Cultural Humility Art-Based Training in the Helping Professions

There has been a lack of training and implementation of cultural humility in the helping professions. Clinician’s awareness of their own biases, assumptions, and cultural identities is critical when working with individuals who each have their own array of cultural identities. The following research examined the efficacy of cultural humility art-based training courses through surveys and examining the art experiential activity that was provided. The purpose of this research was to determine whether cultural humility art-based training would effectively increase mental health practitioners’ comfort, ability, and confidence in addressing culturally sensitive issues in their clinical work. The training focused on introducing the tenets of cultural humility with art directives to help participants reflect on their cultural identity. 47 Participants completed surveys that were analyzed in addition to their art in order to gain qualitative data. The data suggests that cultural humility art-based training effectively increased participant’s comfort, ability, and confidence in practicing cultural humility in their work with clients/patients and colleagues. More training and research are needed to generalize findings and determine their longevity

Towards Consistency and Transparency in Academic Integrity

This book is an outcome of the 4th International Conference «Plagiarism across Europe and Beyond» organized by Canakkale Onsekiz Mart University, Mendel University in Brno, and the European Network for Academic Integrity. The conference is co-funded by the Erasmus+ Strategic Partnerships Programme of the European Union. It aims to be a forum for sharing best practices and experiences by addressing issues of academic integrity from a wide-scope global perspective. With regards to the crucial role of ethics and honesty in academic work, universities are in need of more effective policies against infringements of academic standards. The papers in this book therefore aim to contribute to the standardization of consistent and transparent approaches to issues of academic integrity from several perspectives

In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

Information Literacy among Faculty members in the Public Sector Medical Colleges of Khyber Pakhtunkhwa-Pakistan

Purpose of the study: This study aims to evaluate faculty members\u27 information literacy skills in public sector medical colleges in Khyber Pakhtunkhwa. Design/Methodology/approach: The descriptive research design was used to conduct and accomplish the study\u27s objectives. The research population consisted of faculty members at public sector medical colleges in Khyber Pakhtunkhwa southern region. Professors, Associate Professors, Assistant Professors, Lecturers, and demonstrators comprise the faculty. The adapted questionnaires of (Jan & Bahtti, 2018; Ullah, 2015; Sharma & Lata, 2019; and Rafique, 2014) were modified and used as data collection instrument. Key findings: Majority of the public sector medical college faculty recognizes the various sources of information, and they use both printed and online materials to identify needed information. The majority of faculty at these medical colleges consults monographs/textbooks regularly, preceded by online journals/medical databases. A good number of medical faculty members opted to use the HEC digital library to locate and access their contents. Delimitations of the study: This study is delimited to three public sector medical colleges operate in southern districts: of Khyber Medical University Institute of Medical Sciences (KIMS) in Kohat, the Gomal Medical College (GMC) in Dera Ismail Khan, and the Bannu Medical College (BMC) in Bannu. Practical implication(s): The findings of the study will motivate the policy makers and authorities of these three medical colleges in southern region of Khyber Pakhtunkhwa to enhance the information literacy skills of medical faculty. This practice will result into an effective medical education in the province. Contribution to the knowledge: No significant work has been done on the Faculty\u27s Information literacy skills at public sector medical colleges in Khyber Pakhtunkhwa.. This study will add valuable literature to literary world

Senior education students' understandings of academic honesty and dishonesty

Academic dishonesty has been widely reported to be a prevalent occurrence among university students and yet little research has been done to explore, in depth, the meanings the phenomenon holds for students. In response to this gap in research, the purpose of this study was to discover senior Education students’ understandings of academic honesty and dishonesty. A naturalistic research design was employed and the data were the verbatim discussions of five groups of senior Education degree program students from two western Canadian universities. Findings were focused on the substantive, structural, and future applicability in students’ understandings. Essential elements of academic dishonesty appearing in students’ understandings were existence of rules, intent to break those rules, and resulting unearned grade advantages. These elements were extrapolated to serve as a baseline definition of academic dishonesty and as principles of culpability. Numerous situational considerations were volunteered by students that described enticements, deterrents, and beliefs about likelihoods associated with academic honesty and dishonesty. These considerations served as structures for the contemplation of risk that appeared prevalent in students’ understandings. Future applicability in students’ understandings was centred on expectations for teaching and professionalism. As teachers, students expected to need to respond to and prevent academic dishonesty. When working in a professional environment, they expected little need to acknowledge sources and a more collaborative climate overall that, for them, meant concerns for academic dishonesty had less relevance. Students’ expectations suggested rules for teaching and they contrasted the environments experienced as students with those anticipated as teachers. The findings of this study were integrated to suggest students’ vision of a system for academic honesty that bears some similarity to a moral system. Also extrapolated were four metaphors for the roles of students in the university related to concerns for academic dishonesty: student as subject, student as moral agent, student as trainee, and student as competitor. Implications for higher education policy development and communication were based on students’ focus on grades and students’ sense of subculture for academic honesty and dishonesty. Students’ deference to the authority of the professor suggested implications for instructional practice. A lack of monitoring of students’ and professors’ behaviours related to academic honesty and dishonesty had implications for administrative practice in terms of fostering norms for academic integrity. A model for discernment of the student voice is proposed for student concerns appearing to be most freely and richly explored in a discussion among students. Recommendations for approaches to future research of this nature and for research questions and student populations bring the dissertation to a close

Attitudes of and Behaviors Towards Academic Integrity Between Community College Students Who Enroll in Online Courses Versus Traditional Courses

Advances in technology have allowed educators to use new methods for delivering education, students are finding new ways to leverage technology to learn, and online course enrollments are growing at a faster rate than traditional face-to-face courses. Using McCabe\u27s Academic Integrity Survey, data was collected from over 1,700 students enrolled in online or traditional, face-to-face courses at a large Midwestern community college during the fall of 2008. The purpose of this study was to examine whether differences in the self-reported attitudes and behaviors toward academic integrity exist between community college students enrolled in online courses and those in traditional, face-to-face learning environments. In addition, this study sought to determine whether the students\u27 level of awareness of the institutional policies related to academic integrity and ratings of the academic integrity climate impacted students\u27 self-reported cheating behaviors and perceived severity of those cheating behaviors and if it differed among students between the two learning environments. Using both exploratory and confirmatory factor analysis, a five-factor model was developed and used to compare attitudes and behaviors toward academic integrity between the two learning environments. The results of the research did not reveal significant differences between the learning environments when examining the attitudes and behaviors of student cheating but they did reveal that online students were more apprised of the college\u27s academic integrity policy and rated the Academic Integrity Climate higher than students enrolled in traditional, face-to-face courses

The Perceived Undergraduate Classroom Experiences of African-American Women in Science, Technology, Engineering, and Mathematics (STEM)

The purpose of this dissertation study was to explore African-American women's perceptions of undergraduate STEM classroom experiences, and the ways in which those experiences have supported or hindered their persistence in physics majors. The major research question guiding this study was: How do African-American women perceive the climate and interactions with peers and faculty in undergraduate STEM classrooms? Using qualitative methods and a multiple case study design, a sample of 11 women were interviewed. This study was also informed by data from 31 African-American women who participated in focus group interviews at annual meetings of the National Society of Black and Hispanic Physicists. Findings indicated that the women excelled in small courses with faculty who took a personal interest in their success. They also perceived that there was a pervasive culture in physics and other STEM departments that often conflicted with their own worldviews. Findings also indicated that the women's perceptions of classroom experiences varied widely depending on professors' behaviors, institution types, and the level of courses. It is anticipated that through a better understanding of their perceptions of STEM learning environments and factors in their persistence, STEM faculty and departments can better retain and support this population of students

A Case Study of the Pedagogical Use of Technology by a Selected Graduate-Level Educational Leadership Program: How it Affects Students\u27 Learning Experience

Abstract The purpose of this study was to learn how professors in educational leadership use technology and how that usage effected their students’ learning experience. To gather data relevant to this study, I interviewed twelve participants from an educational leadership program: four faculty members and eight students. The data from this case study revealed that the faculty viewed technology as a tool for student engagement and motivation and for measuring student understanding in real time. They also used technology as a student-centered pedagogical tool. The students valued technologies that facilitated synchronous interactions within and beyond the classroom, as well as those that used visual media to facilitate learning. They saw a clear link between faculty proficiency with technology and their own educational experience. Their responses also showed several criteria that they used to evaluate the effective integration of technology into their leaning environment. Deeper analysis of these themes revealed the effectiveness of shifting educational leadership settings toward hybrid courses. The case study offers a theoretical framework for approaching technology use in higher education and further research into its pedagogical role

LGBTQ+ Safe Space and Inclusive Practices: Perspectives of Collegiate Music Education Majors

The purpose of this study was to examine the perceptions and experiences of collegiate music education students’ perceptions and experiences in secondary U.S. music classrooms as they pertain to classroom climate, safe spaces, and academic/inclusive practices for LGBTQ+ students. Six hundred sixty-six emails were sent to music education coordinators and music department chairs inviting undergraduate music education majors to participate in the research study, which resulted in 143 participants. Findings from the study indicated that nearly two-thirds of the participants considered the secondary school music classroom a safe environment, and choice of concert uniform attire and use of personal pronouns were the two most discussed inclusive practices. Music educators need to continue to provide all students safe learning environments where they can discover their own personal identities without fear of repercussions, discover who they are through their own personal journey with creating and performing music, and know that they are seen, they are heard, they are valid, and they are never alone on their personal musical journeys

Puerto Rican Women In Pursuit Of The Ph.D.: A Qualitative Analysis Of Persistence

This study explores the phenomenon of Puerto Rican women who have achieved a Ph.D. degree. The researcher utilized a qualitative research methodology to investigate the social aspects that influenced Puerto Rican women to persist in their doctoral programs. Due to the national pool of potential participants, interviews were conducted with Puerto Rican women using video chat software. The researcher utilizes 5 tenets of Critical Race Theory (CRT) as the framework for this study, in an effort to address the varying aspects that contribute to the persistence of Puerto Rican women in graduate study, despite the challenges often cited in the literature as deterrents to academic achievement. The participants’ experiences are examined on an individual, interactional, and institutional level, in order to gain insight into their persistence. This study captures the stories of Puerto Rican women raised in the mainland U.S. as well as those raised on the island itself. Ultimately, this study addresses two main gaps in the literature: (1) research is lacking on Latinas who are successful in higher education, and (2) traditional research tends to describe Latino/a academic achievement as a collective, with little attention given to the cultural distinctions of Latino subgroups in their educational trajectories