Kristal Louise Turner’s research while affiliated with University of Calgary and other places

This symposium advances walking methodologies, and the kinds of learning and research relations that emerge through walking, as a significant process for “road making” toward more equitable futures in the Learning Sciences. The papers gathered here highlight diverse forms of walking together: from cultural anthropological research (Lee & Ingold, 2006) to walking with and alongside community activists (Curnow, Davis, & Asher, 2018; Takeuchi & Aquino Ishihara, 2021), to walking as learning and coming to know with and from the land (Marin & Bang, 2018), to reimagining place from transnational perspectives (Adams, 2013), and wayfaring as figuring both science and identities (Rahm, Gonsalves, & Lachaîne, 2022). Through dialogue within and across papers, we emphasize the ways in which walking methodologies make visible materiality and relations with the more-than-human world (Marin, 2020), as well as effects and experiences of inequity, with attention to co-constructing caring and equitable relations through shared walking.

Despite concerns arising from academic integrity practitioners, researchers, and stakeholders about the relationship between academic integrity (or violations of academic integrity) and student mental well-being (or distress), there is a lack of literature synthesizing available evidence. Particularly, it is unclear about when student mental well-being may be of concern during procedures that concern breaches of academic integrity. Our rapid review identified and analysed scholarly sources (n = 46) to understand the relationship between academic integrity and mental well-being among postsecondary students. Five themes emerged: a) negativity bias; b) inconsistency of definitions; c) paradigmatic tensions; d) focus on external stressors; and e) focus on mental health prior to a critical incident. We propose several calls to action and implications for practice. There is a need to better understand the impact of an alleged or actual academic integrity violation on students’ mental well-being. Practitioners should integrate supports for students’ mental well-being in processes and procedures that uphold academic integrity.

With the global pandemic educators have had to move their courses to virtual spaces, and this quick change has brought up concerns, especially in STEM education where there are ongoing discussions of adapting laboratories and shifting lecture and assessment practices to online learning. One issue that has become more pressing, beyond the financial and technological implications, is that of academic integrity violations. This position paper looks at the intersection academic integrity and equity and social justice in STEM higher education, where there is a lack of research and publications exploring the inequities that exist. The researchers have expertise in these areas and hold positions in as faculty, student, and advisor. The paper’s main focus represents a review of the current literature and calls educators to action to change the narratives in STEM and higher education, taking into account the impact of COVID-19 and the shift in the education conversations that have happened due to the pandemic.

There is a growing trend of learning through making in P-16 education in both formal and informal learning environments. In the informal learning environments, who provides support and mentorship for learning through making? In this chapter, the authors report on a maker mentor pilot project using a self-study methodology. This initiative was designed to develop knowledge and skills using a mentoring approach to support learning through making with pre-service and in-service teachers, and to model reflective practice. Using a reflective process, they share insights into the work of maker mentors, what worked well, as well as recommendations to enhance this mentoring initiative. They conclude with three implications for practice in support of the role of maker mentors.

The rapid and accelerated shift to online learning during the COVID-19 pandemic has heightened parallel conversations about student well-being and academic integrity in higher education. On one hand, post-secondary students have been under increased pressure to succeed in stressful learning and societal environments. On the other hand, reports of student academic misconduct have increased throughout the COVID-19 pandemic. There is an urgent need to consider the intersecting relationship between mental well-being and academic integrity to foster supportive, learner-focused, and caring higher education environments. In this session, we will open a conversation about this widely unexplored relationship. We will present the findings of a rapid review wherein we investigated how the academic integrity literature had taken up mental well-being. We will address ways that student well-being should be considering in academic integrity research and practice, such as the need to care for student well-being during academic misconduct incidents. Participants will leave this session with lessons that will be applicable during the ongoing COVID-19 pandemic and beyond.

Within this article, the authors describe a “cohort community” that was born through a desire to create a space for graduate students at both the MA and PhD level to thrive in their respective programs. As global circumstances closed campuses, the cohort community was forced to shift into digital spaces, bringing with it new opportunities for growth and connection. Herein, each author reflects on these opportunities as well as the vulnerability and trust called for in the graduate student experience in general and during times of crisis. This community fostered active feedback between graduate students, networking with other budding scholars, comradery in learning environments, support between students going through graduate school together, and accountability of progression towards program milestones. Through the reflections of the authors, we discuss the facets of the community that gave it strength and present a series of recommendations regarding the future of digital graduate student cohort communities and the possibilities of other such communities on different campuses.

Purpose: The goal of this study was to understand the relationship between academic integrity and students' mental health during the COVID-19 crisis. Methods: We employed a rapid review method to identify relevant data sources using our university library search tool, which offers access to 1026 individual databases. We searched for sources relating to the concepts of (a) COVID-19 crisis; (b) academic integrity; and (c) mental health. We delimited our search to sources published between 01 January and 15 May 2020. Results: Our search resulted in a preliminary data set of sources (N=60). Further screening resulted in a total nine (n=9) sources, which were reviewed in detail. Data showed an amplification of students' anxiety and stress during the pandemic, especially for matters relating to academic integrity. E-proctoring of examinations emerged as point of particular concern, as there were early indications in the literature that such services have proliferated rapidly during the crisis, with little known about the possible impact of electronic remote proctoring on students' well-being. Implications: Recommendations are made for further research to better understand the impact of e-proctoring of remote examinations on students' mental health, as well as the connections between academic integrity and student well-being in general.