Leanne Morrow, Roxanne Ross, Asher Ghaffar
Finding effective teaching practices for engaging students in meaningful dialogue on academic integrity (AI) is a continual challenge for academic institutions. This poster presentation highlights a recent SoTL collaboration between the Student Success Centre, the Library and the Faculty of Arts at the University of Calgary looking to explore optimal ways to create meaningful learning for students engaging with the topic of AI. Using a traditional, writing skills-based instruction framework from Babcock and Thonus, (2012) and contrasting that with a framework focusing on scenario based, moral decision-making from Bandura (2002) the goal in this SoTL project was to explore the ways in which these two distinct frameworks helped students gain a deeper understanding of AI. We also explored whether certain aspects of each framework could positively contribute to students’ behavioural, affective and cognitive engagement (Chapman, 2003). This project used a mixed methods approach that included pre and post- surveys, classroom observations and student focus groups. Drawing upon practice and a review of AI literature, the team collaboratively designed two modules, one for each framework, using course creation software Articulate 360 for students to review and test. The team also developed corresponding discussion activities for working with students in the classroom. The skills module highlighted writing as a social practice, presenting Bruffee’s (1984) notion of the “academic conversation”. In-class facilitation activities integrated course readings and were designed to extend understanding of common knowledge, critical reading and paraphrasing. The second module framed AI with an ethical lens, as standards of practice that can at times challenge decision-making. This module highlighted common scenarios that pose potential AI conflicts developed from in-house current practice and the literature on student perceptions of AI. In addition to Bandura’s theory of moral disengagement (1990), a decision-making framework adapted from Morey and Dansereau (2010) introduced students to a 3-step process for ethical decision-making. In-class activities were developed to facilitate the discussion and analysis of similar scenarios, decision-making and moral disengagement processes. We will present some of our preliminary findings and we will share some of our most valuable outcomes to date which includes our increased understanding of the complexities involved in the teaching and learning of AI. This poster will also showcase effective collaborations with faculty to teach AI issues like plagiarism and collusion outside the classroom and though relationships with the Library and Student Services.
