Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.

No abstract

No abstract

In early 2020, there was a faculty development workshop at MacEwan University on how to design philosophy writing assignments with fewer barriers commonly experienced by students with disabilities. This chapter streamlines the workshop and surveys barriers common to philosophy assignment guidelines: length, jargon, single-format, and a “don'ts” section. The authors contextualize these characteristics within the values, norms, and practices of academic philosophy. They present a case study of transforming Rodier's introductory philosophy guidelines before and after a UDL consult with Fidelak. They demonstrate the reasoning behind the transformation, including specific UDL applications and incorporating techniques from academic strategy instruction that address the hidden curriculum. In addition, they outline changes to in-class teaching that support students in completing assignments.

No abstract