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A Wraparound Approach to Academic Integrity: Centering Students in the Postplagiarism Era
(2025-04-20) Eaton, Sarah Elaine
This report presents a comprehensive wraparound approach to academic integrity that places students at the center of educational efforts rather than focusing on surveillance and punishment. A central argument is that in a postplagiarism era, fostering ethical behavior requires a holistic ecosystem involving four key stakeholder groups: educators, administrators, professional staff, and the broader community. The model shifts from punitive frameworks toward supportive, educational approaches that recognize academic integrity as a shared responsibility rather than solely a student obligation.
I outline a seven-step implementation plan for institutions, including conducting self-assessments, creating representative committees, revising policies with rights-based approaches, developing professional learning opportunities, creating supportive resources, implementing strategic communication initiatives, and engaging with external communities.
This approach acknowledges the complex factors influencing student decision-making about integrity and emphasizes that ethical behavior emerges from coordinated efforts across multiple institutional levels. By embracing this holistic model, educational institutions can create environments where integrity becomes the norm rather than the exception, and develop graduates who carry ethical decision-making practices into their professional lives.
Teaching about the intersectionality of disabled people using an intersectional pedagogy framework: a primer
(2025-04-25) Wolbring, Gregor; Mahr, Dana; Lamoureux, Rochelle
The intersectionality of marginalized identities is a critical framework for understanding and addressing systemic inequities. Intersectionality is a concept coined by Kimberlé Crenshaw [1,2] to flag how “multiple intersecting identities together shape our experiences of oppression and privilege” [3] (p. 995). Being labelled as a disabled person is one marginalized identity that often intersects with other axes of marginalization that shape unique experiences of privilege and oppression and intersectionality-based problems disabled people encounter [4-51]. Intersectionality is seen as an essential aspect of disability justice [45,52,53]. Intersectional Pedagogy provides an educational framework to teach about interconnected identities and their associated challenges with the goals of enabling in learners a social justice consciousness about interlocking systems of oppression, allyship with marginalized groups, and to link teaching to social action [6,54-60]. One recent study that focused on the intersectionality of disabled people found no academic article that engaged with how and what to teach in an intersectionality of disabled people course using the intersectional pedagogy framework [6]. Our aim with this primer was to fill the gap and to inspire others to teach about the intersectionality of disabled people. We provide some potential topics, relevant intersectionality data, and interactive exercises, which could be used by instructors from many degree programs as are or in modified ways to teach about the intersectionality of disabled people with the goal of enhancing the ability of undergraduate, graduate and lifelong learners to critically explore the complexities of intersectionality of disabled people and beyond. Our primer makes use of ability-based studies, critical disability studies, and intersectionality studies-based concepts and proposes the utility of the concept of ability expectation governance to enhance the teaching of the intersectionality of disabled people through an intersectional pedagogy framework.
Die kleinen sommersprossigen Marienkäfer
(2025-04-04) Byrne, Maggie
Teaching Fact-Checking Through Deliberate Errors: An Essential AI Literacy Skil
(2025-04-23) Eaton, Sarah Elaine
The Material Mind
(University of Calgary Press, 2025-04-25) Max Kistler
The Material Mind puts the issue of understanding how the mind fits into the natural order into broad perspective, linking the question of causal efficacy of cognitive properties and events with issues of their reducibility, the reality of causal powers, and with a relevant concept of emergence.
The idea that persons or animals possess properties of two types, physical and mental, or psychological and cognitive, inevitably raises the question of how such cognitive properties can be causally efficacious, with respect to other cognitive, physiological, or physical properties, of the person herself or her environment.
People, though composed exclusively of atoms like any other material object, have emergent properties that none of those components possess. Among them are cognitive properties. These properties give a person the power to cause both cognitive and physiological events and processes. The Material Mind defends a version of reductionist materialism. It modifies the conceptual framework of the debate by situating psychological and physiological properties of persons within a hierarchy of levels of reality.
The Material Mind develops a concept of reduction that is compatible both with scientific change and with the possibility of multiple reduction bases. It shows that cognitive and other higher-level properties can be construed as causal powers, develops a concept of emergence compatible with reduction, and shows that the integration of the mind into a scientific conception of the world does not deprive mental properties and events of causal efficacy. The book defends the possibility of downward causation of physiological effects by cognitive causes, by questioning the justification of both the principle of the causal closure of the physical domain and the principle of causal-explanatory exclusion.
