This week I did an invited presentation for the European Network for Academic Integrity (ENAI) Integrity for All Working Group.
As part of my presentation, I shared this bibliography of resources that I’ve worked on over the past several years on academic integrity as it relates to equity, diversity, inclusion, accessibility, and decolonization. These topics have become increasingly important to me over the past half decade and it is more important now than it ever has been to elevate the importance of these topics, along with human rights and social justice, when addressing matters of student conduct.
This bibliography contains a list of academic integrity articles, presentations, and resources that focus on these topics.
I’ve done my best to prepare this list according to APA 7 conventions, but please forgive any errors.
I aim to make as much of my content open access. If there is anything on this list that you cannot access, please contact me directly and I’ll see what I can do.
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
As a new academic year begins here in the northern hemisphere, I’m worried. I am worried that equity-deserving students, including racialized and linguistic-minority students, disabled and neurodivergent students, and others from equity-deserving groups will fall through the cracks again this year.
Conversations about academic integrity often centre around detection and discipline.
How many students will be accused of — and investigated for — academic cheating this year when what they actually needed was learning support? Or language support? Or just a clearer understanding of what academic integrity is and how to uphold it?
It doesn’t have to be this way.
Academic integrity is also about creating a learning environment grounded in fairness and opportunity for every student. Social justice, equity, inclusion, diversity, and accessibility shape how students experience integrity in real ways:
Equity reminds us that students enter the classroom with different levels of preparation and support.
Inclusion ensures every student can participate in learning and assessment.
Accessibility removes barriers that make it harder for some students to meet expectations.
A social justice lens helps us see patterns in who is reported or penalized for breaches of integrity and why.
Here are some actions educators can take in the first month of classes to support student success:
Review course materials to ensure instructions and policies about integrity are written in plain, accessible language.
Dedicate class time to talking with students about what integrity looks like in your course and why it matters.
Share examples of proper citation and collaboration that are relevant to your discipline.
Make time for questions about assessments so students understand what is expected and where to find help.
Connect students early to campus supports such as writing centres, student services, and accessibility services.
This is just a start.
My point is this: Do not assume that students should just know what academic integrity means. Take the time to explain your expectations and policies. In order for students to follow the rules, they need to know what the rules are.
Academic integrity is not only about avoiding plagiarism or cheating. It is also about fostering trust and fairness so that all students have a fair chance to learn and succeed. The choices we make in the first few weeks of the term set the tone for the entire year.
What steps are you taking at the start of this new school year to build a more inclusive and equitable approach to academic integrity?
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Gemini Live is Google’s new conversational AI assistant that responds to voice commands in real-time. Unlike text-based interactions, Gemini Live allows for natural, flowing conversations. This voice-first approach opens new possibilities for accessibility in educational settings. It was released last month, and I just got around to trying it today. Here’s how it went:
I was impressed by the tool’s interactivity and speed. In this test I scanned a laptop sticker with the hashtag #UHaveIntegrity, which is from our academic integrity campaign at the University of Calgary. The app correctly identified it and gave me a brief description.
I did a few subsequent tests with other items afterwards. It did not always have 100% accuracy, but with additional prompting, it corrected errors and provided updated information.
I can think of a variety of uses for this kind of app for teaching and learning. In particular, I am excited about the possibilities to enhance accessibility, inclusion, and equity.
Breaking Down Barriers with Voice Interaction
The voice interface of Gemini Live can remove some barriers for students. Students with mobility limitations, visual impairments, or reading difficulties can participate in learning activities through speech. This creates a more level playing field in the classroom.
Imagine a scenario where a teacher uses Gemini Live to help a student with dyslexia engage with research projects. The student could ask questions verbally and receive information without struggling with text. This hypothetical case illustrates how voice interaction might lead to increased confidence and class participation.
Multilingual Support for Diverse Classrooms
Language barriers often create obstacles in education. Gemini Live supports multiple languages and can translate between them. This feature helps:
Non-native English speakers follow lessons in their first language
International students integrate into new learning environments
Teachers communicate with students from different linguistic backgrounds
Parents who speak other languages stay involved in their children’s education
Learning Accommodations Made Simple
Every student learns differently. Gemini Live can adapt content to different learning needs. Here are some examples:
It can explain complex concepts in simpler terms for students who need additional support
It provides alternative explanations when students don’t understand a topic the first time
It offers audio descriptions of visual content for visually impaired students
It can generate study materials in different formats to match learning preferences
Real-Time Assistance in the Classroom
Teachers often struggle to provide individual attention to every student in a classroom. Gemini Live can serve as an additional resource that students can turn to when they need help. This can reduce wait times and frustration.
As a hypothetical example, a high school math teacher could implement Gemini Live as a ‘homework helper’ station in the classroom. Students who get stuck on problems could ask Gemini Live for guidance without waiting for the teacher to become available. This approach would allow more students to receive timely support while waiting for personalized attention from their teacher.
Digital Equity Through Voice Access
Not all students have equal access to technology or equal ability to use traditional interfaces. Voice technology lowers the technical barriers to using digital tools. Students without keyboards, mice, or touchscreens can still access information and complete assignments through voice commands.
Practical Implementation Tips
In thinking about how we could use use Gemini Live and similar tools for accessibility and inclusion, here are some ideas:
Create specific prompts that students can use to get help with different subjects
Set up dedicated stations where students can interact with Gemini Live
Teach students how to ask effective questions
Combine Gemini Live with other AI tools for a comprehensive accessibility solution
Challenges and Considerations
It is important for teachers to be aware that the tool is not perfect (at least as it currently stands). Although Gemini Live offers benefits, it currently has certain limitations.
Voice recognition may struggle with some speech patterns or accents
Private conversations require appropriate spaces to avoid classroom disruption
Students need guidance on when AI assistance is appropriate and when it isn’t
Technology should supplement, not replace, human teaching and interaction
Looking Forward
As AI assistants like Gemini Live continue to evolve, they will provide even more tools for inclusive education. The most successful classrooms will be those that thoughtfully blend technology with human instruction.
By incorporating Gemini Live into teaching practices, educators can create learning environments that accommodate more students. The goal isn’t just to make education accessible but to ensure every student feels valued and included in the learning process. When we remove barriers to education, we unlock potential — and that’s one of the most fun parts of being an educator.
This blog has had over 3.7 million views thanks to readers like you. If you enjoyed this post, please ‘Like’ it using the button below or share it on social media. Thanks!
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
Although my role at the University of Calgary’s Office of Equity, Diversity, and Inclusion (OEDI) wrapped up some months ago, there’s an experience that I have been reflecting on that I wanted to share.
While I was working at the OEDI I ran into a colleague at an event. I’d known this person for many years and as we were chatting, they asked, “How does it feel to be a white woman working in an office of equity, diversity, and inclusion? I mean, don’t you feel like you’re taking up space for someone who is more deserving?”
The question was asked with genuine curiosity, and without any judgement or blame that I could ascertain. This person had been engaged in equity work themselves and was genuinely puzzled and curious about why I had taken up a director role in the office.
The question has lingered in my mind and heart for a long time and quite frankly, it’s taken me ages to process, which is why I am just getting around to writing about it now. It is a complex and values-laded question that I have grappled with for what seems like an eon. Although I understand the sentiment behind it, the question itself it oversimplifies the nature of equity, diversity, inclusion, and accessibility (EDIA) work and makes some problematic assumptions.
First, it’s important to recognize that equity work isn’t solely the responsibility of people from marginalized groups. Creating truly inclusive environments requires engagement and effort from people of all backgrounds. I bring my own lived experiences that include both discrimination and privilege. As a woman, I have lived experience of gender-based discrimination. As a white person, I recognize my racial privilege. Being human means that we are infinitely complex and reducing a person down to either a victim of discrimination or a purveyor of privilege is not only reductionist, it can be harmful. In my case, I engage in ongoing reflection that allows me to relate to some challenges faced by marginalized groups, while maintaining awareness of my own privilege.
I am acutely aware of the immense privilege I hold. I continually educate myself, amplify diverse voices, and strive to use my privilege to advocate for systemic changes. I see my role not as speaking for underrepresented groups, but as working to dismantle oppressive structures that perpetuate harm. This includes challenging others to examine their biases and pushing for institutional reforms, and doing so in a way that does not antagonize them, which is quite an art.
The notion that I might be ‘taking up space’ assumes there’s a fixed number of EDIA positions that should be reserved for people of colour. Representation absolutely matters, and EDI work requires a variety of skills, experiences, and perspectives. What matters most, in my humble opinion (and sure to be challenged by some who reads this post, I’m sure…) is a deep commitment to justice, a willingness to continually learn and grow, and the ability to effect change within organizations. These qualities aren’t exclusive to any one demographic.
Moreover, the idea that someone else might be inherently ‘more deserving’ based solely on their identity is problematic. It reduces people to singular aspects of their identity and ignores the complexity of lived experiences. I am about to make another contentious claim here, but here goes… A person of colour is not automatically an expert in all facets of EDIA work simply by virtue of their race, just as being white doesn’t preclude someone from developing expertise in this field.
It is critical — essential — to remember that many forms of marginalization are invisible. Disabilities, neurodivergence, chronic illnesses, socioeconomic background, and LGBTQ2S+* identities are just a few examples of characteristics that may not be immediately apparent. This underscores the importance of resisting the temptation to judge someone’s qualifications or experiences based solely on what we can see or what we think we know about them.
By making assumptions about who ‘deserves’ to be in EDI spaces based on visible characteristics, we risk excluding valuable perspectives, lived experience, and qualifications, while simultaneously reinforcing harmful stereotypes.
Inclusivity means creating environments where all individuals feel empowered to bring their full selves to the work, including aspects of their identity that may not be visible to others.
A key component of my EDI work is the practice of ‘radical acceptance’. This concept goes beyond mere tolerance or surface-level inclusion. Radical acceptance means embracing the full humanity of every individual, including all their complexities, contradictions, and lived experiences. It requires us to set aside our preconceptions and biases, and to approach each person with genuine openness and empathy. In the context of EDIA work, radical acceptance means creating spaces where people feel truly seen, heard, and valued for who they are, not just for how they fit into predefined categories or expectations. Being angry is easy; practising radical acceptance is exhausting, but ultimately more useful than anger.
Being an equity advocate means acknowledging that every person’s journey is unique and valid, even if it doesn’t align with our own experiences or understanding.
Even though I am no longer serving in a formal role related to EDI, I continue to focus on equity, diversity, inclusion, accessibility, and social justice in my work. This includes focusing on dignity, acceptance, and belonging. I strive to approach every interaction with openness and humility, recognizing that each person I encounter may have experiences and insights that I can learn from, regardless of their outward appearance. It also means making a conscious effort to resist the temptation that I might think that I know everything about a person.
There is wisdom to the old adage that “there is more to a person than meets the eye.” What I can say is that every human being is worthy of dignity. This mindset is crucial for creating genuinely inclusive spaces and avoiding the pitfalls of tokenism or superficial diversity.
People whose advocacy focuses on EDIA roles have a special responsibility to practice rigorous self-reflection, actively seek out diverse perspectives, and ensure we keep our privilege and biases in check. We must be humble enough to know when to step back and elevate other voices. I have watched people who believe their position is superior or their experience is more valid lash out at others who are just as deserving of understanding, kindness, and respect. This kind of lateral violence is both jarring and heartbreaking to watch… and even worse when a person has been “cancelled” by a group of loud, virtue-signalling individuals. In some cases, the accusers fail to recognize that in their efforts to be activists and uphold what they believe to be right and true, they may have forgotten that a foundation of equity work is human dignity for all, not just for some.
Those who proclaim to value social justice have a responsibility to be extra cautious before “cancelling” someone.
Practicing radical acceptance has profound implications for how we approach diversity and inclusion. Instead of focusing solely on visible markers of diversity or trying to fill quotas, we work to create environments where every individual feels empowered to bring their whole self to the table. This includes embracing diverse thought processes, communication styles, and ways of problem-solving that might challenge our own assumptions about what ‘professional’ or ‘effective’ looks like.
I work hard to embody this principle of radical acceptance in my interactions. But this is not a linear practice or something that one learns and then does correctly every day. Some days I screw up. Practicing radical acceptance is a constant process of self-reflection, learning, and growth. It means being willing to have my own assumptions challenged and to continually expand my understanding of what diversity and inclusion truly mean. It also means extending grace and forgiveness in moments of conflict with others whose views and lived experiences may lead them to say things or act in ways that I do not understand. What I know for sure is that I will never know the entirety of another person… and they will never know my entirety.
Living and working with others, with an appreciation of who they are, as they are, is part of the daily practice of radical acceptance.
Equity work — as well as integrity work — isn’t about virtue signaling or moral grandstanding. It’s about dismantling oppressive systems and creating genuine, lasting change. That requires participation and commitment from people of all backgrounds, working in solidarity toward a more just and equitable world. I’m driven by a genuine passion for creating more equitable and inclusive environments. I often say that the word ‘integrity’ comes from a Latin word meaning ‘to make whole’. I have said it before and I will say it again (and again… and again…): There can be no integrity without equity.
This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
On July 1, 2023 I started a new role at the University of Calgary as the Academic Director, Equity, Diversity, and Inclusion (EDI), Education, and Academic Integrity. I have the privilege of working with Dr. Malinda Smith, Vice-Provost, EDI, and an entire team of academic and professional staff whose primary focus is on equity, diversity, inclusion, and accessibility.
In this role, I will:
Continue to build awareness of equity, diversity, inclusion, and accessibility as they relate to academic ethics across the university.
Advise and contribute to the development of resources and supports on academic ethics needed for leaders, academic staff, managers, support staff, students and other university stakeholders.
Develop local, regional, and national partnerships that connect initiatives related to academic ethics as they pertain to equity, diversity, inclusion, and accessibility.
Facilitate campus conversations related to academic ethics through existing networks, committees, and other informal and formal groups.
Develop action-oriented recommendations related to academic ethics from the perspective of equity, diversity, inclusion, and accessibility.
Focus on equity-deserving groups that include, but are not limited to, international students, visiting students, post-doctoral fellows, and early career researchers.
For a few years now, my research and advocacy work as included a more intense focus on social justice, advocacy, and equity. Here is some work I’ve done in the past few years that led to this role that might be helpful if you’re looking for resources on this topic:
Adams, J. D., Turner, K. L., & Eaton, S. E. (2021, March 24). Diversity and equity considerations in academic integrity Association of American Colleges & Universities (AAC&U) 2021 Diversity, Equity, and Student Success Conference, http://hdl.handle.net/1880/113175
Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-022-00105-0
Eaton, S. E., Stoesz, B. M., Godfrey Anderson, J. R., & LeBlanc-Haley, J. (2022, April 25). Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada American Educational Research Association (AERA) [online], San Diego, USA. http://hdl.handle.net/1880/114574
Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023, June 1-2). Academic integrity policy analysis of Alberta and Manitoba colleges Canadian Symposium on Academic Integrity (CSAI), University of Manitoba, Winnipeg, MB, Canada. https://hdl.handle.net/1880/116575
Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. http://hdl.handle.net/1880/114519
Parnther, C., & Eaton, S. E. (2021). Equity, Diversity, Inclusion, and Academic Integrity: Supporting Student Advocacy. http://hdl.handle.net/1880/113143
Parnther, C., & Eaton, S. E. (2021, June 23). Academic integrity and anti-Black aspects of educational surveillance and e-proctoring. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23752
The forthcoming Handbook of Academic Integrity (2nd ed.) has a brand new section on Equity, Diversity, and Inclusion in Academic Integrity. Dr. Ceceilia Parnther serves as the Section Editor. Bringing this topic to light in the handbook will help to centre important conversations about discrimination and advocacy for student success and the student experience.
I am excited to take on this work and look forward to the ways in which we can make progress on these important matters.
This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks! Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.
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