AIIIM 2022 program

Josh Seeland, Assiniboine Community College

Literature from many disciplines has, for years, called for library involvement in academic integrity. More recently, it has been suggested that libraries and those working in them are well-suited to assist in detecting plagiarism. At the same time, literature specific to quality in academic libraries has emphasized the development of and focus on services, and what libraries do rather than what they have. With this in mind, and with academic integrity in its portfolio, the Library at Assiniboine Community College has added a new service to the identification stage of its holistic approach to academic integrity. Combining existing resources on bibliographic forensics, text-matching software, and discovery interviews, it allows for the library to leverage its unique knowledge of available resources in identifying academic misconduct.   

Learning Outcomes 

• Summarize frameworks and resources that inform this service 
• Examine opportunities for libraries in performing bibliographic analysis related to potential academic misconduct cases 
• Reflect on the implementation and evaluation of this service 

Author Bio

Josh Seeland is the Manager of Library Services at Assiniboine Community College (ACC) in Brandon, MB, Canada, where his portfolio items include academic integrity and copyright. He is a member of the Manitoba Academic Integrity Network (MAIN) and chairs ACC’s Academic Integrity Advisory Committee. Seeland holds a Bachelor of Arts in History and Philosophy from the University of Manitoba and a diploma in Library and Information Technology from Red River College. His writing can be found in academic journals as well as a chapter in an upcoming book titled “Contract cheating: causes, consequences, and prevention”. 

Lisa Vogt, RRC Polytech, Breanna Sawatzky, RRC Polytech, Pamela Villafranca, RRC Polytech

Supporting academic integrity across the institution is an involved process that includes integrating proactive education, designing effective learning spaces, identifying potential academic integrity breaches and finding resolutions to support student learning. Through published literature as well as anecdotal experiences, we know that upholding the spectrum of academic integrity can take a toll on everyone – including students, instructors, administrators and support staff. Rapid transitions and isolation brought on by responses to COVID-19 have only intensified this challenge. Using the Integrity Hour model developed by Dr. Sarah Elaine Eaton at the University of Calgary, RRC Polytech has established a community of practice to support staff and grow the institutional culture of academic integrity. In this session, participants will learn more about the Integrity Hour community at RRC Polytech and how the mental health continuum resource has been used to support group discussion. This session will include a demonstration of the Integrity Hour process with an invitation to participate in a circle discussion.

Author Bios

Lisa Vogt is the Academic Integrity Specialist in the Centre for Learning and Program Excellence at RRC Polytech in Winnipeg. She promotes academic integrity by creating and delivering pro-active educational opportunities and supporting staff and faculty responding to academic integrity breaches. Her research interests lie in addressing linguistic and cultural barriers for EAL students in post-secondary education, supporting students after academic misconduct and engaging faculty in the development of a culture of integrity. Lisa has been published in the Canadian Perspectives on Academic Integrity and the International Journal for Educational Integrity.

Breanna Sawatzky is a public health practitioner with a background in counselling and non-profit leadership. As a mental health promotion and suicide prevention specialist Breanna has developed, implemented, and evaluated a variety of health promotion programs, including in the areas of psychosocial rehabilitation, newcomer settlement, young women’s empowerment and post-secondary student mental health. Breanna is a health educator and researcher with a strong focus on collaborative and capacity building approaches to community well-being. Currently the Manager of Campus Well-Being at RRC Polytech, Breanna leads a team dedicated to supporting the physical, mental, and social health of students and staff.

Pamela Villafranca works as the Mental Health Coordinator with Red River College Polytechnic. Pamela has a Bachelor of Arts in Conflict Resolution Studies from the University of Winnipeg, a Bachelor of Social Work from Dalhousie University, and is currently completing her Masters of Social Work from Dalhousie University. Pamela has worked as a clinical social worker and therapist in a community setting, supporting clients from many backgrounds to build and strengthen familial attachments, and build capacity.  

Jayne Geisel, Red River College Polytechnic, Hannah Warkentin, University of Calgary, Jessica Snow, University of Calgary

The move to online education necessitated by the COVID-19 pandemic has greatly increased institutional use of learning management systems, contributing to vast amounts of educational data, ranging from information on admissions and retention, to the minutiae of course activities. These vast amounts of learner data are collected, measured, analyzed, and reported on to understand learning, learners and the learning environment and can be defined as learning analytics (LA). LA are intended to support students and assist with their success; however, most instructors and students are unaware of how learning analytics can be used in their courses and are consequently unfamiliar with the ethical implications arising from that use. Contributing to this gap is the lack of literature examining the use of LA at the instructor and course level, rather than at the level of the institution. This lack of familiarity with the use of, and ethical principles related to, LA has created, for many faculty, a default to using analytics for performance management, surveillance, and evidence of academic misconduct rather than to support learning. This presentation will address this gap by examining the ethical issues associated with the use of learning analytics specifically for instructors, and provide recommended best practices, resources, and tips to better support students, particularly in online or blended learning contexts. The intent of this research is to provide a guiding framework for the ethical use of LA to promote robust pedagogical practices, transparency between instructors and students so the focus is on academic integrity rather than misconduct.

Author Bios

Jayne Geisel is an Academic Coordinator for the Civil Engineering Technology Department at Red River College Polytechnic, a role bridging the gap between faculty and students. She is directly involved in cases of Academic Misconduct found in the Department, advocating for students, advising faculty, working towards fair and equitable practices. She supports excellence in teaching in Civil Engineering Technology through leading Academic Transformation in that department. Jayne serves as the Employee Member on the RRC Polytech Board of Governors and is an active union steward. She is currently working on a Master of Education from the Werklund School of Education.

Hannah Warkentin is a graduate student in the Master of Education program at the Werklund School of Education at the University of Calgary. She has 5 years of experience working in student support and has developed and facilitated workshops and resources on topics related to academic integrity, academic writing, and citation practices. She is interested in supporting instructors and students to learn together effectively in online contexts, through the development of inclusive and ethical instructional design.  

Jessica Snow is the Communications and Programming Manager at the Taylor Institute for Teaching and Learning at the University of Calgary. She provides strategic insight on the development of programs, events, webinars, and digital content related to a broad range of teaching and learning topics in higher education, including academic integrity, online and blended learning, and educational technologies. She also teaches online user experience and writing courses at Bow Valley College and UCalgary Continuing Education. Jessica is currently a graduate student in the Master of Education program at the Werklund School of Education.

Moderators: Hafizat Sanni-Anibire, University of Manitoba; Caitlin Munn, Assiniboine Community College; Xinli Wang, University of Manitoba

Considering the values of equity diversity and inclusion, together with the facilitators, participants will explore how academic integrity can be approached from an anti-racist perspective, both personally and structurally.

Moderator Bios

Hafizat Sanni-Anibire is a graduate student of education at the University of Manitoba. Her research focuses on academic integrity and issues at the intersection of education and migration.

Caitlin Munn (she/her) is an Educational Quality Assurance Specialist at Assiniboine Community College in Brandon, Manitoba, and a sessional instructor at Brock University in St. Catharines, Ontario. Caitlin is an adult educator and Ontario Certified Teacher who holds a BA (Honours)/B.Ed. Concurrent and Master of Education (thesis). Caitlin’s experience spans the elementary, high school, and post-secondary systems.

Xinli Wang has been teaching mathematics in higher education sector since 2012. She taught full-time in Singapore for four years before her family moved to Canada in 2016. Her teaching career in Canada started at the University of Toronto Mississauga. She also taught at a few local colleges while working at UTM. In September 2020, Xinli joined the Department of Mathematics at the University of Manitoba and has been teaching online from her spare bedroom since then. She looks forward to visiting the campus and going back to teach in-person soon.

Josh Seeland, Assiniboine Community College (moderator), Sarah Elaine Eaton, University of Calgary; Brenda M. Stoesz, University of Manitoba; Silvia Rossi, Mount Royal University; Karla Wolski, Lethbridge College; Melanie Hamilton, Lethbridge College

“Academic integrity in Canada: an enduring and essential challenge” is an open-access book recently published by Springer as part of the series “Ethics and Integrity in Educational Contexts”. Edited by scholars Sarah Elaine Eaton and Julia Christensen Hughes, it contains over 600 pages in 31 chapters designed to address the gap in Canada’s study and evidence-based recommendations involving academic integrity. The book is divided into five sections: Canadian context, emerging and prevalent forms of academic misconduct, integrity within specific learning environments and professional programs, barriers and catalysts to academic integrity: multiple perspectives and supports, and institutional responses. In this moderated panel session, several chapter authors as well as Sarah Elaine Eaton will delve into specific aspects of their contributions towards the book. Through the open question and discussion segment, attendees will be inspired to contribute in their own institutional roles towards provincial and, ultimately, the growing Canadian academic integrity community.

Learning Outcomes 

• Discuss academic integrity culture and initiatives in Canada 
• Identify ways to make contributions towards academic integrity in various roles and institutions 
• Reflect on specific aspects of academic integrity covered in individual chapters 

Author Bios

Sarah Elaine Eaton is an associate professor in the Werklund School of Education. Her research and service focus on academic integrity. 

Brenda M. Stoesz, PhD, is a Senior Faculty Specialist – Science of Teaching and Learning & Academic Integrity at The Centre for the Advancement of Teaching and Learning, University of Manitoba. She conducts research on academic integrity, facilitates workshops, and develops teaching resources for university instructors to help them promote academic integrity in their teaching and learning environments.

Silvia Rossi is a Writing and Learning Strategist at Mount Royal University in Calgary, Alberta. Her primary role is to support students, through one-on-one consultations and group sessions, as they develop the skills, strategies and mindsets needed to become confident, self-directed learners and academic writers. In collaboration with faculty members in various disciplines, she develops course-specific instructional materials and workshops to help embed key concepts and strategies in course curricula. Liaising with the university's centralized student conduct office, she provides customized programming for students requiring support around academic integrity.

Dr. Karla Wolsky is an instructor for the Bachelor Nursing programs at Lethbridge College where she has taught within the theory, lab, simulation, and clinical environments for over 15 years. During this time, Dr. Wolsky also acted as chair for the nursing program as well as for the School of Health Sciences and Allied Health programs within the Centre for Health and Wellness. Her research focuses on academic integrity, specifically academic dishonesty among students and barriers to reporting within the college sector and the K-12 system. Additional scholarly activities surround student engagement and the benefits of using humor in the classroom.

Melanie Hamilton is an Educational Development Specialist at Lethbridge College. She is the current Chair of SoTL (Scholarship of Teaching and Learning) Canada and current Canadian VP of ISSOTL. She is also a 2020 ISSOTL Fellow. From 1999-2018, Melanie taught in various nursing education programs, actively participating in programs reviews, accreditation processes, and curriculum development. Her research interests focus on the scholarship of teaching and learning, professional development for mid-career faculty, early-career SoTL researchers, and academic integrity. 

Moderators: Caitlin Munn, Assiniboine Community College; Xinli Wang, University of Manitoba

As most Canadian institutions shift to in-person instruction from online/blended delivery mode, we invite you all to join us and discuss what this transition means for academic integrity and assessment design.

Moderator Bios

Xinli Wang has been teaching mathematics in higher education sector since 2012. She taught full-time in Singapore for four years before her family moved to Canada in 2016. Her teaching career in Canada started at the University of Toronto Mississauga. She also taught at a few local colleges while working at UTM. In September 2020, Xinli joined the Department of Mathematics at the University of Manitoba and has been teaching online from her spare bedroom since then. She looks forward to visiting the campus and going back to teach in-person soon.

Caitlin Munn (she/her) is an Educational Quality Assurance Specialist at Assiniboine Community College in Brandon, Manitoba, and a sessional instructor at Brock University in St. Catharines, Ontario. Caitlin is an adult educator and Ontario Certified Teacher who holds a BA (Honours)/B.Ed. Concurrent and Master of Education (thesis). Caitlin’s experience spans the elementary, high school, and post-secondary systems.

Brenda Mercer, RRC Polytech, Lisa Vogt, RRC Polytech

Getting off the beaten path will introduce participants to a variety of high-impact authentic assessment strategies to open the door for academic integrity to flourish. This session will begin by discussing the importance of aligning learning outcomes with authentic assessments to create space for diverse student experiences and abilities. From there we will explore a variety of hands-on learning approaches such as conferencing, collaboration, and refreshing your assignments to promote student engagement and realistic applications of course content.

Participants in this session will learn how high-impact authentic assessment strategies may be embedded throughout planning, instruction, and assessment cycles. The strategies explored in this workshop will improve your course design by creating opportunities for your students to effectively and authentically demonstrate knowledge and skills. This session will culminate with a short group discussion on how course design with authentic assessment in mind, will naturally achieve much higher levels of academic integrity.

Content from this session will also be presented during RRC Polytech professional development in Spring 2022.

Author Bios

Brenda Mercer is an Educational Developer with the Centre for Learning and Program Excellence at Red River College Polytechnic in Winnipeg. Her educational development work supports the creation of processes to assess recognition of prior learning and promote academic quality. Brenda is a seasoned K-12 teacher, principal, learning coach, and instructor at the post-secondary levels. She has a Doctorate degree in Educational Leadership from Western University, Master's degree in Leadership and Educational Administration from the University of New Brunswick, and a postgraduate Certificate in Reading and Literacy from Queens University. Current educational interests include the creation, delivery, and measurement of learning outcomes, exploring processes to evaluate recognition of prior learning, and culturally relevant instruction.

Lisa Vogt is the Academic Integrity Specialist in the Centre for Learning and Program Excellence at RRC Polytech in Winnipeg. She creates educational supports to promote academic integrity in the College community. Lisa also holds a role on the Manitoba Academic Integrity Network (MAIN) executive team. Her research interests lie in addressing linguistic and cultural barriers for EAL students in post-secondary education, supporting students after academic misconduct, and engaging faculty in the development of a culture of integrity. Lisa has been published in the Canadian Perspectives on Academic Integrity and the International Journal for Educational Integrity.