Browsing by Author "Crossman, Katherine"

Now showing 1 - 5 of 5
  • Thumbnail Image
    ItemOpen Access
    A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education
    (2021-09-21) Hayden, K. Alix; Eaton, Sarah Elaine; Pethrick, Helen; Crossman, Katherine; Lenart, Bartlomiej A.; Penaluna, Lee-Ann
    Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.
  • Thumbnail Image
    ItemOpen Access
    Academic Integrity: Faculty Development Needs for Canadian Higher Education - Research Report
    (2021-02-08) Eaton, Sarah Elaine; Stoesz, Brenda M.; Crossman, Katherine; Garwood, Kim; McKenzie, Amanda
    Purpose: The purpose of this research was to understand faculty perceptions and needs related to academic integrity in Canadian higher education (i.e., project objectives 1 and 2). Methods: We developed a mixed-methods survey for this project. The survey was validated through the use of a think-aloud protocol during pilot testing. The survey was administered at four Canadian universities (i.e., University of Calgary, University of Guelph, University of Manitoba, and University of Waterloo). Recruitment took place during the Fall 2020 term, with responses collected via Qualtrics, an online survey tool. Results: We analyzed responses submitted by 395 participants. Responses generally indicated inconsistencies among respondents about their knowledge and perceptions about how to uphold academic integrity and address breaches of it. There was consistency across respondents about some items, such as how smaller class sizes better support academic integrity. Implications: These results contribute to the growing body of empirical evidence about academic integrity in Canadian higher education. This is the inaugural project associated with the D2L Innovation Guild. Administrative support was provided by D2L. Keywords: academic integrity, Canada, faculty, higher education, plagiarism, post-secondary
  • Thumbnail Image
    ItemOpen Access
    Plagiarism in Engineering Programs: An Annotated Bibliography
    (2021-01-08) Eaton, Sarah Elaine; Crossman, Katherine; Anselmo, Lorelei
    Purpose: This report documents research and related materials concerning plagiarism in STEM and engineering programs to inform and guide future work in the field. It provides an overview of the literature up to and including 2019 related to plagiarism in STEM and engineering programs. Methods: Two research questions guided this literature review: 1. What scholarly, research, and professional literature explores and examines plagiarism in STEM and engineering programs? 2. What major themes emerge from scholarly and research literature about plagiarism in engineering? To this end, a methodical research of databases was undertaken, relevant research was compiled, and articles were summarized and categorized. Results: Our review and search of the literature resulted in 31 sources, which we organized into 7 categories: (a) Background: AI in engineering; (b) student perceptions and attitudes; (c) faculty perceptions and attitudes; (d) cheating and collusion; (e) text-matching software and plagiarism detection; (f) international students and (g) interventions and reparations. We found that plagiarism in STEM and engineering, as in other fields, is widespread among students and faculty, while policies and their implementation are often inconsistent. Calls for clearer guidelines and greater support for students and faculty resound as a consistent theme in the literature. Implications: Plagiarism in STEM and engineering research has been slow to develop, but is a continuing field of growth. As more stakeholders become aware of the scope and complexities of plagiarism, many researchers are making recommendations for policy, policy implementation, and support through technology, education, and intervention programs. Additional materials: 36 References Keywords: Academic integrity, academic dishonesty, academic misconduct, plagiarism, cheating, engineering
  • Thumbnail Image
    ItemOpen Access
    Pre-service teachers and study abroad experiences: Don’t forget about them when they come home
    (Elsevier, 2020-01) Arthur, Nancy; Becker, Sandra; Dressler, Roswita; Crossman, Katherine; Kawalilak, Colleen
    Study abroad programs for pre-service teachers aim to contribute to the cultural readiness needed for teaching in schools of today and tomorrow. Yet, the re-entry transition is an oft-neglected aspect of study abroad programs. We developed a model for reflective writing and examined the depth of post-sojourn reflection in pre-service teacher writing, two months after returning from a 10-week study abroad program. Although the majority of the writing illustrated descriptive writing or descriptive reflection, some students demonstrated dialogic or critical reflection, revealing the usefulness of reflective writing in capturing students’ experiences in ways that deepen their learning for teaching.
  • Thumbnail Image
    ItemOpen Access
    Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review
    (Springer, 2018-06) Eaton, Sarah Elaine; Crossman, Katherine
    Self-plagiarism is a contentious issue in higher education, research and scholarly publishing contexts. The practice is problematic because it disrupts scientific publishing by over-emphasizing results, increasing journal publication costs, and artificially inflating journal impact, among other consequences. We hypothesized that there was a dearth of empirical studies on the topic of self-plagiarism, with an over-abundance of editorial and commentary articles based on anecdotal evidence. The research question was: What typologies of evidence characterize the literature on self-plagiarism in scholarly and research journals? We conducted a scoping review, using the search terms “self-plagiarism” and “self-plagiarism” (hyphenated), consulting five social sciences research databases, supplemented by a manual search for articles, resulting in over 5900 results. After removing duplicates and excluding non-scholarly sources, we arrived at a data set of 133 sources, with publication dates ranging from 1968 to 2017. With an interrater reliability of over 93% between two researchers, our typological analysis revealed 47 sources (34.3%) were editorials; 41 (29.9%) were conceptual research (including teaching cases); 16 (11.7%) were editorial responses; 12 (8.6%) were secondary research; and only 8 sources (5.8%) were primary research. There is little guidance in the available literature to graduate students or their professors about how to disentangle the complexities of self-plagiarism. With primary and secondary research combined accounting for 14.4% of overall contributions to the data set, and primary research constituting only 6% of overall contributions, we conclude with a call for more empirical evidence on the topic to support contributions to the scholarly dialogue.