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Integrity and Ethics

St. Kate’s as a whole affords students considerable opportunities to explore the many ways in which our work, our food, our consumption, our service, our spiritual practices contribute to the greater good. We consider plagiarism an integrity issue, and foster an environment where students know how to ask for help before “mistakes are made.” Even so, sometimes we may find ourselves entering “grey” areas where we wonder, “Is this ethical?”

This chart can be a helpful resources in considering this question as it relates to issues of academic integrity and plagiarism.

Did I Plagiarize?

Welcome Back to School!

During our back-to-school workshops the Education Department enjoyed opportunities to work with faculty across the university on a number of critical skills for facilitating student success. Dr. Kelly shared great strategies for building students’ critical thinking skills, Dr. Heacox led faculty considering strategies for differentiating instruction, and Dr. Anderson worked with Librarian Leann Suchy on Technology Integration skills. 

Enjoy a review of your own tech integration skills here: 

Using Digital Tools to Improve Student Outcomes or Faculty Efficiency

Hope you own back to school efforts have been rewarding and rejuvenating!

1:1 Course and Collaboration

We’ve enjoyed working with experienced 1:1 Teachers and Tech Integration Specialists this summer from near and far as we polish the curriculum for our new online class on best practices in 1:1 Content Creation and Pedagogy. The themes are surprisingly universal from around the region, and the outcome of transformative practices after two or three years of implementation is the exciting ending about which we continue to hear.

Share your knowledge or sign up to learn more with St. Kate’s on link below.

1:1 Best Practices in Content Creation and Pedagogy


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Katie CoderDojo

Thanks to all the mentors that support our Katie CoderDojo — the St. Kate’s initiative to help girls into creating our digital futures. You come too?

Kelsey Goes to Class

You guys!  You guys.  You guys.  You guys.

You have GOT to get in on this mentoring thing.

Last night, I was a mentor at the Katie Coderdojo, and it was SO COOL.  I worked with the younger girls, 8-11, who were using Scratch.

It was definitely the closest I’ve come to the whole maker movement vibe since I was a kid doing similar stuff myself.  The girls were so excited about what they were doing.  They were helping each other.  There was frustration and aha moments and so much pride in the end products, even when the girl next to them had done something more involved.

We had task cards to direct girls who were new to it, and it was really cool to see how these girls would take the simple ideas and make something out of them.  For example, there was a task about making a…

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New Action Research Reports Available

Congratulations to all of our graduates from Spring 2014. You can learn from our students’ Action Research projects by reading their reports featured in the St. Kate Database Sophia, or linked here!
Curriculum and Instruction Action Research Reports from Spring 2014.

The Effects of Using a Systematic Approach During Mathematical Instruction, Heather Arroyo

The SIOP Model as it Pertains to ELLs in a Mainstream 2nd Grade Classroom, Sydney Azure

The Benefits of Collaborative Learning in the Elementary Classroom, Crystal Daugherty

Using Different Strategies to Aid in the Acquisition of Sight Words for Students with Specific Learning Disabilities, Amy Ersland

Supporting Kindergarten Classroom Teachers: Improving Literacy with Young English Learners, Rachel Higgins

What Effect Will Talk Partners Have in a Primary Writer’s Workshop?, Erin Jacobson

Differentiated Math Interventions for Third Grade Students Using Push-In and Pull-Out Models, Anne Jarzyna-Ingles, Tara Schletz, and Melissa Young

The Effects of Word Study in Place of Traditional Spelling, Amy McCarthy

The Effects of Sheltered Instruction Observation Protocol on Student Content Knowledge and Teacher Performance in the Art Classroom, Jennifer Welle

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