Tag: academic integrity

Two years ago, I was invited to deliver a course at a prestigious management school abroad. Though hesitant at first, I accepted the opportunity to do what turned out to be one of my most rewarding teaching experiences. I taught a group of students unlike any I had taught over the span of my long teaching experience in diverse settings and institutions.  

The students portrayed an exceptional level of behavioral engagement. This surprised me since I had never seen them before, and I was new to them. I had not had the chance to establish any social or emotional bonds with them. I could see them taking their own notes during the lessons, never asking me for my slides, a common practice among other students I have taught. They would work on the assigned tasks in class and use their time efficiently. Assigned homework was always completed without me having to send them reminders. When I gave a break during a session, many would open books and read until the class resumed.  

It happened that my class was interrupted by the New Year’s one-day holiday. I asked the class after the holiday to think of a new year’s resolution, and to my surprise, a handful of students said that they intended to increase the number of books they would read in the coming year.  

At the end of my visit, I left those students and went back home to my regular educational setting. I found myself reflecting on my own recent experience. In my setting, most teachers I work with grapple with the challenge of engaging their students in their learning; thus, they work hard on providing students with incentives and support to stay on tasks, contribute to their groups, and complete their assigned work. I know that many of those teachers designed very good learning experiences and tried to accommodate their students’ needs, yet they did not observe the engagement they hoped for.  

This contrast raised several questions:  

• What are we missing as educators when it comes to student engagement? 

• Are the challenges related to the curriculum, the school, or the larger context extending beyond the school to the home and society?  

• Is it the collective perception toward education a factor in fostering student engagement? Have educators and parents been able to help students understand the bigger meaning behind their school experiences and tasks?  

• Have we been able to help them make the connection between these tasks and their reality?  

• Has the system taken these into considerations when designing the educational curricula?  

Talking about relating learning experiences to real life brings to my attention how this group of young management students integrated their academic knowledge with their online profiles. Many connected with me on LinkedIn, where I have been seeing them share deep reflections and insights from their studies. Although they are still in their early years of their university studies, they express their opinions and stand as though they are experts in their field. They report on activities they engage in related to what they study and reflect on what they encounter and experience. They provide bulleted lists of advice and practice. Reading their posts, I see these students already can foretell their placement in life after they graduate and are acting accordingly. This could be a reason why they embrace schoolwork and engage with it willingly.  

I end with two incidents from my visit that resonate with me. For one of the assessments, I conducted an online, objective-type quiz, consisting mainly of multiple-choice questions. The class speed in which the students submitted their responses led me to think they had worked collectively on a WhatsApp group. When I raised this concern, one student who seemed offended assured me that they would not do such a thing. This claim was validated when I graded the final exam, a rigorous three-hour subjective type of exam. The class average was an impressive A.  

The second incident was when I asked the class for feedback on my teaching, as I usually do towards the end of a semester.  One student advised me: “Next time you teach here, be tougher on students. We are used to working hard, and we can handle it.” I had never heard of anything similar from a student; on the contrary I have students who often request reduced workload and extended deadlines.  

Reflecting on this experience, I believe the following can be considered as main takeaways for educators:  

• Design meaningful learning experiences: The type of learning experiences we design for our students should relate to their realities and be meaningful and to where the students see themselves later in life 

• Recognize the multifaceted nature of engagement: Student engagement is not necessarily the product of the teacher’s efforts but a myriad of aspects including the curriculum, perceptions, school and culture.  

• Allow students’ voices: Listening to the students’ voices provides us with a lot of tips on how we can improve the learning experiences for them and attend to what they think they need help with.  

• Foster student accountability: There are ways to help students be accountable to their own actions and to behave responsibly towards their learning  

• Cultivate academic integrity: academic integrity can be achieved effortlessly when students are interested in what they do and understand the positive impact of their learning on their lives.  

Amal Farhat has experience in teaching and instructional coaching at K-12 schools and higher education. She has worked in the private and public sectors. Her interests mainly pertain to the development of professional learning communities through positive, constructive interactions among stakeholders of an institution. In higher education, she taught in the Faculty of Letters and Humanities and Faculty of Education. Additionally, she works as a teaching and learning specialist supporting faculty members with their teaching practices. Amal holds a PhD in education from the Doctoral Institute at Lebanese University, a counseling in pedagogy diploma from St. Joseph University, and is CAEL (Certificate in Advanced Education Leadership) certified from Harvard Graduate School of Education.