Author: TAWP

💙 Debate Night Recap 💙

It was an awesome experience hosting our first ever “Debate Night On: Academic Integrity” on March 7th. The turnout and enthusiasm of the students who participate really blew us away. From the start of “The Academic Integrity Project” in August when we were just an idea on a piece of paper. To then have two well-accomplished professors from either side of the country take time out of their busy schedules, help moderate our debate and share the same intrigue on academic integrity was fantastic!

For those that missed the debate here are the Top 5 Quotes From the Night.

  • 1️⃣ “Students feel pressure to take shortcuts.”
  • 2️⃣ “I definitely think mental health challenges are the root cause of a lot of instances of academic dishonestly.”
  • 3️⃣ “The student vs instructors mentality is dangerous.”
  • 4️⃣ “The rules don’t change the adherence to the rules changed”
  • 5️⃣ “There isn’t enough research on academic integrity and mental health in Canada.”

Exercise

If you missed the debate but wanted to participate, feel free to elaborate on some of these quotes with your own opinions. When you are done, you can leave a comment below and we will reply with our own comments. 😁

We would like to send a special thank you to both Dr. Kathleen Fortune & Dr. Sarah Eaton who took time out of their day to help us. We Are Forever Grateful 💙

Instructors’ Perspectives on Academic Wellness- Featuring Dr. Jodi Martin

It is important to view academic integrity and mental health from the perspective of members who deal with its maintenance and related-issues in their classrooms. During this interview, special guest 👩🏼‍💻Dr. Jodi Martin is featured. Dr. Martin is an Assistant Professor of Psychology at York University.

Keep reading to find out more about Dr. Martin’s perspectives on matters related to academic integrity, mental health, students’ success and more!

What is Academic Integrity and Why is it Important?🤔

Academic integrity is a set of rules or guidelines for conduct that ensure fair, reliable, and ethical learning.

It is important because the credibility and reputability of the degree that students are earning rely on the assumption that the degree was obtained while upholding the standards of academic integrity. Without academic integrity, we run the risk of higher education being devalued and disrespected.

What is Your role as an instructor in upholding Academic Integrity and Academic Wellness?🤔

As an instructor, I am responsible for creating awareness about academic integrity with all my students – but this is a two-way street, oftentimes this is me providing access to information about academic integrity and students needing to take the responsibility to access and understand the information from the resources provided. 

I am also responsible to maintain the academic integrity of each of my courses for all students enrolled. That means ensuring that all students have the same access to content and are assessed in the same way and on the same timelines. 📆

Ultimately ensuring one’s own academic wellness is the responsibility of the individual in question.

What I can do as an instructor is refer to resources that can assist students in their academic wellness journeys. I share these resources regularly through my course eClass pages (I have a section right now about online learning supports for students during virtual learning) and I advertise specific events to students through Course Announcements.  

What are Some Misconceptions that you Believe Students May Have Regarding Academic Integrity?🤔

I think a lot of students think this is something they would never do and perhaps accidentally engage in conduct that compromises academic integrity, often without realizing it.

I also think some students underestimate the seriousness of violating academic integrity and its importance for the reputability of the degree that you are earning.

What are the Best Practices Students can Use to Avoid Academic Misconduct?🤔

Be aware of what behaviours count as academic misconduct.

Read the syllabi or course outlines provided to you – they have lots of information! — Check out the University’s Academic Honesty policy and Student Code of Conduct, and read more about academic integrity through SPARK.

The more you know, the less likely you are to get yourself in an accidental situation of academic misconduct.

Do you Notice Any Trends Between Students’ Mental Health as it Reflects on Their Academic Success in the Course?🤔

Perhaps surprisingly, I find that students who are doing extremely well in the course are often those who seem most anxious. Not necessarily what you might at first glance consider, but it’s what I have anecdotally observed over the past few years. 

Dr. Jodi Martin

Dr. Jodi Martin is an Assistant Professor of psychology at York University. Her teaching focus includes statistics and methodological courses.

She is dedicated to upholding and enhancing student experiences, and to promoting a variety of possible career paths for students graduating with psychology undergraduate degrees. 

Sticky post

On Academic Wellness: Mindfulness for Students – Featuring Dr. Sayyed Mohsen Fatemi

The Academic Wellness project explores how students’ academic journey is influenced by students’ perceptions and choices around academic integrity and mental wellbeing. 🧑‍🎓👩‍🎓👨‍🎓

Perceptions about one’s self, abilities, worthiness, decision making, attributions, motivations, as well as others and the environment around them play a big role in one’s day-to-day lives. 

In this interview,👨🏻‍💻 Dr. Sayyed Mohsen Fatemi talks about mindfulness and its big role in students’ day-to-day lives, including their academic wellbeing. 

Dr. Sayyed Mohsen Fatemi did his post doctorate in the department of psychology at Harvard University and worked with Professor Ellen J. Langer who is one of the leading figures on mindfulness. In his almost ten-year long, studying, work and teaching at Harvard, he taught on mindfulness and published numerous works on mindfulness. 


What is Mindfulness? 🤔

Mindfulness is an active state of mind where one can intentionally live in the here and now and experience a phenomenological connectedness to the present moment. When one is mindful, he/she can live his/her wholeness and can experience savoring, synergy, vitality, and presence.

“Presence is a key to mindfulness.”

Dr. Sayyed Mohsen Fatemi

When mindless, people experience a state of fragmentation, absence, separation, and tardiness.

In your publications, you coined the term “Langerian mindfulness”, can you expand on that?🤔

That’s a good question. There are at least two versions of mindfulness: meditation-based mindfulness and Langerian mindfulness. The former claims that meditation opens up the path to mindfulness whereas the latter namely Langerian mindfulness argues that while you can achieve mindfulness through meditation, you can also be mindful without the use of meditation.

There are clinical and social implications of Langerian mindfulness in a wide variety of contexts including relationship, health and treatment of depression, stress and anxiety. How is Langerian mindfulness related to academic wellness?🤔

Langerian Mindfulness may help in the facilitation of students’ wellbeing in academia and in the different contexts and parts of their day-to-day lives that affect it. With Langerian mindfulness, students can increase their creativity, their vivacity and their connectedness to the present moment. Anxiety and fears go away when mindfulness arrives.

When mindfulness grows, and of course we have different levels of mindfulness, our capacity to celebrate multiple perspectives enhance as well.

“Our flexibility, openness and receptiveness grow in line with our mindfulness.”

Dr. Sayyed Mohsen Fatemi

Our mindfulness would allow us to become more caring and careful: caring because we will increase our power of attention, empathy, understanding and tolerance towards others and careful because we will watch our responses, reactions and language. Deep down discrimination, oppression, stereotyping, cliché ways of thinking there lie layers of mindlessness. Mindlessness imposes a mindset which treats people like things whereas mindfulness requires a humane approach towards human ties and relationships.

Self-esteem and attributions to one’s worthiness may influence students’ decisions of resorting to academic misconduct.
How can mindfulness increase our sense of self-esteem?🤔

Mindfulness is aligned with empowerment and agency. Mindfulness helps us understand that our choices count and that we are not merely embedded and incarcerated in an automatic behavior setting. 

When we understand our power of choices and we appreciate its implications, we come to realize how our choices can create different realities for us. 

Our self-worth enhances through our mindfulness.”

Dr. Sayyed Mohsen Fatemi

We liberate ourselves from fear and inducing factors and detach their impeding elements from our proactivity. When mindless, we often identify ourselves with our negativity, our fears, our drawbacks and our missing points. When our mindfulness emerges, we make a discernment of our strengths, our resources and our choices. Mindfulness allows us to see how we can get out of an automatic mindset and begin to invent our decisions, images, responses and performances through our choices.

What are the impediments of mindfulness and how can we avoid them?🤔

Langerian mindfulness argues that acting from a single perspective, routinized behaviors, repetitions, exposure to recursive forms of behavior, and indulgence in hackneyed ways of living, an outcome-oriented attitude without paying attention to process are among the factors that can give rise to mindlessness. 

Revising our mindsets, sitting back and observing our thoughts, feelings, behaviours and interpretations, understanding the differences between thoughts and actions, experiencing detachment (that nothing should own us) and compassion are prerequisites for experiencing the delectable taste of mindfulness. 

“Mindfulness opens up the path for developing a radical transformation of one’s being.

Dr. Sayyed Mohsen Fatemi

I invite you to exercise mindfulness today by being present in your academic journey and the learning process and by not paying attention only to the outcome(s), whether that is a good grade or to graduate.

Only adopting an outcome-oriented attitude could make it more likely to fall into acts like academic misconduct and academic violations which may not only deprive you of a true learning experience and exploration of one’s strengths and performance, but worsen your mental health and wellbeing (stress, anxiety, depression).

Make every choice regarding your mental health or academic progress, knowing that it counts. There lies power within the aspirations, development and growth as a student, learner, and a person that you can reach by making choices while adopting mindfulness.

Having said that, the choices you have made in the past should not define you or limit you, but you can always define your life with the choices you make. There are many resources that can support you, and accessing them is a choice that is available for you. Check out the Resource Hub page for more! 

Please see below a short bio for Dr. Fatemi.


Dr. Sayyed Mohsen Fatemi Biography

Dr. Sayyed Mohsen Fatemi completed his postdoctoral studies in the department of psychology at Harvard University where he has also served as a Teaching Fellow, an Associate and a Fellow.

He is a frequently published author and has been the keynote speaker of numerous international conferences.

His publications appear in Springer, Wiley, Templeton Press, Routledge, Cambridge University Press, Oxford University Press, Lexington publication, Roman & Littlefield, Palgrave McMillan, American Psychiatric Association, and Journals such as APA’s Journal of Theoretical and Philosophical Psychology and International Journal of Clinical and Experimental Hypnosis.

In addition to teaching at Harvard, he has also taught for the department of psychology at the University of British Columbia, Western Washington University, University of Massachusetts in Boston, University of Toronto, York University, Endicott College, Ferdowsi University of Mashhad, University of Tehran, and Boston Graduate School of Psychoanalysis.

Upcoming Debate Night ‼️ (March 7th)

The Academic Wellness Project is hosting a Debate Night event on March 7th, 5:30 PM!

Come and join us on a fun event 🥳 where you get to voice 🗣 your perspectives as a student on important topics with your peers and faculty members about academic integrity, student wellness, mental health and more!

Special Guests Featured:

  • Dr. Kathleen Fortune, Assistant Professor in the Department of Psychology and Co-chair of the CEAS Subcommittee on Panel Hearings on Academic Honesty at the Faculty of Health, York University.
  • Dr. Sarah Eaton, Associate Professor at the Werklund School of Education, University of Calgary and Educational Leader in Residence for Academic Integrity, at the Taylor Institute of Teaching and Learning.

Students and faculty members🧑‍🎓are both welcome to join!

Join in for an opportunity to win a $25 Gift Card 🤑 of your choice as well!

The event will be held over Zoom on Monday, March 7th, 5:30 PM to 7:30 PM

RSVP HERE : https://forms.gle/PQ2ePFRQYy3R8b7Z

Follow us on Instagram: http://instagram.com/tawp.yu
Reach us via Email: tawp.yu@gmail.com

Welcome to TAWP.CA

This month has been amazing for TAWP. In 20 days, we were able to achieve 100 followers on our page and the feedback we are getting from our small but growing community has been very positive. We currently have multiple exciting projects in the works that we will be releasing in the coming months.

After our launch on January 10, our team came to the realization that Instagram was not sufficient as the ONLY outlet to display our research.

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