Faculty of Education Scholarly Works

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    Student perceptions of academic misconduct amongst their peers during the rapid transition to remote instruction
    (BMC, 2023-07-17) Stoesz, Brenda M.; Quesnel, Matthew; De Jaeger, Amy E.
    Abstract The sudden move from traditional face-to-face teaching and learning to unfamiliar virtual spaces during the early weeks and months of the COVID-19 pandemic demanded many members of educational communities around the world to be flexible and teach and learn outside of their comfort zones. The abruptness of this transition contributed to instructors’ concerns about academic cheating as they could no longer assess learning and monitor student progress using their usual strategies and methods. Students also experienced disruptions to their usual ways of learning, which may have contributed to poor decision-making, including engagement in academic misconduct. The present study examined students’ beliefs about increased engagement in academic misconduct by their peers during the rapid obligatory transition to remote instruction due to the COVID-19 pandemic in March 2020. In January 2021, a retrospective online survey was distributed to students in undergraduate courses. We focused our analyses of the responses from students at a single university in Canada. We found that beliefs of increased cheating depended upon student gender (men vs women), status (domestic vs international), year of study (Years 1/2 vs Years 3 +), and discipline (Science, Technology, Engineering, and Mathematics vs Social Sciences and Humanities). These are important findings as they provide insight into the nature of the culture of academic integrity during a stressful and confusing period in postsecondary students’ lives.
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    Living schools: transforming education
    (Education for Sustainable Well-Being Press (ESWB Press), 2020) O'Brien, Catherine; Howard, Patrick
    In this edited book, educational scholars and practitioners from different educational contexts theorize about, provide examples of, and reflect upon what the editors have been calling “living schools” as a general design for progressive and sustainability education. In the first part of the book, the editors describe a conceptual framework for and justify the need for living schools. The second part comprises seven chapters in which each of the chapter authors describe examples of living schools in which they were first-hand involved with. In the final and third part of the book, the editors, supported by other education scholars, analyze these and other cases of living schools for the attributes of living schools that the editors have developed in their Living Schools Framework. License: CC-BY-NC
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    Open Access
    Sustainable Well-Being: concepts, issues, and educational practices
    (Education for Sustainable Well-Being Press (ESWB Press), 2014) Falkenberg, Thomas; Deer, Frank; McMillan, Barbara; Sims, Laura Carol.
    In this edited book, educational researchers, scholars, and practitioners from different educational contexts theorize about and provide examples of education that supports sustainable living and human well-being. The chapters address issues of sustainability; educational relationships; food literacy; integrated curriculum; well-being; ecological literacy; transformative learning; socio-ecological flourishing; spirituality; food sovereignty; sustainable happiness; meditation; and peace and sustainable development.
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    Indigenous perspectives on education for well-being in Canada
    (Education for Sustainable Well-Being Press (ESWB Press), 2016) Falkenberg, Thomas; Deer, Frank
    In this edited book, scholars and researchers provide and engage with Indigenous perspectives on the possibilities of education to foster well-being among Indigenous people(s). Chapters address issues of understanding Indigenous perspective on “the good life;” on holistic lifelong learning; on Bannock; on healthy bodies; on the spiritual relationship with Mother Earth; on the preservation of Indigenous cultural heritage. Other chapters engage with Urban Indigenous food sovereignty; with Anishinaabe perspectives on the cultural dimensions of well-being in schools; with integrating Indigenous cultural education in a youth treatment program; with the integration of Indigenous perspectives in teacher education programs; with building healthy learning communities for Indigenous university students; and with what non-Indigenous Canadians can learn from these Indigenous perspectives.
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    Effectiveness of tutorials for promoting educational integrity: a synthesis paper
    (2018-09-12) Stoesz, Brenda M; Yudintseva, Anastassiya
    Abstract The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.