
January 2021 | View the web version of this newsletter A message from the AVP, Learning & Teaching
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A different perspective on academic integrity
Dan Laitsch (associate professor, Faculty of Education) thinks the emphasis on enforcing academic integrity through deterrence is all wrong. He argues for an approach that addresses what he considers the fundamental “drivers of cheating”: a competitive environment that prioritizes grades over learning; a misguided view of fairness that calls for all students to “do the same work at the same time in the same way” without taking into account individual needs and interests; and the limited work capacity of both instructors and students, which leads to decisions based on managing workloads rather than maximizing learning. He has implemented a radically different approach to learning, assessment and academic integrity in his own classroom.
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“Painting the bigger picture” of academic integrity
University lecturer Kathleen Burke (Beedie School of Business) regularly discusses academic integrity in her business ethics course. And while she recognizes that the “temptations” to cheat might be greater during remote learning when instructors are not physically present as students write tests and exams, she addresses the subject as she always has—by seeking to broaden her students’ perspectives on dishonesty and cheating and by communicating expectations clearly. For Burke, the significance of the discussion extends well beyond her classroom: “The stakes just get bigger as we go further down the road of life.”
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Three students talk about academic integrity
Felipe Patarroyo Singh (sustainable energy engineering), Galvin Huen (honours biomedical physiology) and Sam Yi (criminology) are undergraduate members of SFU’s Academic Integrity Working Group. They recently shared their views on the prevalence and causes of academic dishonesty and what instructors can do to foster academic integrity in their classrooms, especially within the context of remote instruction. All three agree that instructors can make a difference. “I have had a positive experience with professors who took a little time to write reassuring messages or explicitly stated expectations in a guiding manner,” says Huen. “I would like to thank the instructors who spend time doing this, as I can assure you these messages do a lot for us as students.”
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News Roundup
A clear no to Examity
Last semester, the university conducted a pilot of Examity, an auto-proctoring software that “locks down” the browsers of students to prevent internet access during remote exams. The software also records students and uses artificial intelligence to identify “suspicious” behaviours that could indicate cheating. Although interest in some sort of auto-proctoring solution to enforce academic integrity remains high, the evaluators concluded that Examity “meets neither our expectations nor our needs.” In fact, almost all pilot participants discontinued their use of Examity after an initial midterm. Some faculty members are now exploring Zoom proctoring as an alternative. Read more about the Examity decision.
Turn on live transcription for your next Zoom meeting
IT Services has announced the availability of live transcription, a beta feature that enables automatic speech-to-text transcription, in Zoom. When the feature is enabled by the meeting host, participants see real-time captions during the meeting or webinar and can download a full transcript of the presentation or discussion afterwards. It’s a valuable accessibility option and a huge time-saver for note-takers. Find out how to use it.
How can institutions and Indigenous peoples work together?
On Tuesday, January 26, the Centre for Educational Excellence will welcome three outstanding Indigenous scholars/senior administrators from the University of Calgary, Carleton University and York University for a 90-minute Zoom discussion titled “How Do Institutions and Indigenous Peoples Work Together in Decolonizing and Indigenizing Teaching and Learning Practices?” All three scholars are among the first generation in roles that are breaking ground for effective reconciliation work within their institutions. They will share how they have collaborated with faculty, staff and students to transform learning and teaching practices. Register here to participate.
Remote Teaching Forum 2021: Engaging Students in the Disciplines
SFU instructors have adopted a variety of creative approaches and teaching strategies for remote instruction. Come to the Remote Teaching Forum 2021 on Tuesday, February 9, to hear 16 five-minute presentations by faculty members on their technology-supported learning activities. Then join the conversation in facilitated roundtable discussions. See the list of presentations and register.
Selected Learning & Teaching Events
Tue Jan 26 |
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Tue Feb 9 |
Remote Teaching Forum 2021: Engaging Students in the Disciplines |
Fri Feb 26 |
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Fri Mar 12 |
Application Deadline: Instructional Skills Workshop (April 22–23, 26–27) |
Fri Mar 12 |
Application Deadline: Instructional Skills Workshop (April 29–30, May 3–4) |
View All CEE events |
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