity, publication ethics, instructional ethics, pedagogy, everyday ethics, experiential learning, definition, ethical decision-making, morals, values, virtues, leadership, equity, diversity, inclusion, accessibility, justice, decolonization, Indigenization