Joan Horvath

To promote digital accessibility and equitable learning across campus, the @UCI Division of Teaching Excellence and Innovation has partnered with the Office of Equal Opportunity and Diversity to create the Digital Accessibility Support and Help (DASH) Team. Learn more about the DASH Team and how they are helping campus meet ADA regulations: https://lnkd.in/gSgzSX2c

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On this edition of The Ex Terra Podcast, Tom Patton talks with Phillip Irace, a Program Director for the International Space Station National Laboratory (ISS). Irace explained how that unique environment makes a difference in conducting scientific experiments...https://lnkd.in/grkmgr_J

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The robotics industry has a growing workforce problem: we need educated and skilled human workers to build, test, deploy, operate, and support a growing robotics population. Who's educating this emerging workforce? 🔎 Look no further than your local community college. I visited Sierra College in Sacramento for a tour of its mechatronics lab, and I was impressed by the breadth of resources and educational opportunities offered by the campus. IF a four-year college degree isn't for you, be sure to check out the programs at your local community college. Read the story here: https://lnkd.in/g4JF-tgn

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As educational institutions rush to deploy AI detection tools and process tracking systems to combat AI-generated content, we may be overlooking critical insights from decades of research on academic integrity - insights brilliantly synthesized in Tricia Bertram Gallant and David A. Rettinger's groundbreaking work "The Opposite of Cheating: Teaching for Integrity in the Age of AI." The current approach often prioritizes technological solutions: first, AI detection in text submissions; second, surveillance through process tracking. But this technological arms race may inadvertently widen what moral development psychologists call the "judgment-action gap" – the disconnect between knowing what's right and actually doing it. Research shows students typically fall into three moral categories regarding academic integrity: 1. Those who view cheating as a personal choice (against rules but acceptable) 2. Those who see it as against the rules but not inherently wrong 3. Those who view it as wrong regardless of rules or laws Unsurprisingly, students in the third category are least likely to cheat. But when students do violate rules they recognize, they engage in what researchers call "moral disengagement" through neutralization techniques: 1. Denial of responsibility ("I had no choice") 2. Denial of victim or harm ("No one gets hurt") 3. Condemnation of condemners ("The instructor doesn't even care") 4. Appeals to higher authority ("My future career is more important") Here's what's particularly concerning, and what Gallant and Rettinger help us understand with remarkable clarity: neutralization occurs most frequently when students perceive that instructors are implementing changes focused solely on catching cheaters rather than improving pedagogy. This creates a troubling paradox that aligns directly with principle #8 from their framework: our surveillance-focused approaches might yield short-term reductions in cheating behaviors while fostering long-term moral disengagement. Students become increasingly "neutralized" to the course content itself, viewing it merely as an obstacle to overcome rather than meaningful learning. As we navigate education in the AI era, perhaps our focus should shift from detection to designing authentic assessments that make cheating irrelevant – not because it's impossible, but because it's pointless compared to the value of genuine engagement. This perspective embodies the transformative approach that makes "The Opposite of Cheating" such an essential read for educators today. What has been your experience with anti-cheating measures? Have you observed this neutralization phenomenon in your educational context? Alfonso Mendoza Jr., M.Ed. France Q. Hoang Pat Yongpradit Scott Sommers, PhD Nigel P. Daly, PhD 戴 禮 Mike Kentz Lance Eaton, PhD Jason Gulya Phillip Alcock Thom Markham, Ph.D. Jessica L. Parker, Ed.D.

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What if the next major leap in science and technology came from what we once dismissed as mystery? Dive into a compelling comparison between two approaches addressing the enigmatic realm of Unidentified Aerospace-Undersea Phenomena (UAP). On one side, an academic article advocates for structured investigation and scientific credibility. On the other, a field-based research program translates theory into practicality through data collection, imaging, analysis, and early engineering models. These contrasting perspectives pave a new way ahead, blending theory with hands-on application, and vision with tangible outcomes. The included infographics and insights highlight how independent research is already surpassing the nascent proposals of the academic realm. Whether you're a scientist, investor, or simply intrigued by the future, this presentation offers a peek into a swiftly evolving domain where physics, aerospace, and innovation intersect. Take a closer look. Beyond mere discovery, what awaits could be a portal to the future. #reverseengineering #uap #uap #resonantfieldcraft #spacetime Join the journey at NRGscapes LAB - space time manipulation technologies: https://lnkd.in/g29_U2CF

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