Equity, Diversity, Inclusion, Belonging & Academic Integrity by Leeanne Morrow

leeannemorrow — 2025-03-06 19:39:30 UTC

UDL base as the way to move forward. Using scenarios and various avenues to promote understanding

leeannemorrow — 2025-03-06 19:39:53 UTC

don't assume we have the same base of knowledge.

leeannemorrow — 2025-03-06 19:40:39 UTC

understand cultural and economic pressures to help students. recognizing those realitites

leeannemorrow — 2025-03-06 19:41:47 UTC

intersections of integrity and accomodations don't always work. Some students need tools like Grammerly but there is confusion on what they can do with the tool

leeannemorrow — 2025-03-06 19:42:18 UTC

There is a gap between what the students needs and what the office of accesibility can provide and integrity issues can arise from this gap

leeannemorrow — 2025-03-06 19:43:38 UTC

at risk students like first in family, international stydents can be more at risk of misconduct and they have less support and less coaching

leeannemorrow — 2025-03-06 19:44:48 UTC

sometimes instructor dhave bias and they tend to look more closely at certain students like international students

leeannemorrow — 2025-03-06 19:45:30 UTC

policies tend not to be accessible and can be overwhelming. Its a lot to ask students to undertand these policies.

leeannemorrow — 2025-03-06 19:47:06 UTC

helping students understand policy through different languages and making things straightforward to avoid barriers

leeannemorrow — 2025-03-06 19:47:47 UTC

are we communicating policy only in writing or can we use other options.

leeannemorrow — 2025-03-06 19:49:04 UTC

the use of video and role play can help make policy a lot more relevant and clear

leeannemorrow — 2025-03-06 19:52:07 UTC

moving away from stretch grading. asking ourselves why this needs to be graded. Pressures of getting grades are what can dirve students to making the wrong choice.

leeannemorrow — 2025-03-06 19:56:01 UTC

instructors have misconceptions about students from certain cultures

leeannemorrow — 2025-03-06 19:57:17 UTC

integrity can create an emtional response to misconduct. and it can go back to redefining what is learning and our role as educators. taking more of a collaborative approach rather than sage on stage.

leeannemorrow — 2025-03-06 20:02:18 UTC

communications between student groups and the university need to be clear around tools otherwise some students will immediately trust the student groups like the SU.

leeannemorrow — 2025-03-06 20:05:21 UTC

varying at home suppports and supports need to be developed to help equity deserving groups

leeannemorrow — 2025-03-06 20:06:20 UTC

access to different tech tools and economic constrainsts can be a challenge.

leeannemorrow — 2025-03-06 20:09:12 UTC

bias needs to be examined with under represented groups as with EAL students. Strong bias against these students due to their speaking and writing teqniues match. Racialized students can be targeted. expecially if they are using lanague that is not understood my instructors.

leeannemorrow — 2025-03-06 20:10:32 UTC

consquences for misconduct can be very different between canadian born students and international students. International students can have a greater impact on their situations.

leeannemorrow — 2025-03-06 20:11:40 UTC

EAL student can struggle with speaking but are better at writing but these students can be disadvantaged and looked more closely at for misconduct.

leeannemorrow — 2025-03-06 20:13:38 UTC

how we integrate and support international students should be a priority. Challenge of when we offer students support as these students get offered support from bad actors early on.

leeannemorrow — 2025-03-06 20:17:41 UTC

students at risk as they have no understanding of the approaches to certain areas in a new country. trying to sort through the students experiences and undertanding the context in important.

leeannemorrow — 2025-03-06 20:18:11 UTC

peer to peer communication that is founded in integrity is critical to at risk students

leeannemorrow — 2025-03-06 20:21:17 UTC

easier to address this area in smaller institutions. varying differences in high school experiences before they enter pos secondary. And this can be harder at larger isntutution.