June 14, 2015
June 14, 2015
June 17, 2015
26.767.1 - 26.767.16
Faculty Perspectives on the Challenges and Strategies in Creating an Ethical Classroom This study explores how faculty perceive the effectiveness of a professionaldevelopment workshop on academic integrity, as well as the challenges they experiencewhen incorporating academic integrity into their courses. This research was embedded inthe context of a new initiative in the College of Engineering at a large Mid-AtlanticUniversity that aims to enhance engineering students’ understanding of academicintegrity and professional ethics. As part of this initiative, a professional developmentworkshop was provided to faculty in different engineering programs. The overarchinggoal of the workshop was to prepare faculty for infusing academic integrity andprofessional ethics into undergraduate engineering courses. The two-day workshop tookplace in the summer of 2013, where faculty developed and shared strategies forincorporating academic integrity into classroom activities and assignments. To evaluate the effectiveness of this workshop, seven faculty participants wereinterviewed after they implemented the new strategies in the semester following theworkshop. The interviews were intended to tap into the participants’: 1) self-efficacy inteaching academic integrity and professional ethics; 2) use of instructional strategiesbefore and after the workshop; 3) perceptions about the effectiveness of the workshop;and 4) experienced challenges in implementing curricula changes. The interviews were transcribed verbatim and coded using the inductive analysisapproach (Patton, 2002). Three major themes emerged from the analysis. First, theparticipants valued this professional development experience as it deepened their ownunderstanding of academic integrity and provided significant support as they restructuredtheir courses. One professor reflected that after implementing her new strategies, therewas a significant change in students’ perspectives on ethical issues: they became morereflective on the importance of academic integrity and revealed a deeper understanding ofprofessional ethics in their assignments. Second, while acknowledging the significance of the workshop, all participantsstruggled to incorporate academic integrity and professional ethics into their courses.Several obstacles were discussed during the interviews, such as limited class time thatcan be allotted for discussing academic integrity and lack of sufficient expertise to elicitfurther discussions about professional ethics. Furthermore, the faculty indicated the needfor further support in creating an ethical classroom. For instance, one professor, whilefeeling confident in teaching academic integrity in classrooms, suggested thatcollaborating with alumni may greatly help her promote students’ understanding ofprofessional ethics in the real world. Another professor, on the other hand, indicatedneeding further expert support in tailoring his course to cover academic integrity in moredepth. This study constituted our first step in facilitating the discussion of academicintegrity in engineering courses and supporting faculty members in preparing students forethical professional conducts. The data presented in this proposal is from the first year ofthis new initiative and we are now into our second year of offering the workshop. In thefinal paper, we will present more information about the workshop and details about thequalitative findings, as well as data from faculty who participated in the second-yearworkshop.ReferencePatton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
Liu, S., & Zappe, S. E., & Mena, I. B., & Litzinger, T. A., & Hochstedt, K. S., & Bertram Gallant, T. (2015, June), Faculty Perspectives About Incorporating Academic Integrity into Engineering Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24104
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