KINE1000 Transition and Academic Integrity 2024-25

Foundations of Learning: Transition to University and Academic Integrity 2024-25 KINE1000 © Safai, 2024  Agenda Key ideas to help Introduce concept of Reinforce the succeed in KINE1000 Academic Integrity significance of and all your courses Academic I...

Foundations of Learning: Transition to University and Academic Integrity 2024-25 KINE1000 © Safai, 2024  Agenda Key ideas to help Introduce concept of Reinforce the succeed in KINE1000 Academic Integrity significance of and all your courses Academic Integrity 2  The Challenges of Current Moment in Time Ontario youth reporting increasing levels of psychological distress and inability to cope (CAMH, 2024) 38% of students (in grades 7-12 at the time of the survey) rated their mental health as fair or poor, while 37% reported experiencing elevated stress levels Anxiety and depression increasingly common reported issues; higher demand for counselling services services Local-to-global social, political, economic, technological, and environmental instability Heightened perceptions of “conflicting experiences of the world” (Mintz, 2022) Pressure to get the best possible grades to continue with their (or their parents’) career choices Feeling unprepared Lack of clarity of worth (value) of university education 3  Instability at a Time of Transformation 4 What have we noticed through the years… Greater emotional distress Unprofessional and disrespectful: (in-person and via technology) Inability to tolerate resistance or failure Uncertainty about their future 5  Not everyone gets to go to university! Look Canada continues to rank first in the G7 for the share of working-age people (aged 25 to 64) with a college or university credential (57.5%) Around Nearly 33% of Canadians, including immigrants, of working age had a university ! bachelor’s degree or higher in 2021. CDN-born men continue to finish university at rate lower than CDN-born women, increasing gap for Indigenous learners, and fewer competing graduate degrees. Dr. Harvey Mandel Late YorkU psychologist who studied reasons why some students do very well and why some others don’t High School Students do well in High School using their raw intelligence (IQ). Thus, all of you here have enough intelligence to do well at university University Students at university succeed if they are capable of proper Time Management. Workforce The ability to relate and work with others is the single most important factor for success after university.  Communication Skills Problem Solving Skills The 7 Leadership Skills ‘Soft’ Teamwork Skills for Emotional Intelligence Success Adaptability Work ethic What do Professors Expect from You? Student success is strongly correlated to active student engagement. Engagement requires you taking control over your education and lives. You are an emerging adult and will be treated as an adult. As an adult, your responsibility to do the things expected of you. According to Michelle Obama… “You practice what you are going to be everyday.” If you are always late to class, that’s what you are practicing. If you procrastinate, you’re practicing being a procrastinator. If you work hard, that’s what you are practicing. Tips Rules for Success Figure out how to manage your time Understand your program and degree requirements Take advantage of the free resources at YorkU: https://www.yorku.ca/scld/lea rning-skills/ Be professional with others Be prepared for curve balls, life happens The role of phones and computers 14 The Need to Manage Digital Distractions in the Classroom Sana, Weston & Cepeda (2013): Multitasking on the laptop reduces a student’s ability to comprehend lecture content Students sitting near a laptop multitasker also underperform despite actively trying to focus on the lecture Smartphones offer little to no value in classroom StudyHacks Module 1: https://www.youtube.com/watch?v=woJAtuFvLp Q 15 What else do your professors expect from you? What do Integrity (noun) 1. the quality of being Moral (adjective) 1. concerned with the we mean honest and having strong moral principles of right and wrong by the principles; moral uprightness. behavior and the goodness or terms: 2. the state of being badness of human character. Integrity whole and undivided 2. holding or and Moral manifesting high principles for proper conduct. 17  The moral code or code of ethics [the principles] that governs our conduct The ways in which we, as teachers and learners, uphold educational values of Academic honesty, trust, fairness, respect, responsibility, even when faced with temptation or challenge Integrity in York University Senate Policy on Academic Higher Honesty: The Policy on Academic Honesty is an Education affirmation and clarification for members of the University of the general obligation to maintain the highest standards of academic honesty. As a clear sense of academic honesty and responsibility is fundamental to good scholarship, the policy recognizes the general responsibility of all faculty members to foster acceptable standards of academic conduct and of the student to be mindful of and abide by such standards. 18 Why Does Protecting Academic Integrity Matter? 19  Protecting the quality and calibre of your degree Protecting the quality and calibre of other peoples’ degrees Even in the Face of Risk to personal and Adversity… institutional reputation risk matters Future success is extraordinarily dependent on trust and belief in personal and professional integrity And yes, in the digital age, you and your work are being and will be watched 20  The Dangerous 21 Consequences of 2010: Nearly three-year hearing, General Medical Council (GMC) Breeching Academic found Wakefield guilty of Integrity professional and ethical misconduct in the way he carried out his research in the late 1990s Banned from UK medical register GMC concluded that Wakefield's research was flawed, he had presented his work in an "irresponsible and dishonest" way and shown "callous disregard" for the children in his study The Lancet publicly retracted his study. His central claim of link Andrew Wakefield, researcher behind widely discredited between autism and the MMR study of vaccines and autism vaccine—has been discredited  “The [GMC] regulator held that Dr Wakefield abused his position, subjected children to intrusive procedures such as lumbar puncture and colonoscopy that were not clinically indicated, carried out research which flouted the conditions of The BMJ ( ethics committee approval and brought the medical profession into disrepute.” 2010) “One of the biggest public health scares in UK history was triggered by Dr Wakefield's study” “The take up of the MMR vaccine plummeted and has still not fully recovered, whereas cases of measles have soared.” 22 Feeding Misinformation Movements Misinformation: false or inaccurate information. Getting the facts wrong Disinformation: false information deliberately intended to mislead. Intentionally misstating the facts 23  Lived Consequences of Misinformation Measles is highly contagious Essentially eliminated in Canada by 1998 and in US by 2000, reintroduced by travelers It is believed that one tourist visiting Disneyland set off a 2015 multi-state outbreak Life-threatening complications more likely in children under age 5 and those over age 20, including immune system suppression Half of all parents with small children have been exposed to misinformation about vaccines on social media The most common reason not to vaccinate is the fear of side-effects ↑ vaccine hesitancy in pandemic = 81 cases so far in 2024 in Canada 24  Whitley & Keith-Spiegel (2002): Peer pressure Reasons for Performance anxiety Excuse making Breeching Inability to manage the demands of Academic student life (e.g., time management) Situations that encourage academic Integrity dishonesty Self-justification habits among Unfamiliarity with what constitutes Students? academic dishonesty Lack of understanding about consequences Academic Integrity @YorkU 25 The Dangers of Multi-tasking Task Switching 2009 Stanford: Those juggling several streams of electronic information do not pay attention, control their memory or switch from one job to another as well as those who prefer to complete one task at a time Are “suckers for irrelevancy” “Everything distracts them” Multitaskers "not able to filter out what's not relevant to their current goal. That failure to filter means they're slowed down by that irrelevant information.” Not yet clear whether chronic media multitaskers are born with an inability to concentrate or are damaging their cognitive control by willingly taking in so much at once Findings supports that the minds of multitaskers are not working as well as they could #Studyhacks Module 1 26