Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Learning about academic integrity through experiential learning

160 vues

Publié le

Workshop on learning about academic integrity through experiential learning. Presented online for the Werklund School of Education, University of Calgary on May 22, 2020

Publié dans : Formation
  • Soyez le premier à commenter

  • Soyez le premier à aimer ceci

Learning about academic integrity through experiential learning

  1. 1. LearningAboutAcademic IntegrityThrough Experiential Learning Sarah Elaine Eaton, PhD Assistant Professor,Werklund School of Education May 22, 2020
  2. 2. Definition “Experiential learning (EL) is learning-by-doing that bridges knowledge and experience through critical reflection. EL activities are intentionally designed and assessed. As such, they empower learners to enhance individual and collaborative skills such as complex problem solving, professional practice skills, and teamwork. Reflecting critically on these activities helps individuals develop higher order thinking to challenge and advance their perspectives.The EL process prepares students to take on roles as active citizens and thrive in an increasingly complex world.” University of Calgary, Experiential Learning Plan 2020-25 (p. 11).
  3. 3. Types of experiential learning Co-curricular experiential learning Community-engaged experiential learning Curriculum-integrated experiential learning Research-based experiential learning Work-integrated learning
  4. 4. Fundamental values of academic integrity Integrity honesty trust fairness respect responsibility courage Adapted from International Center for Academic Integrity, 2014
  5. 5. Selected academic integrity skills Ethical decision-making Academic writing Research skills Information literacy skills
  6. 6. Maslow’s Hierarchy of needs Image source: https://www.simplypsychology.org/Maslows-Hierarchy-8-Levels.jpg Inquiry question: Where did Maslow's pyramid of needs come from ?
  7. 7. 6-stage inquiry process 1. Brainstorm ideas. 2. Find the original sources in the library. 3. Look for evidence of the pyramid in the original sources. 4. Analyze the evidence. 5. Reflect. 6. Document the learning.
  8. 8. Appreciating original sources Malow’s 1943 article – Available in digital format through our library. Finding the article requires students to use the online library search engine and databases. Malow’s 1954 book – Available in hard copy only in our library. Finding the book requires students to physically search the stacks in the library.
  9. 9. Key reflections  Students learn for themselves that the pyramid does not exist anywhere in Maslow’s original work.At best is is an interpretation, or a riff on the original.  Students learn library skills through a concrete experiential task. They learn by doing, not by being shown.  Students come away from this experience with a deep appreciation of original sources.  Students learn to question what they find on the Internet (and elsewhere).  Students learn the value of citing and referencing accurately.  Students feel ”epistemologically empowered” (Hendricks & Quinn, 2020, p. 447) as they learn how to act with integrity.
  10. 10. References  Eaton, S. E. (2012). Maslow's hierarchy of needs: Is the pyramid a hoax? Retrieved from http://drsaraheaton.wordpress.com/2012/08/04/maslows-hierarchy-of-needs/  Hendricks, M., & Quinn, L. (2000).Teaching referencing as an introduction to epistemological empowerment.Teaching in Higher Education, 5(4), 447-457. doi:10.1080/713699175  International Center for Academic Integrity (ICAI). (2014).The fundamental values of academic integrity (2nd ed.). Retrieved from https://academicintegrity.org/wp- content/uploads/2017/12/Fundamental-Values-2014.pdf  Kaipainen, E., Braun, R., Arseneault, R., Reid, L., Stowe, L., Kenny, N., . . . Hillmo, J. (2020). Experiential Learning Plan for the University of Calgary (2020-2025). Retrieved from Calgary, Canada: https://ucalgary.ca/provost/sites/default/files/EL%20Plan%202020-25.pdf  Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.  Maslow, A. H. (1954). Motivation and personality. NewYork: Harper & Brothers Publishers.  Robillard, A. E. (2006). "Young Scholars" Affecting Composition: A Challenge to Disciplinary Citation Practices. College English, 68(3), 253. doi:10.2307/25472151  Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. NewYork: Penguin.  Stoner, M. Understanding PlagiarismWorkshop Lesson Plan from Sacramento State University — Sacramento. Retrieved from http://www.csus.edu/indiv/s/stonerm/understanding%20plagiarism%20workshop%20lesson% 20written%20lesson%20plan.pdf
  11. 11. More information  Download the complete guide with further details on the teaching activity from: Eaton, S. E. (2020). LearningAbout Academic IntegrityThrough Experiential Learning.Calgary,Canada: University of Calgary. http://hdl.handle.net/1880/112110 Get in touch: Sarah Elaine Eaton seaton@ucalgary.ca

×