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Contribute a key takeaway (or two or three) from today’s session.

What is sticking with you from the breakouts?

What cool ideas did people share?

What questions do you still have?

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Curriculum development often involves the application of ‘soft’ power (leadership skills), and building trust and rapport with faculty, other staff, institutional leaders, etc to manage our frequently long-term and in-depth work. This is a space to discuss how to effectively develop as leaders and build important relationships

1. In what ways have you developed as a leader within your educational/curriculum development role? How can the Curriculum CoP group support your growth?

2. What conditions/factors enable or constrain the development of strong leadership and relationships in your work?

3. What do you find challenging about establishing strong relationships in your work? What have you found helpful?

4. How do you structure and manage joint work sessions? (E.g., developing curriculum maps, determining assessment methods appropriate for the PLOs, etc.)

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Generative AI is a source of excitement and trepidation in the faculty development world, and it is becoming a more common discussion at the program level.

1. How are units in your institutions discussing shifts in their discipline and the resultant impact on their programs?

2. What does it look like for units to reassess their program learning outcomes to account for GenAI?

3. How have these conversations begun to inform new course/content development and assessment (re)design?

4. Are you partnering with other offices or educational developers as a result of this work?

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The theme of this year's COED Conference revolves around Finding Our Own Ways and navigating the many challenges we face as Educational Developers. In the Curriculum Community of Practice, many of our discussions have revolved around mutal support and connecting with community.

This breakout provides a chance for exchange between more and less experienced ed developers working in curriculum development with regard to:

1. Educational/Curriculum Development Survival Strategies (This work is hard, how to we get through it?)

2. Strategies for Getting the Work Done (managing timelines and communications on collaborative curriculum projects, etc.)

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Outcomes-based curriculum mapping has become a very common part of the quality assurance process, and can be a useful tool to assist programs in curriculum development, review, and renewal. However, there are other approaches to curriculum mapping that can provide other kinds of unique insights into program design and development.

1. What novel methods for mapping have you tried (e.g. complexity mapping)?

2. What was useful about those methods?

3. What are you interested in trying/exploring?

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https://www.learningoutcomesassessment.org/

https://docs.google.com/spreadsheets/d/19ZsUorT2XfQUvkXaUSCByw8BLrd84c8n9_1pMmRv7MA/edit?gid=0#gid=0

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Guide to Assessment in the Generative AI Era | Centre for Teaching Excellence

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An alphabetical list of learning activities and assessment activities using Generative AI.

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Book intentional time when you do your work (i.e. when do your best work vs when is the time when you answer email).

Book regular team meetings so you have time to check in and discuss what's happening.

Touch base or check in daily for 10 minutes.

Book time as tentative so people can still book meetings.

Put out-of-office when you need to concentrate and get stuff done.

Use Pomedoro technique to work in breaks.

Understand when and where you work best - what does your environment need to be like to be most productive.

What kind of "day" is it - have some choice about what you want to do when. Just don't put it off too long.

Sometimes you just need the "shitty" first draft to get started.

Perfection gets in the way of done.

Good enough is good enough.

Celebrate little wins. Enjoy the feeling of accomplishment. Give ourselves credit.

Know who has your back.

Have a planner that works for you - helps you plan ahead and look back on your weeks.

Include personal things - things for you, things that bring you joy.

Watch

In Defense of Teacher Centered Teaching and Other Things I'm Not Supposed to Say

Not Everything: How to Know What to do First

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Inspiring Minds 2024 - Lyndsay Masland - Teacher Centred Learning - and other things i\’m not supposed to talk about

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Inspiring Minds 2024 - Deena Kara Shaffer - Not Everything: How to Know What to Do First

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September 30 marks the National Day for Truth and Reconciliation in Canada. The purpose of this day is to honour Survivors of residential schools and pay tribute to those who died or were killed in them.

In 2021, I posted about Indigenous ways of citing, referencing, and acknowledging in honour of this day. I won't repeat the content of that post here, but instead I will share an update on work in the field of academic integrity that has focused on decolonization and Indigenization that has happened over the past several years.

When I first reached out to Keeta Gladue in 2019 to lead a project on Indigenous Academic Integrity at the University of Calgary, there was little content available. Today, there are many more resources available in a variety of formats. In this post, I have collected as many as I can in one place for anyone who is interested in this topic.

This list may not be exhaustive, which I would consider exciting and inspiring. When a field has more resources on a topic than can be captured in a blog post, then you know you have reached a critical mass of contributions that extends beyond what any one individual is aware of. If you know of additional resources, please drop me a line. I'd love to add to this list.

The resources below are by Indigenous and non-Indigenous people.

Videos / Multimedia Resources

Gladue, K. (2020, November 13). Indigenous Paradigms in Practice: Relationships, Story and Academic Integrity [webinar] Academic Integrity: Urgent and Emerging Topics Webinar Series, Taylor Institute for Teaching and Learning, University of Calgary. https://youtu.be/I0ZJl3dLmKg

Teaching Resources

Gladue, K. (2020). Indigenous Academic Integrity (written). https://taylorinstitute.ucalgary.ca/sites/default/files/Content/Resources/Academic-Integrity/21-TAY-Indigenous-Academic-Integrity.pdf

Maracle, I. B. J. (2020). Seven grandfathers in academic integrity. First Nations House for Indigenous Student Services, University of Toronto. https://studentlife.utoronto.ca/wp-content/uploads/Seven_Grandfathers_in_Academic_Integrity.pdf

Book chapters

Note: Some of these may be behind a paywall. Contact your local library to ask about getting a copy at no cost.

Cowan, M., & Nurse, A. (2024). Teaching Academic Integrity as Good Historical Practice. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 389-408). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_99

Gladue, K., & Poitras Pratt, Y. (2024). The Integrity of Good Relations: Indigenous Approaches to Respect, Relationality, and Reciprocity in Higher Learning. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1223-1244). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_132

Lindstrom, G. (2022). Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 125-139). Springer. https://doi.org/10.1007/978-3-030-83255-1

Parnther, C. (2024). Decolonization, Equity, Diversity, and Inclusion in Academic Integrity: Introduction. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1115-1127). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_126

Poitras Pratt, Y., & Gladue, K. (2022). Re-defining academic integrity: Embracing Indigenous truths. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 103-123). Springer. https://doi.org/10.1007/978-3-030-83255-1

Weasel Head, G. (2024). Toward Reflexive Practice: Deconstructing Academic Integrity, EDI, and Awareness Training from an Indigenous Perspective. In S. E. Eaton (Ed.), Second Handbook of Academic Integrity (pp. 1273-1286). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-54144-5_136

Scholarly articles

Note: Some of these may be behind a paywall. Contact your local library to ask about getting a copy at no cost.

Eaton, S. E. (2024). Decolonizing academic integrity: Knowledge caretaking as ethical practice. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2024.2312918&nbsp;

Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 1-12. https://doi.org/10.1007/s40979-022-00105-0

Pete, S. (2016). 100 Ways: Indigenizing & Decolonizing Academic Programs. aboriginal policy studies, 6(1), 81-89. https://doi.org/10.5663/aps.v6i1.27455

Stein, S. (2020). A colonial history of the higher education present: rethinking land-grant institutions through processes of accumulation and relations of conquest. Critical Studies in Education, 61(2), 212-228. https://doi.org/10.1080/17508487.2017.1409646

Conference Presentations

Note: Not all of these conference presentations have links to the slide decks or papers from the conference. If you are interested in further details, you may have to do some work to track down the presenters and contact them directly about their work.

Eaton, S. E., Moya, B., Dahal, B., Judge-Stasiak, A., & Fleming, C. (2023, October 12). Equity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and Praxis [Presentation] Canadian Association for the Prevention of Discrimination and Harassment in Higher Education (CAPDHHE) Conference, Calgary, Canada. https://hdl.handle.net/1880/118076

Longstreet, C. S., Ives, C., & Martin, P. (2022, November 17). Decolonizing academic integrity. POD 2022, Seattle, WA, USA.

Longstreet, C. S., Ives, C., & Martin, P. (2021, June 22-23). Conversations about decolonizing academic integrity Canadian Symposium on Academic Integrity [online], Thompson Rivers University, Kamloops, BC, Canada.

Theses/Dissertations

Cunningham Hall, D. C. (2022). Indigenous Perspectives on Academic Integrity in Post-Secondary Institutions in British Columbia University of Glasgow]. https://www.researchgate.net/publication/367163413_Indigenous_Perspectives_on_Academic_Integrity_in_Post-Secondary_Institutions_in_British_Columbia

Other Web Resources

Eaton, S. E. (2022, July 18). Academic integrity in Canada: deepening our commitment to reconciliation, decolonization, and indigenization. ETICO. https://etico.iiep.unesco.org/en/academic-integrity-canada-deepening-our-commitment-reconciliation-decolonization-and-indigenization

Gladue, K. (2021). Indigenous Academic Integrity (website). https://taylorinstitute.ucalgary.ca/resources/indigenous-academic-integrity

Toronto Metropolitan University. (2021). Academic Integrity Office: Indigenous Perspectives. Retrieved March 1 from https://www.ryerson.ca/academicintegrity/indigenous-perspectives/

Closing comments

Academic integrity is a cornerstone of higher education, but it has historically been defined by Western (colonial) standards of originality, citation, and individual achievement. As institutions strive for greater inclusivity and cultural responsiveness, there is a growing recognition of the need to decolonize and Indigenize academic integrity practices. This process involves - but is not limited to - critically examining and reforming existing norms to better reflect diverse knowledge systems and ways of learning.

Decolonizing academic integrity means acknowledging and dismantling the colonial legacies embedded in our educational systems. These legacies often privilege Western ways of knowing and marginalize Indigenous, non-Western, and oral traditions. By decolonizing, we create space for multiple perspectives and epistemologies, fostering a more inclusive and equitable academic environment.

Indigenizing academic integrity goes hand in hand with decolonization. It involves incorporating Indigenous ways of knowing, learning, and sharing knowledge into our understanding and practice of academic integrity. This process recognizes that Indigenous knowledge systems have their own rigorous standards of integrity, which may differ from Western (including colonial) academic norms but are equally valid and valuable.

Key aspects of decolonizing and Indigenizing academic integrity include:

1. Recognizing collective knowledge: Many Indigenous cultures emphasize collective knowledge creation and ownership, challenging the Western focus on individual authorship and originality.

2. Valuing oral traditions: Acknowledging the validity of oral sources and storytelling as legitimate forms of knowledge transmission and citation.

3. Embracing holistic learning: Incorporating experiential and land-based learning, recognizing that knowledge acquisition extends beyond textbooks and classrooms.

4. Redefining plagiarism: Considering cultural differences in knowledge sharing and attribution, and developing more nuanced understandings of intellectual property.

5. Diversifying assessment methods: Implementing culturally responsive evaluation techniques that honour diverse ways of demonstrating knowledge and understanding.

By decolonizing and Indigenizing academic integrity, institutions can:

Include Indigenous persons in institutional policy, procedure, and pedagogical decisions related to academic integrity.

Create a more inclusive learning environment that values diverse knowledge systems

Enhance cultural safety for Indigenous and non-Western students

Promote critical thinking about the nature of knowledge and scholarship

Foster cross-cultural understanding and respect

Prepare students for global citizenship in a diverse world by recognizing that decolonization is ongoing work and a commitment to this work is not limited to one day or one event.

The process of decolonizing and Indigenizing academic integrity is not without challenges. It requires a willingness to question long-held assumptions, engage in difficult conversations, and reimagine established practices. Institutions must collaborate closely with Indigenous communities and scholars to ensure that changes are meaningful and respectful, rather than tokenistic.

Ultimately, decolonizing and Indigenizing academic integrity is about creating a more just and equitable academic educational system. It acknowledges that integrity is not a universal concept but one that is culturally informed. By broadening our understanding of what constitutes ethical academic conduct, we can create learning environments that honour and uplift all forms of knowledge and ways of knowing.

This shift not only benefits Indigenous and non-Western students but enriches the academic experience for all. It prepares students to engage with diverse perspectives, fostering critical thinking and cultural competence essential in our increasingly interconnected world. As we move forward, the decolonization and Indigenization of academic integrity will play a crucial role in shaping a more inclusive, equitable, and dynamic higher education landscape.

Keywords: Academic integrity, decolonization, decolonisation, Indigenous, Indigenization, Indigenisation, student conduct, plagiarism, academic misconduct

Related posts:

Indigenous Academic Integrity: A Post in Honour of the National Day for Truth and Reconciliation - https://drsaraheaton.wordpress.com/2021/09/30/indigenous-academic-integrity-a-post-in-honour-of-the-national-day-for-truth-and-reconciliation/

A Journey of Reflection: Visiting the Former Kamloops Indian Residential School https://drsaraheaton.wordpress.com/2023/11/12/a-journey-of-reflection-visiting-the-former-kamloops-indian-residential-school/

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Decolonizing and Indigenizing Academic Integrity - https://drsaraheaton.com/2024/09/30/decolonizing-and-indigenizing-academic-integrity/

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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

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A blog for educators, researchers and other thinkers by Sarah Elaine Eaton, Ph.D.

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Custom GPTs

Practice what you preach

Check the output

Don't put student work into LLMs

CoPilot tells you where it got information

Slippery slope for institution, perhaps

Help engage faculty in the process

Be proactive in engaging with students with regard to academic integrity

Align how the assignments are going to help them in future

Resurgence of oral and/or in person written exams

Uses for Curriculum

help write learning outcomes

competititve analysis for programs

predict up & coming elements

initial scaffolding of semesters

program development research as a springboard

environmental scans

potential program of instructions

course outcomes

course descriptions

brainstorming

module, activities, knowledge check, etc.

rubrics