Workshop on learning about academic integrity through experiential learning. Presented online for the Werklund School of Education, University of Calgary on May 22, 2020

1. LearningAboutAcademic
IntegrityThrough
Experiential Learning
Sarah Elaine Eaton, PhD
Assistant Professor,Werklund School of Education
May 22, 2020

2. Definition
“Experiential learning (EL) is learning-by-doing that
bridges knowledge and experience through critical
reflection. EL activities are intentionally designed and
assessed. As such, they empower learners to enhance
individual and collaborative skills such as complex
problem solving, professional practice skills, and
teamwork. Reflecting critically on these activities helps
individuals develop higher order thinking to challenge
and advance their perspectives.The EL process prepares
students to take on roles as active citizens and thrive in
an increasingly complex world.”
University of Calgary, Experiential Learning Plan
2020-25 (p. 11).

3. Types of
experiential
learning
Co-curricular experiential learning
Community-engaged experiential
learning
Curriculum-integrated experiential
learning
Research-based experiential learning
Work-integrated learning

4. Fundamental
values of
academic
integrity
Integrity
honesty
trust
fairness
respect
responsibility
courage
Adapted from International Center for Academic Integrity, 2014

5. Selected
academic
integrity skills
Ethical decision-making
Academic writing
Research skills
Information literacy skills

6. Maslow’s
Hierarchy of
needs
Image source: https://www.simplypsychology.org/Maslows-Hierarchy-8-Levels.jpg
Inquiry
question:
Where did
Maslow's
pyramid of
needs come
from ?

7. 6-stage inquiry
process
1. Brainstorm ideas.
2. Find the original sources in the
library.
3. Look for evidence of the pyramid in
the original sources.
4. Analyze the evidence.
5. Reflect.
6. Document the learning.

8. Appreciating
original
sources
Malow’s 1943 article –
Available in digital format
through our library. Finding
the article requires students to
use the online library search
engine and databases.
Malow’s 1954 book – Available
in hard copy only in our library.
Finding the book requires
students to physically search
the stacks in the library.

9. Key reflections
 Students learn for themselves that the pyramid does not exist
anywhere in Maslow’s original work.At best is is an interpretation,
or a riff on the original.
 Students learn library skills through a concrete experiential task.
They learn by doing, not by being shown.
 Students come away from this experience with a deep
appreciation of original sources.
 Students learn to question what they find on the Internet (and
elsewhere).
 Students learn the value of citing and referencing accurately.
 Students feel ”epistemologically empowered” (Hendricks &
Quinn, 2020, p. 447) as they learn how to act with integrity.

10. References
 Eaton, S. E. (2012). Maslow's hierarchy of needs: Is the pyramid a hoax? Retrieved from
http://drsaraheaton.wordpress.com/2012/08/04/maslows-hierarchy-of-needs/
 Hendricks, M., & Quinn, L. (2000).Teaching referencing as an introduction to epistemological
empowerment.Teaching in Higher Education, 5(4), 447-457. doi:10.1080/713699175
 International Center for Academic Integrity (ICAI). (2014).The fundamental values of academic
integrity (2nd ed.). Retrieved from https://academicintegrity.org/wp-
content/uploads/2017/12/Fundamental-Values-2014.pdf
 Kaipainen, E., Braun, R., Arseneault, R., Reid, L., Stowe, L., Kenny, N., . . . Hillmo, J. (2020).
Experiential Learning Plan for the University of Calgary (2020-2025). Retrieved from Calgary,
Canada: https://ucalgary.ca/provost/sites/default/files/EL%20Plan%202020-25.pdf
 Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
 Maslow, A. H. (1954). Motivation and personality. NewYork: Harper & Brothers Publishers.
 Robillard, A. E. (2006). "Young Scholars" Affecting Composition: A Challenge to Disciplinary
Citation Practices. College English, 68(3), 253. doi:10.2307/25472151
 Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. NewYork:
Penguin.
 Stoner, M. Understanding PlagiarismWorkshop Lesson Plan from Sacramento State University
— Sacramento. Retrieved from
http://www.csus.edu/indiv/s/stonerm/understanding%20plagiarism%20workshop%20lesson%
20written%20lesson%20plan.pdf

11. More information
 Download the complete guide with further details on the teaching activity from:
Eaton, S. E. (2020). LearningAbout Academic IntegrityThrough Experiential
Learning.Calgary,Canada: University of Calgary.
http://hdl.handle.net/1880/112110
Get in touch:
Sarah Elaine Eaton
seaton@ucalgary.ca