Browsing by Author "Stoesz, Brenda M."
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Item Open Access Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address](2024-03-07) Eaton, Sarah Elaine; Stoesz, Brenda M.; McKenzie, AmandaKeynote 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.Item Open Access Academic integrity policy analysis of Alberta and Manitoba colleges(2023-06-01) Eaton, Sarah Elaine; Vogt, Lisa; Seeland, Josh; Stoesz, Brenda M.Dealing with matters related to academic integrity and academic misconduct can be challenging in higher education. As a result, students, educators, administrators, and other higher education professionals look to policy and procedures to help guide them through these complex situations. Policies are often representative of an institution’s culture of academic integrity. For these and other reasons it is therefore important that policies and procedures are reviewed regularly and updated to ensure that they align with current educational expectations and societal context. In this presentation, we share the results from our policy analysis of 16 colleges in the Canadian western provinces of Alberta and Manitoba. Data extraction and analyses were performed using a tool developed based on Bretag et al.’s five core elements of exemplary academic integrity policy. Our results showed inconsistencies in college polices in terms of the intended audience for the documents (e.g., students, faculty, administrators), varying levels of detail, inconsistent definitions, or categories of misconduct (e.g., plagiarism, cheating) and little mention of contract cheating. We compare the results of this study with previous academic integrity policy research in Canada for colleges in Ontario (Stoesz et al., 2019), as well as universities (Miron et al., 2021; Stoesz and Eaton, 2020). We also discuss the recent increase in the use of artificial intelligence tools such as ChatGPT and GPT-3 and what this could mean in the context of academic integrity policy. We conclude with recommendations for policy reform in the Canadian college context. Our findings may be useful to those working in community colleges and polytechnics. This project is part of a larger project on academic integrity policy in Canada (https://osf.io/n9kwt/ ) Cite as: Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023). Academic integrity policy analysis of Alberta and Manitoba colleges. Canadian Symposium on Academic Integrity (CSAI), Univeristy of Manitoba, Winnipeg, MB.Item Open Access Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada(2022-04-25) Eaton, Sarah Elaine; Stoesz, Brenda M.; Godfrey Anderson, Jennifer; LeBlanc-Haley, JoanneWe analyzed academic integrity policy documents from publicly-funded universities in Atlantic Canada (N = 13). We analyzed a total of 28 documents through the framework of the core elements of academic integrity policy: a) access, b) approach, c) responsibility, d) detail, and e) support (Bretag et al., 2011b), using an anti-racist theoretical lens. We found that academic integrity policies continue to focus on outdated and punitive approaches that enable the continuation of systemic discrimination of marginalized students. We conclude with a call to action for policy revision conducted through an anti-racism lens that focuses on equitable approaches to address student conduct violations. How to cite this presentation: 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.Item Open Access Academic Integrity: Faculty Development Needs for Canadian Higher Education - Research Project Brief(2019-05-28) Crossman, Katie; Eaton, Sarah Elaine; Garwood, Kim; Stoesz, Brenda M.; McKenzie, Amanda; Cepuran, Brian; Kocher, RoseThis collaborative project includes researchers from four Canadian universities (University of Calgary, University of Guelph, University of Manitoba , University of Waterloo), as well as partners from D2L. This is the inaugural project associated with the D2L Innovation Guild. The purpose of this research is to understand faculty perceptions and needs related to academic integrity in Canadian higher education. This mixed-methods study will include a survey to be administered to faculty at four Canadian institutions. The survey designed for this research project will be informed by previous research (i.e. McCabe, 1993). The first stage of this project includes a detailed literature review on faculty perceptions of academic integrity in Canada and globally. This literature review is meant to inform the development of a survey tool and the research methods. The survey tool will be designed to capture qualitative and quantitative data based on the faculty responses about academic integrity in Canada. The goal of this research is to explore and better understand how faculty members in Canadian higher education institutions support academic integrity. Key words: academic integrity, faculty, plagiarism, post-secondary, higher education, CanadaItem Open 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, AmandaPurpose: 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-secondaryItem Open Access Atlantic Provinces Academic Integrity and Contract Cheating Policy Analysis(2022-01-13) Eaton, Sarah Elaine; Stoesz, Brenda M.; Godfrey Anderson, Jennifer; LeBlanc-Haley, JoanneContract cheating (i.e., outsourcing of academic work) poses a threat to the integrity of credentials awarded by institutions. The global contract cheating industry is estimated to be valued at $15 Billion USD. If students have outsourced academic work to a third party (e.g., term paper mill, assignment completion services, or thesis-writing services) the integrity of the credentials they are awarded becomes questionable. In this presentation we share findings from our analysis of academic integrity policies of 13 publicly-funded universities in New Brunswick (n = 3), Nova Scotia (n = 8), Prince Edward Island (n = 1), and Newfoundland (n = 1). We pay particular attention to the ways in which contract cheating is addressed through policy documents. We conclude with concrete recommendations for policy reform. Read more about the project here: https://osf.io/n9kwt/wiki/home/Item Open Access Contract Cheating in Canada, National Policy Analysis – Phase Four, Atlantic Canada: Research Project Brief(2021-02-23) Eaton, Sarah Elaine; Stoesz, Brenda M.; Godfrey Anderson, Jennifer; LeBlanc-Haley, JoannePurpose: The broad goal of this project is to understand the academic integrity policies of publicly-funded Canadian post-secondary institutions with a particular focus on how contract cheating is addressed in policy documents. This phase of the project focuses specifically on Atlantic Canada. Methods: The overarching research question for the national policy analysis is: How do post-secondary institutions in Canada address contract cheating in their academic integrity policies and related documents? This qualitative policy analysis draws on previous inquiries including earlier phases of this national policy inquiry, as well as other academic integrity policy investigations undertaken elsewhere (e.g., Bretag et al., 2011a, 2011b). Data sources: Publicly available policy documents from Canadian post-secondary institutions provide the data for this project. Implications: This project provides a comprehensive analysis of academic integrity policies for Canadian publicly-funded post-secondary institutions. This is the most comprehensive analysis of its kind in Canadian higher education research history. It is intended to help policy makers and scholars gain a deeper understanding of academic integrity policies in Canadian higher education. The project also provides an opportunity for researchers to develop capacity and experience collaborating across multiple institutions and provinces on academic integrity scholarship in Canada. Key words: Canada, academic integrity, contract cheating, academic misconduct, policy analysis, higher educationItem Open Access Contract Cheating in Canada: National Policy Analysis Project Update and Results for 2021(2021-06-22) Eaton, Sarah Elaine; Stoesz, Brenda M.; Miron, Jennifer (Jenny); McKenzie, Amanda; Devereaux, Lisa; Steeves, Marcia; Godfrey Anderson, Jennifer; LeBlanc-Haley, JoanneIn this study, regional teams assembled to collect and analyze academic integrity policies from 80 publicly-funded universities and colleges across Canada where English is the primary language of instruction (Western Canadian universities n = 24; Ontario universities n = 21; Atlantic Canadian universities n = 13; Ontario colleges n = 22). Although the entire study is not yet complete, we now have full or preliminary results to share from 9 Canadian provinces (BC, AB, SK, MB, ON, NB, NS, PE, and NL). In this session we offer the most comprehensive synthesis of the project to date. In our presentation we provide an overview of the project as a whole, show how we have conducted the study (i.e., method), and present our findings at both a regional and national level. Based on our findings, we offer evidence-based recommendations for policy reform for academic integrity in Canadian higher education, concluding with a call to action for policy makers and administrators to take a stronger stance against contract cheating. For more information on this project visit https://osf.io/n9kwt/.Item Open Access Outsourcing assessments: The implications of contract cheating for teaching and learning in Canada(University of Calgary, 2019-06-15) Usick, Brandy; Eaton, Sarah Elaine; Stoesz, Brenda M.Contract cheating is a growing problem in higher education with an estimated prevalence of ~3.5%2. At this rate, 71,223 post-secondary students in Canada are requesting others to complete their work for them. In Canada, the definition of plagiarism in academic integrity policies often subsumes contract cheating but it is beginning to emerge as a distinct category of academic misconduct. How to cite this resource: Stoesz, B. M., Usick, B., & Eaton, S. E. (2019, June 15). Outsourcing assessments: The implications of contract cheating for teaching and learning in Canada. Paper presented at the Society for Teaching and Learning in Higher Education (STLHE), Winnipeg, MB.Item Open Access Understanding the academic integrity policies of publicly funded universities in western Canada(SAGE : Educational Policy, 2020-12-23) Eaton, Sarah Elaine; Stoesz, Brenda M.We examined 45 academic integrity policy documents from 24 publicly-funded universities in Canada’s four western provinces using a qualitative research design. We extracted data related to 5 core elements of exemplary academic integrity policy (i.e., access, detail, responsibility, approach, support). Most documents pointed to punitive approaches for academic misconduct and were based on the notion that academic misconduct results from a lack of morals. One university used the term “contract cheating,” although nearly all categorized the outsourcing of academic work as plagiarism. Details about educational resources and supports to increase student and staff understanding of academic integrity and prevention of academic misconduct were sparse. This study signals the continuing punitive nature of academic integrity policies in western Canadian universities, the reluctance to address contract cheating directly, and the need to revise policies with deeper consideration of educative approaches to academic integrity that support students and academic staff.