Academic Integrity Inclusivity and Accessibility Study: Research Project Brief

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dc.contributor.authorFerguson, Corrine D.
dc.contributor.authorToye, Margaret A.
dc.contributor.authorFiddler, Jaime
dc.contributor.authorFiebig, Lindsey
dc.contributor.authorMorris, Janalee
dc.contributor.authorPerry, Miriam
dc.contributor.authorRousseau, Jennefer
dc.date.accessioned2024-06-03T19:04:48Z
dc.date.available2024-06-03T19:04:48Z
dc.date.issued2024-06-03
dc.description.abstractPurpose: The main goal of this project is to assess the academic integrity, policy, procedure, and supports at one community college using multiple frameworks of equity, diversity, and inclusion (EDI), including principles of Universal Design for Learning (UDL), decolonization and Indigenization, and stress and mental health. Methods: A mixed methods approach to collect both qualitative and quantitative data is used to answer the research question. Academic integrity policy and procedure documents are qualitatively analyzed using current exemplar principles (Bretag et al., 2011b) and a tool created by the research team that assesses inclusivity, accessibility, decolonization, and mental health. Experiences of key stakeholders in the academic integrity process are collected using survey, focus group, and interview methods. It is our direct intention to empower academic integrity stakeholders through their voices, experiences, and their participation to drive change and to engage in community building. Data sources: Publicly available academic integrity policy and procedure documents and stakeholder experiences collected through surveys, focus groups, and interviews from one Canadian community college form the basis of the data for this project. Implications: The project is significant to the college specifically and to higher education institutions more broadly as the multi-framework tool, developed under Creative Commons license, may be used by policy analysts and practitioners to assess academic integrity processes toward reforming policy, procedure, and supports. The project also assesses teaching practices which may help identify stressors and gaps in support for administrators to address in their institutions.
dc.identifier.urihttps://hdl.handle.net/1880/118791
dc.identifier.urihttps://doi.org/10.11575/PRISM/46388
dc.language.isoen
dc.publisherBow Valley College
dc.publisher.institutionBow Valley College
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectAcademic integrity
dc.subjectPolicy analysis
dc.subjectCommunity college
dc.subjectCanada
dc.subjectInclusive
dc.subjectEquity
dc.subjectDecolonization
dc.subjectMental health
dc.titleAcademic Integrity Inclusivity and Accessibility Study: Research Project Brief
dc.typeArticle
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