Browsing by Author "Toye, Margaret A."

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    Academic Integrity Inclusivity and Accessibility Study: Research Project Brief
    (Bow Valley College, 2024-06-03) Ferguson, Corrine D.; Toye, Margaret A.; Fiddler, Jaime; Fiebig, Lindsey; Morris, Janalee; Perry, Miriam; Rousseau, Jennefer
    Purpose: The main goal of this project is to assess the academic integrity, policy, procedure, and supports at one community college using multiple frameworks of equity, diversity, and inclusion (EDI), including principles of Universal Design for Learning (UDL), decolonization and Indigenization, and stress and mental health. Methods: A mixed methods approach to collect both qualitative and quantitative data is used to answer the research question. Academic integrity policy and procedure documents are qualitatively analyzed using current exemplar principles (Bretag et al., 2011b) and a tool created by the research team that assesses inclusivity, accessibility, decolonization, and mental health. Experiences of key stakeholders in the academic integrity process are collected using survey, focus group, and interview methods. It is our direct intention to empower academic integrity stakeholders through their voices, experiences, and their participation to drive change and to engage in community building. Data sources: Publicly available academic integrity policy and procedure documents and stakeholder experiences collected through surveys, focus groups, and interviews from one Canadian community college form the basis of the data for this project. Implications: The project is significant to the college specifically and to higher education institutions more broadly as the multi-framework tool, developed under Creative Commons license, may be used by policy analysts and practitioners to assess academic integrity processes toward reforming policy, procedure, and supports. The project also assesses teaching practices which may help identify stressors and gaps in support for administrators to address in their institutions.
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    Building Community: Creating Faculty/Staff - Student Partnerships at a Canadian Applied Learning College
    (Bow Valley College, 2024-04-29) Fergusone, Corrine D.; Toye, Margaret A.; Dyer, Fiona
    Building a community of integrity in educational institutions requires the support of all its members (Eaton, 2022). Inspired by Freeman et al. (2014) the students as partners (SaP) movement is one initiative toward building academic integrity community (as cited in Lancaster, 2022). The SaP practice seeks to “engage students and staff as collaborators on teaching and learning endeavours, establishing collegial working relationships based on reciprocity, mutual respect, shared responsibility, and complementary contributions” (Marquis, Black, & Healey, 2017, p. 720). Co-designing and co-facilitating in academic integrity endeavours has the immense potential to promote ownership, autonomy, engagement, and authenticity for learners, conditions that may lead to integrity violations when absent (Bretag et al., 2019). Cultivating partnerships among faculty/staff and students then is intended to prevent academic integrity breaches such as contract cheating (Lancaster, 2022) and other violation behaviours and through relationship building, may positively impact the sense of belonging, wellness, and equity for community members (McNeill, 2022). For institutions such as applied learning colleges the timeframe to engage learners in collaborations toward community building is noticeably short, ranging from 8 to 24 months, and programs are intense. In this poster presentation, learn how one Canadian applied learning college is forming faculty/staff-student partnerships to help build a community to support integrity in the classroom and beyond.
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    Contract Cheating: A View from Three Calgary Post-Secondary Institutions
    (2019-05-27) Eaton, Sarah Elaine; Toye, Margaret A.; Chibry, Nancy; Rossi, Silvia
    A comparative exploration of how contract cheating is addressed at three Calgary post-secondary institutions.
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    Contract Cheating: An Inter-Institutional Collaborative SoTL Project from Alberta
    (2018-11-10) Eaton, Sarah Elaine; Toye, Margaret A.; Rossi, Silvia; Chibry, Nancy
    Our project showcases perspectives from three Alberta post-secondary institutions, using a collaborative action research approach to reflect upon and then develop interventions to advance awareness of, and responses to, contract cheating. Contract cheating includes, but is not limited to essay mills, custom writing services, assignment completion services and professional exam takers. Contract cheating also occurs when parents, partners or another student do the work for a learner. In short, contract cheating happens when students have someone else complete academic work on their behalf, but submit their work as if they had done it themselves. Our project is framed as an action research project that extends SoTL beyond the individual classroom to a broader institutional context. Using narratives, observations and reflection-on-action as data sources, we use informal interventions such as hallway conversations and in-class discussions, designed to help both faculty members and students develop greater awareness about what contract cheating is and why it deserves attention from a teaching and learning perspective. We also discuss institutional action, such as taking part in the International Day of Action Against Contract Cheating, as a formal way to raise awareness about contract cheating in higher education more broadly. We conclude with preliminary practical and evidence-informed recommendations for practitioners, educational developers and decision-makers.