Student Reviews

It is evident that the author, Naeem Nedaee, possesses a strong background in humanities education. They commence the chapter by sharing personal experiences with reading and tracing the historical progression of humanities. They broaden the scope of academic integrity to encompass an ethical perspective on civic engagement and the pursuit of social justice. Furthermore, the writer elaborates on ethics across various dimensions, including cultural, social, biological, and neurological perspectives. They utilize principles from neuroscience to elucidate human behaviors, including integrity. Through the metaphor of “moo” and “tofu,” the author highlights the theme of caring and proposes solutions to address social barriers. Finally, the author employs dynamic approaches to learning and social engagement, integrating previous definitions and examples into learning practices that promote academic integrity and civic engagement. By using various strategies and tools in learning, such as scaffolding, social media, and awareness campaigns, the author aims to find practical solutions to societal problems and work towards a more just and equitable society.

Tina Saatchi, Undergraduate Student, University of British Columbia

The chapter argues that “integrity is not exclusive to academia; rather, it is qualified as an academic premise in the context of postsecondary education and research,” meaning that its principles are not only what is expected of a student, regarding the acts of honesty, trust or awareness of their work, but also may be useful to apply its principles to broaden students’/researchers’ awareness that tackle real-world disputes. In doing so, the author establishes several key ingredients that make a writer’s work compelling to readers, simultaneously, demonstrating compelling information that can go a long way. Ethical commitment was a term mentioned a few times within this chapter, indicating that students/writers ought to engage in such demands if they were to establish a meaningful social effect. These may include, “Cultivating critical thinking, empathy, and socially relevant knowledge,” skills which enable a direct path for students to come to grips with real-world conflicts. The best result comes from civic engagement, in other words, involving others with similar interests and ideas. By doing so, integrating other parties as well as research writing gives power to students to find great success academically, while finding the will to continuously shift their ideas that further move them closer to their goals, regarding success. One quote that I found intriguing was, “Equipped to create meaningful and lasting impact, shaping a world that upholds principles of social justice and compassion” (p. 5). I chose this quote since this resonates with me as a student. Often, I find myself doubting what I am capable of in terms of my impact on real world issues. However, I have taken on roles that are aimed to target such issues, such as working in a mental health that aims to solve many issues that individuals face often, especially with living conditions today. With ethical commitment in mind, I understand that I do have an impact and by using these tools that I already possess, I as well as many others can have a great influence in making the world a better place, or at least do what we can.