10 research outputs found

    Review: The Online Writing Conference: A Guide for Teachers and Tutors

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    COVID-19 Academic Integrity Violations and Trends: A Rapid Review

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    The rapid shift from classroom course delivery to online education modalities during the COVID-19 pandemic has had significant impacts on academia. Student loss of face-to-face interaction, the lost social benefits of the educational milieu, and restricted instructor ability to control both the learning environment and assessment process have been significant. The purpose of this paper is to discover if due to the unplanned shift to online course delivery, educators and researchers experienced impacts to academic integrity during the peak of the online shift. A systemic review utilizing the PRISMA methodology of peer reviewed literature published during the period of March 2020 till September 2021 demonstrated that violation types continued to fall within the existing academic integrity constructs of inappropriate information sharing, cheating on exams and assignments, incidents of plagiarism, and falsifying or fabricating information. The results showed that pre-COVID concerns with academic integrity were amplified with previous concerns moving to the forefront. In addition, the rapid shift opened doors for greater opportunity for violations and increased instructor concern especially within the hard sciences and courses with lab-based components. Reinforcing the importance of providing formal academic integrity student and faculty training can be a beneficial intervention to ensure students understand the ethical implications of student behavior and performance during the assessment process. Given the emerging trend pre-COVID that skyrocketed during the pandemic, ensuring academic integrity should remain a key priority for learning institutions

    Characterizing writing tutorials

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    The purpose of this qualitative dissertation was to seek characteristics common to writing tutorials because current discussions and assessments of tutorials rely strongly on specific pedagogical approaches that may or may not be present in all tutorials. This dissertation seeks characteristics common to all tutorials. A second purpose of this dissertation was to explore differences in those characteristics based on levels of flow, a measure of how much a person is likely to repeat an experience, felt by both students and tutors. The dissertation begins with a review of literature to establish where current understandings of tutorials developed. It then progresses to an examination of six total cases. The cases are made up of individual tutorials; the data points included observation notes from the tutorials, survey results from student and tutor participants, interview data from students and tutors, and video and transcript data from the tutorials themselves. Grounded theory was used to analyze the data, meaning data was reviewed many times and coded through open coding, axial coding, and selective coding. Data analysis revealed eight characteristics in verbal and nonverbal categories. The verbal categories are questions, praise, mentions of time, negotiating an agenda, and postponing. The nonverbal categories are writing on the text, gaze, and smiling/laughing. These characteristics, with the exception of postponing, are common to all of the tutorials examined. The fine details of how each characteristics is displayed in each tutorial differ depending on the flow score of the session. The dissertation is able to present general characteristics of all writing tutorials that differ in fine detail based on high and low flow scores.Department of EnglishThesis (Ph. D.

    Teaching With Writing Effectively and Efficiently

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    Workshop Presented by the Center for Excellence in Teaching and Learnin

    COVID-19 Academic Integrity Violations and Trends: A Rapid Review

    No full text
    The rapid shift from classroom course delivery to online education modalities during the COVID-19 pandemic has had significant impacts on academia. Student loss of face-to-face interaction, the lost social benefits of the educational milieu, and restricted instructor ability to control both the learning environment and assessment process have been significant. The purpose of this paper is to discover if due to the unplanned shift to online course delivery, educators and researchers experienced impacts to academic integrity during the peak of the online shift. A systemic review utilizing the PRISMA methodology of peer reviewed literature published during the period of March 2020 till September 2021 demonstrated that violation types continued to fall within the existing academic integrity constructs of inappropriate information sharing, cheating on exams and assignments, incidents of plagiarism, and falsifying or fabricating information. The results showed that pre-COVID concerns with academic integrity were amplified with previous concerns moving to the forefront. In addition, the rapid shift opened doors for greater opportunity for violations and increased instructor concern especially within the hard sciences and courses with lab-based components. Reinforcing the importance of providing formal academic integrity student and faculty training can be a beneficial intervention to ensure students understand the ethical implications of student behavior and performance during the assessment process. Given the emerging trend pre-COVID that skyrocketed during the pandemic, ensuring academic integrity should remain a key priority for learning institutions

    Reconstructing the early evolution of fungi using a six-gene phylogeny

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    The ancestors of fungi are believed to be simple aquatic forms with flagellated spores, similar to members of the extant phylum Chytridiomycota (chytrids). Current classifications assume that chytrids form an early-diverging clade within the kingdom Fungi and imply a single loss of the spore flagellum, leading to the diversification of terrestrial fungi. Here we develop phylogenetic hypotheses for Fungi using data from six gene regions and nearly 200 species. Our results indicate that there may have been at least four independent losses of the flagellum in the kingdom Fungi. These losses of swimming spores coincided with the evolution of new mechanisms of spore dispersal, such as aerial dispersal in mycelial groups and polar tube eversion in the microsporidia (unicellular forms that lack mitochondria). The enigmatic microsporidia seem to be derived from an endoparasitic chytrid ancestor similar to Rozella allomycis, on the earliest diverging branch of the fungal phylogenetic tree
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