Academic Integrity (AI) Tutorials in Canadian Post-Secondary Institutions: A National Overview

March 11, 2019

I’ve been working on a national research project with my colleagues, Jenny Miron and Laura McBrearity, at Humber College to look at what programming and supports Canadian post-secondary institutions provide to students to help them learn about academic integrity. We reviewed the websites of public higher education institutions across the country to better understand how academic integrity information is shared with students and faculty across campuses. We recently presented our findings at the conference of the International Center for Academic Integrity in New Orleans. Here’s a quick overview of our session:

Miron, J. B., Eaton, S. E., & McBrearity, L. (2019). Academic Integrity (AI) Tutorials in Canadian Post-Secondary Institutions: A National Overview. Paper presented at the International Center for Academic Integrity, New Orleans, LA.

The team at Humber College created this excellent visual infographic highlighting our methods (search strategies), lessons learned and key findings:

JPG (small) - Miron, Eaton & McBrearity - 2019 Final Infographic copy

We have not published the full findings yet, though we plan to do so soon. Because there is so little research available about what kind of support (e.g. education, tutorials, modules) offer on academic integrity to Canadian post-secondary students, we wanted to make these preliminary results available now.

You can download a high quality version of this infographic here:

Miron, J. B., Eaton, S. E., & McBrearity, L. (2019). Searching Public Websites within Canadian Higher Education: Academic Integrity Tutorials [Infographic]. Retrieved from http://hdl.handle.net/1880/109916

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada. Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 

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Posted by Sarah Elaine Eaton, Ph.D.

Multilingual Essay Mills: Understanding Contract Cheating among Second Language Learners – Workshop

February 1, 2019

U of C logo - 2015As many of you know, I’ve been developing a research program on academic integrity over the past few years. Last year I began collaborating with my friend and colleague, Dr. Roswita Dressler, on a project that brings together our combined expertise in academic integrity and language learning.

It started when I noticed that almost all of the research that I’d seen about contract cheating was focused almost exclusively on services provided in English. That led us to ask ourselves what the market was students of second languages. We undertook a rapid review to help us get a general sense of the landscape. We wrote up the results and they have been accepted for publication in a peer-reviewed journal. I’ll post about it when the publication comes out later this year.

We are also doing a workshop at the University of Calgary’s Language Research Centre  to help teachers of second languages build their understanding of what the contract cheating industry is and why they need to pay attention.

Workshop description

Contract Cheating_Poster - LRC WorkshopContract cheating happens when students have a third party complete academic work on their behalf. The term was coined by UK researchers Clarke and Lancaster (2006). It includes, but it not limited to essay mills and homework completion services. Suppliers of this form of “black market” academic work exist mainly online. Students can simply upload a digital copy of their assignment instructions to a website, insert a delivery date and pay for the work by credit card. Contract cheating is big business. Owings and Nelson (2014) found the essay mill industry in the United States alone to be valued at a minimum $100 million USD. Estimates show that over 71,000 post-secondary students in Canada buy academic work online (Eaton, 2018). There is growing evidence to suggest that contract cheating is not limited to academic work completed in English, but also in a variety of world languages.

In this workshop, you will learn more about what contract cheating is, how it happens, and how second language learners can order homework tasks, essays and even theses from online providers, customized to the exact instructions of an assignment. We will discuss strategies for prevention and detection, along with an examination of what to do if you suspect a case of contract cheating among your students.

Date and time: Friday, February 15, 3:00 – 4:00 p.m.

Location: Craigie Hall, 4th floor, Room D-420

This workshop is open to the public and is free to attend.

References:

Clarke, R., & Lancaster, T. (2006). Eliminating the successor to plagiarism: Identifying the usage of contract cheating sites. Paper presented at the Second International Plagiarism Conference, Gateshead, United Kingdom.

Eaton, S. E. (2018). Contract cheating: A Canadian perspective.  Retrieved from http://blogs.biomedcentral.com/bmcblog/2018/07/24/contract-cheating-a-canadian-perspective/

Owings, S., & Nelson, J. (2014). The essay industry. Mountain Plains Journal of Business and Economics, 15, 1-21. http://www.mountainplains.org/articles/2014/General%20Research/Mountain_Plains_Journal_of_Business_and_Economics_Volume_15_2014_1-21_General_Research_Owings.pdf

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This blog has had over 2 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 is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 

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Posted by Sarah Elaine Eaton, Ph.D.

Call for Proposals: Canadian Symposium on Academic Integrity

January 2, 2019

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We invite submissions for the Canadian Symposium on Academic Integrity. All submissions will undergo double-blind peer review. Successful proposals will be invited to submit full papers for peer-reviewed proceedings.

Submit your proposal here: https://ocs.ucalgary.ca/index.php/CSAI/2019CSAI/about/submissions#onlineSubmissions

Abstract

500 words, maximum. Summarize the scope, purpose, results and educational implication of your work. Indicate the value of your proposed submission to symposium participants.

Include 5-10 keywords. We encourage the use of  “Canada” as one of your keywords.

Types of submissions

Paper: We welcome a variety of formats including but not limited to: Empirical research, conceptual scholarship, policy analyses, evidence-informed position papers, community outreach and case studies. Submissions should be substantiated with high quality evidence (e.g. references). Time: 20 minutes, with and additional 5 minutes for Q & A

Poster: We welcome posters that showcase one of these particular kinds of contributions:

  • institutional initiatives (departmental, faculty or institutional)
  • student inquiry / research

All presenters are expected to register for the conference and pay the registration fee, even if only one presenter shares the work on behalf of a partnership or a group.

We regret that we are unable to accommodate virtual presentations. Presenters must attend in person to share their work.

Author Guidelines

We request that authors attend to these submission guidelines:

  • Submit in Word format.
  • English is the primary language of the conference.
  • Submissions should be approximately 500 words, including references.
  • 2-3 Key learning outcomes. “At the end of the session, participants will be able to…”
  • How to make your session interactive.
  • Include tables and figures within the body of your submission, labelled as per APA.
  • Use APA 6th edition for style, formatting, citations and references
  • Double-spaced
  • 12-point font
  • 1-inch margins on all sides
  • Title: Maximum 12 words
  • Use concise headings
  • Use up to three levels of headings.
  • Organize your submission with key elements such as: Introduction; Conceptual/Theoretical Framework; Methodology / Approach; Results / Findings; Significance/Implications; Conclusion; References. (These are just suggestions.)
  • Author bios – 50 words each.

Ensure all sources cited in the body of your submission are also listed in the References. Limit self-citations to a maximum of 3 sources.

Submissions should be blind, meaning that author information should not appear anywhere in the paper. Author information should also be stripped out of the metadata (i.e. document properties).

Ensure your submission clearly shows the value-add your submission would have for symposium participants.

The submitting author is responsible for ensuring that any and all co-authors have read and approved the final submission.

Check out the full symposium details here: . Registration fees apply.

Deadline to submit proposals: Extended to February 15, 2019!

Check out our Quick Guide with tips on how to submit your proposal – csai – proposal submission quick guide

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This blog has had over 2 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 is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 

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Posted by Sarah Elaine Eaton, Ph.D.

Research Assistant job posting – Canadian Symposium on Academic Integrity – April 2019

October 24, 2018

University of Calgary logoWe are planning a national symposium on academic integrity at the University of Calgary. I’ll be sharing more details about the symposium soon. Right now, we are looking for a Research Assistant to help us with the planning, organization and management of the Canadian Symposium on Academic Integrity – April 17-18, 2019.

A job description is below. We are expecting this role to have an increasing time commitment as we approach the actual event in April, so availability during March and April 2019 is critical.

This position is open to both undergraduate and graduate students, currently enrolled at the University of Calgary. Being currently enrolled as a student at the University of Calgary is a requirement for this position.

There is one position available and the person must be available to work in person on campus. A full job description follows.

Research Assistant – Job Description

Project: Canadian Symposium on Academic Integrity – April 17-18, 2019

Start date: Immediate

Maximum: 12 hours/week (3 hour shifts) – Scheduled as per project needs.

Work term: Fall 2018 and Winter 2019 terms

Work location: University of Calgary, main campus

Job Description:

The Research Assistant is responsible for working as part of the symposium planning team that supports the Canadian Symposium on Academic Integrity

Duties include:

  • Attend and actively participate in team meetings.
  • Assist with symposium planning and logistics.
  • Assist with symposium promotion, including social media.
  • Maintain detailed and organized project documentation, including reports, team meeting notes, etc.
  • Manage a team of student volunteers.
  • Assist with the preparation and publication of peer-reviewed conference proceedings.
  • Communicate with conference participants, as needed.
  • Assist with clerical work as needed.
  • Other duties as assigned.

Previous Experience/Qualifications:

  • Must be currently enrolled as a student at the University of Calgary.
  • Previous experience with event planning and/or volunteer coordination is an asset.
  • Independent and self-driven candidate is ideal.
  • Ability to function independently yet collaboratively within a team.
  • Attention to detail is critical.
  • Exceptional communication skills required to interact with other staff members, conference participants.
  • Excellent oral and written skills in English.
  • Commit to being fully available in person for conference preparations April 8—16, 2019.
  • Commit to attending the symposium in person for full-days on April 17-18, 2019.

Additional Information:

This is a part-time, casual position. We anticipate this role will include a maximum of 175 hours, distributed over shifts of not less than 3 hours and not more than 7 hours, with a maximum of 12 hours per week. There will be no hours scheduled on weekends or statutory holidays.

This is an on-campus position and the successful individual must be available in person for team meetings.

Application deadline: Friday, November 16, 2018

Please submit your cover letter and c.v. to the Symposium Co-Chairs:

Dr. Sarah Elaine Eaton, Dr. Jennifer Lock, and  Dr. Meadow Schroeder

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This blog has had over 2 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 is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

 

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Posted by Sarah Elaine Eaton, Ph.D.

Participatory Methodology in Education

August 28, 2018

U of C logo - 2015I am excited to be teaching this doctoral level methodology course this fall.

Course Overview:

A survey of educational research methodologies broadly defined as ‘participatory’ – i.e., intended to support the involvement of as many interested and affected agents and agencies as possible and oriented toward meaningful, impactful, and sustainable action.

Course Description:

The aim of this course is to support your understanding of assumptions underpinning a range of theoretical traditions and their relationships to participatory research methodologies. You will examine and locate various theories according to their source and tradition, and will examine these theories against the backdrop of the intellectual traditions from which they originate. In examining each of these theories and their associated methodologies, you will begin to clarify your epistemological, ontological, and axiological stances in relation to participatory research methodologies. This is a reflexive process that will require you to begin to develop an understanding of your role as a researcher and your relationships to your research context and its participants.

This course supports your coming to make sense of the nuanced relationship between the researcher and his or her research context by way of working through the early intricacies of placing the self within the research inquiry. It helps you to understand and challenge the assumptions you bring to research through such questions as: What is the nature of reality? How does a worldview influence a perspective on the nature of knowledge? Where and how does knowledge come to be located and positioned? What knowledge counts as a legitimate way of knowing? What are the variant ways in which we come to know? How do we come to know and understand through different interpretive frameworks?  What are the ways in which knowledge is signified?  How might previous experiences and values influence choices of a research inquiry, a methodology, and associated methods? In looking across these research traditions and methodologies, the intent is for you to delve into their pragmatics and problematics, as well as to develop an understanding of the relationship between methodologies and methods.  To this end, we will examine closely the notion of commensurability in research designs. Throughout this course we will how we come to know what constitutes a research problem, how do we make sense/identify/mark/frame a particular lived experience as being researchable, what is the purpose of your research, what is the importance of the research and what are the ways in which a specific subject matter becomes the focus of inquiry. In particular, the course helps you get situated ethically and conceptually.

 Learning Objectives:

To consider the epistemological, ontological and axiological assumptions within the primary research paradigms and educational research methodologies.

  • To examine the conceptual influences behind participatory methodologies, and distinguish key movements and emphases in participatory methodologies.
  • To articulate an understanding of conceptual and theoretical underpinnings of educational research including the interwoven nature of research questions, research methodology and methods.
  • To partake in a reflexive inquiry concerning your values, perspectives, beliefs, experiences and understandings about research.

Approved Fall 2018 EDER 701.09 L01- Participatory Methodology in Education – Eaton

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This blog has had over 2 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 is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

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Posted by Sarah Elaine Eaton, Ph.D.

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