Outcomes of the preliminary hearings for the 27 suspended students include three expulsions, one suspension and over 20 disciplinary probations, according to the Vanderbilt Divest Coalition.
With technology now omnipresent inside and outside classrooms, it is important to examine how it is evolving and influencing the education sector. This chapter takes a close look at the contributions by international experts on various areas of academia and technological advances, some that have become part of common conversations and some that are emerging, but all that present numerous opportunities and threats surrounding academic integrity.
Academics globally are always within their rights to be concerned about the impact of disruptive technology or practice that can be used negatively to diminish student learning experience or value of education. This chapter provides a comprehensive insight into artificial intelligence (AI), how people view technology that uses AI, the fears and opportunities that come with it. The chapter, in particular, focuses on generative AI that produces content which can be text, image, video, and so on, to provide an understanding of the concepts for educators and decision-makers in academia and to identify the concerns surrounding AI ethics that extrapolates AI in education (AIED). It concludes with a suggested framework to help educators take an informed decision on whether and when to use generative AI tools and when to reject them for the benefit of the students, their learning, and their future-readiness.
The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity in education. Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effe
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