Werklund School of Educationhttps://hdl.handle.net/1880/1001202024-03-28T13:28:05Z2024-03-28T13:28:05Z6141Investigating Academic Misconduct Cases in K-12: Promoting the Systems Approach with an Equity, Diversity, Inclusion, and Accessibility (EDIA) LensFleming, ColleenMoya, Beatriz Antonietahttps://hdl.handle.net/1880/1182762024-03-16T09:02:50Z2024-03-08T00:00:00Zdc.title: Investigating Academic Misconduct Cases in K-12: Promoting the Systems Approach with an Equity, Diversity, Inclusion, and Accessibility (EDIA) Lens
dc.contributor.author: Fleming, Colleen; Moya, Beatriz Antonieta
dc.description.abstract: The field of academic integrity is currently expanding to attend to issues of equity, diversity, inclusion, and accessibility (EDIA). However, guidance suitable for K-12 educators in this intersection is still emerging. Positioned as educators with experience in K-12 educational contexts and current academic integrity student researchers and practitioners, we aim to provide this workshop’s participants with a discussion of frameworks informed by an EDIA lens and aligned with the systems approach to academic integrity to guide decision-making in situations involving complex academic misconduct cases.
2024-03-08T00:00:00ZEmpowering Educators: Navigating the Ethical and Effective Integration of GenAI in K-12Moya, Beatriz AntonietaMorrow, Leeannehttps://hdl.handle.net/1880/1182752024-03-16T09:02:05Z2024-03-09T00:00:00Zdc.title: Empowering Educators: Navigating the Ethical and Effective Integration of GenAI in K-12
dc.contributor.author: Moya, Beatriz Antonieta; Morrow, Leeanne
dc.description.abstract: The emergence of Generative Artificial Intelligence (GenAI) has challenged assessment practices in K-12 education over the last year. These tools have capabilities that match the K-12 curriculum learning outcomes, and their use is hard to detect. We claim that addressing the new GenAI challenges require outreach/engagement initiatives that seek to promote the ethical use of Generative Artificial Intelligence in schools. Positioned as educators/researchers/practitioners/collaborators, we provide some recommendations for participants to explore and draft outreach/engagement plans to present to school administrators. As we develop these ideas, we also outline some ethical uses of GenAI for K-12 teachers.
2024-03-09T00:00:00ZAcademic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address]Eaton, Sarah ElaineStoesz, Brenda M.McKenzie, Amandahttps://hdl.handle.net/1880/1182542024-03-07T10:06:35Z2024-03-07T00:00:00Zdc.title: Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address]
dc.contributor.author: Eaton, Sarah Elaine; Stoesz, Brenda M.; McKenzie, Amanda
dc.description.abstract: Keynote address for ICAI Canada 2024. In this presentation the authors present highlights from the collaborative book chapter with the same title. The authors showcase the development of academic integrity leadership in Canada is examined through the lenses of asset-based community development and strengths-based leadership. Examples are provided from international, national, and regional perspectives that highlight how the work of promoting academic integrity can be undertaken successfully in a geographically large country with a decentralized system of higher education. A core argument of this chapter is that a strengths-based approach to academic integrity community development and leadership can be effective in situations where top-down support (e.g., federal ministry of education or a national quality assurance body) is lacking.
Cite as: Eaton, S. E., Stoesz, B. M., & McKenzie, A. (2024, March 7). Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address] International Centre for Academic Integrity (ICAI) Annual Conference 2024: ICAI Canada Day, Calgary, Canada.
2024-03-07T00:00:00ZKids Handwrite - Teaching Handwriting to Young Children: A ResourceRoessingh, HettyWaller, Adriennehttps://hdl.handle.net/1880/1182592024-03-28T09:00:26Z2024-03-04T00:00:00Zdc.title: Kids Handwrite - Teaching Handwriting to Young Children: A Resource
dc.contributor.author: Roessingh, Hetty; Waller, Adrienne
dc.description.abstract: Handwriting, despite being associated with composing better-quality text, has been neglected on the K-3 curriculum for many years. Cursive handwriting is making and comeback on the curriculum. However, teachers report a lack of accessible, available resource support for teaching handwriting to young children and secondly, they are not well enough prepared or confident to teach handwriting to young children and secondly, they are not well enough prepared or confident to teach handwriting to young learners. Our goal is to inform and transform written literacy teaching and learning among pre-service and in-service practitioners that in turn will improve the writing outcomes of young children in the K-3 years. These set the important foundation for literacy development over time, and equitable participation for life in civil society and its democratic institutions.
dc.description: Handwriting, despite being associated with composing better-quality text, has been neglected on the K-3 curriculum for many years. Cursive handwriting is making and comeback on the curriculum. However, teachers report a lack of accessible, available resource support for teaching handwriting to young children and secondly, they are not well enough prepared or confident to teach handwriting to young children and secondly, they are not well enough prepared or confident to teach handwriting to young learners. Our goal is to inform and transform written literacy teaching and learning among pre-service and in-service practitioners that in turn will improve the writing outcomes of young children in the K-3 years. These set the important foundation for literacy development over time, and equitable participation for life in civil society and its democratic institutions.
2024-03-04T00:00:00ZExploring GenAI Use in Higher Education: Reflections and Guidelines from an Academic Integrity Lens for Doctoral students.Moya, Beatriz Antonietahttps://hdl.handle.net/1880/1181662024-02-08T10:05:00Z2023-12-07T00:00:00Zdc.title: Exploring GenAI Use in Higher Education: Reflections and Guidelines from an Academic Integrity Lens for Doctoral students.
dc.contributor.author: Moya, Beatriz Antonieta
dc.description.abstract: Generative Artificial Intelligence (GenAI) is reshaping the higher education landscape, placing academic integrity concerns at the center of the conversations in the sector. While institutions actively seek ways to protect their integrity, academic integrity experts and organizations have been sharing reflections and guidelines to navigate the new GenAI landscape in teaching, learning, and assessment practices. To contribute to the scholarly and practitioner-oriented dialogues in this area, this workshop invites participants to discuss GenAI and its capabilities and limitations. Participants will also explore key academic integrity definitions and approaches, analyze how they can help us address GenAI, identify some emerging ethical uses of GenAI, and explore alternatives to address situations involving the unauthorized use of GenAI appropriately as graduate students.
2023-12-07T00:00:00ZExploring GenAI Use in Higher Education: Reflections and Guidelines from an Academic Integrity Lens.Moya, Beatriz Antonietahttps://hdl.handle.net/1880/1181672024-02-08T10:04:58Z2023-12-05T00:00:00Zdc.title: Exploring GenAI Use in Higher Education: Reflections and Guidelines from an Academic Integrity Lens.
dc.contributor.author: Moya, Beatriz Antonieta
dc.description.abstract: Generative Artificial Intelligence (GenAI) is reshaping the higher education landscape, placing academic integrity concerns at the center of the conversations in the sector. While institutions actively seek ways to protect their integrity, academic integrity experts and organizations have shared reflections and guidelines to navigate the new GenAI landscape in teaching, learning, and assessment practices. To contribute to the scholarly and practitioner-oriented dialogues in this area, this workshop invites participants to discuss GenAI and its capabilities and limitations. Participants will also explore critical academic integrity definitions and approaches, analyze how they can help us address GenAI, and identify some emerging ethical uses of GenAI. Additionally, this presentation includes a section with recommendations for faculty at a classroom and network level and provides emerging guidelines to address situations involving unauthorized GenAI use effectively.
2023-12-05T00:00:00ZEquity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and PraxisEaton, Sarah ElaineMoya, BeatrizDahal, BibekJudge-Stasiak, AngelaFleming, Colleenhttps://hdl.handle.net/1880/1180762024-01-26T10:01:54Z2023-10-12T00:00:00Zdc.title: Equity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and Praxis
dc.contributor.author: Eaton, Sarah Elaine; Moya, Beatriz; Dahal, Bibek; Judge-Stasiak, Angela; Fleming, Colleen
dc.description.abstract: In this session we provide international perspectives on equity, diversity, inclusion, accessibility and decolonization of academic and research integrity. Academic integrity has long been viewed as a matter of student conduct, whereas research integrity has been focused on research and academic staff. In this session, we take a more holistic, multi-stakeholder transdisciplinary view in which students, educators, leaders, and staff all have a role to play in upholding integrity. There is evidence from elsewhere (e.g., Australia, UK, US) to suggest that there is over-representation in misconduct reporting in universities, with people from Asia and Africa being among the most over-represented groups. Currently, there are no data available in Canada to our knowledge, a knowledge deficit that we problematize and explore. Evidence from elsewhere suggests that individuals from particular equity deserving groups may be hypersurveilled (i.e., persons of colour, those who speak English as an Additional Language and those with disabilities).
We challenge assumptions made about international students with regards to academic cheating that are not supported by empirical research. We trouble the ways in which students are treated as a homogeneous group, both in terms of academic development, as well as in misconduct case investigation and processing. Further, we explore possible connections between the neoliberal university system in Canada that prioritizes international students (and the extra tuition they pay) with inadequate resources to support their academic success. This lack of support regarding academic and research integrity may contribute to some students being unjustly (hyper)surveilled and reported for misconduct compared to domestic students, particularly those from culturally and linguistically dominant groups. Moreover, efforts to properly embrace complementary perspectives on academic integrity are sometimes absent or recently emerging in higher education institutions, which might complicate chances to involve the educational communities’ stakeholders in ways that lead to more dialogue and understanding to adequately address the needs of increasingly diverse communities in Canadian Post Secondary Education.
This is a collaborative presentation showcasing the research of doctoral students and senior researcher whose scholarship focuses on ethics and equity in higher education.
2023-10-12T00:00:00ZBlogging for intercultural communicative competence in study abroad programs: All breadth, no depth?Dressler, RoswitaCrossman, Katherine (Katie)Kawalillak, Colleenhttps://hdl.handle.net/1880/1179292024-01-12T10:02:48Z2022-10-03T00:00:00Zdc.title: Blogging for intercultural communicative competence in study abroad programs: All breadth, no depth?
dc.contributor.author: Dressler, Roswita; Crossman, Katherine (Katie); Kawalillak, Colleen
dc.description.abstract: Participants in study abroad (SA) programs (sojourners) are often encouraged to blog as a form of reflective writing, yet little is known about this practice. Generally, reflection facilitates sojourners’ engagement in their personal and professional growth. Drawing from two different but complementary frameworks, we analyzed blogs from 51 sojourners in short-term SA volunteer teaching placements to examine the reflection that occurred through their writing. The two frameworks revealed different aspects of blogging practices: types of reflection (Maarof, 2007) were primarily descriptive, but Intercultural Communicative Competence (ICC) Learning (Elola & Oskoz, 2008) examples were more numerous and varied, documenting sojourners’ navigation of culture in SA. Sojourners did not typically use their blogs for dialogic or critical reflection, instead chronicling experiences or representing reflection as completed actions. Although blogging can be useful for reflection in SA, the results from this study suggest that careful scaffolding may be necessary to encourage critical reflection.
2022-10-03T00:00:00ZIntegridad académica: ¿Por qué es imperativo abordarla en la educación superior?Moya, Beatriz Antonietahttps://hdl.handle.net/1880/1177412024-01-04T10:00:24Z2023-12-06T00:00:00Zdc.title: Integridad académica: ¿Por qué es imperativo abordarla en la educación superior?
dc.contributor.author: Moya, Beatriz Antonieta
dc.description.abstract: La Integridad Académica es un concepto multidimensional que puede ser entendido como un compromiso con los seis valores fundamentales de honestidad, confianza, equidad, respeto, responsabilidad y coraje, como también puede ser entendido como la integridad de las instituciones en todos los procesos que se desarrollan dentro del espacio educativo. Esta presentación se concentra en la segunda noción, a partir de la exploración de la literatura con un foco en cómo las instituciones de educación superior, a nivel internacional, han tomado acciones concretas de liderazgo para hacer frente a nuevas amenazas como el fraude de contrato y el uso no ético de la inteligencia artificial. Dentro de lo anterior, las políticas constituyen uno de los elementos más críticos, por lo que la presentación también presenta una síntesis de la situación actual de las políticas de integridad académica a nivel chileno. De forma complementaria, se abordan algunas recomendaciones generales dirigidas a académicos que faciliten la promoción de la integridad académica a nivel de aulas universitarias.
2023-12-06T00:00:00ZA rapid scoping review on academic integrity and algorithmic writing technologiesMoya, Beatriz AntonietaEaton, Sarah Elainehttps://hdl.handle.net/1880/1175522023-11-11T10:01:18Z2023-09-28T00:00:00Zdc.title: A rapid scoping review on academic integrity and algorithmic writing technologies
dc.contributor.author: Moya, Beatriz Antonieta; Eaton, Sarah Elaine
dc.description.abstract: English:
New Artificial Intelligence (AI) advances challenge traditional practices in higher education institutions. To contribute to sustaining cultures of academic integrity, we developed a rapid scoping review on academic integrity and AI. This review follows the guidance of the updated Joanna Briggs Institute manual and the Preferred Reporting Items for Systematic reviews Meta-Analysis for Scoping Reviews (PRISMA-ScR). We investigated five databases, and the selection criteria include that they have been written in English and the involvement of different educational actors in initiatives around AI in the context of academic integrity from 2007 to November 2022. The 14 Selected studies present perspectives on the ethical implications of AI, the use of AI for cheating, its legitimate use, as well as a view from equity, diversity, and inclusion.
Spanish:
Los avances de la Inteligencia Artificial (IA) desafían las prácticas tradicionales en instituciones de educación superior. Para contribuir a la tarea de sustentar culturas de integridad académica, desarrollamos una revisión de alcance rápida sobre la integridad académica y la IA. Esta revisión sigue las indicaciones del manual actualizado del Instituto Joanna Briggs y del Preferred Reporting Items for Systematic reviews Meta-Analysis para revisiones de alcance (PRISMA-ScR). Investigamos cinco bases de datos y los criterios de selección incluyen el que hayan sido escritas en inglés y el involucramiento de distintos actores educativos en iniciativas en torno a la IA en el contexto de la integridad académica desde el año 2007 hasta noviembre de 2022. Los 14 estudios seleccionados presentan perspectivas sobre las implicancias éticas de la IA, el uso de la IA para la trampa, su uso legítimo, como también una mirada desde la equidad, la diversidad y la inclusión.
2023-09-28T00:00:00Z