Browsing by Author "Judge-Stasiak, Angela"

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    A Qualitative Case Study Exploring the Learning Experiences of Self-Directed Social Work Practicum Students
    (2024-05-23) Judge-Stasiak, Angela; Eaton, Sarah Elaine; Burns, Amy; Danyluk, Patricia
    A qualitative case study methodology was implemented to explore the learning experiences of self-directed social work practicum students within real-world settings. Eight social work students and seven practicum supervisors were included in this study. The research objective focused on a comprehensive understanding of self-directed practicum learning, including the factors that influence, facilitate, and restrict these experiences. The study underscored how these experiences impact students as they acquire the knowledge and skills necessary for future social work practice. The research design, supported by a constructivist paradigm, draws from learning theories relevant to experiential and self-directed learning within social work education and incorporates insights from scholarship on the ethics of care, emphasizing the significance of compassionate and ethical considerations in social work education and practice. This study highlighted the crucial role of reflection in the learning process and within the research itself. The research findings are relevant for field educators, social work students, and other allied professionals. Examining student and supervisor responses about supervised, self-directed social work practicum yielded insights that could inform and enhance educational practices embodying a compassionate, reflective, and self-directed approach to learning and professional development.
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    Equity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and Praxis
    (2023-10-12) Eaton, Sarah Elaine; Moya, Beatriz; Dahal, Bibek; Judge-Stasiak, Angela; Fleming, Colleen
    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.