Faculty Responsibility for Promoting Conflict-Free College Classrooms

1999 ◽  
Vol 1999 (77) ◽  
pp. 69-76 ◽  
Author(s):  
James A. Anderson
Keyword(s):  
College Classrooms ◽  
Faculty Responsibility

Effects of Trust and Threat Messaging on Academic Cheating: A Field Study

2021 ◽  
pp. 095679762097751
Author(s):  
Li Zhao ◽  
Jiaxin Zheng ◽  
Haiying Mao ◽  
Xinyi Yu ◽  
Jiacheng Ye ◽  
...  
Keyword(s):  
Field Study ◽  
Academic Integrity ◽  
Large Scale ◽  
Theoretical Foundation ◽  
Empirical Evaluation ◽  
Psychological Theory ◽  
Field Studies ◽  
Educational Institutions ◽  
Academic Cheating ◽  
College Classrooms

Morality-based interventions designed to promote academic integrity are being used by educational institutions around the world. Although many such approaches have a strong theoretical foundation and are supported by laboratory-based evidence, they often have not been subjected to rigorous empirical evaluation in real-world contexts. In a naturalistic field study ( N = 296), we evaluated a recent research-inspired classroom innovation in which students are told, just prior to taking an unproctored exam, that they are trusted to act with integrity. Four university classes were assigned to a proctored exam or one of three types of unproctored exam. Students who took unproctored exams cheated significantly more, which suggests that it may be premature to implement this approach in college classrooms. These findings point to the importance of conducting ecologically valid and well-controlled field studies that translate psychological theory into practice when introducing large-scale educational reforms.

Soaring with Scope-on-a-Rope at LSU: Development of Innovative Microscopy Technology for K-16 Classroom use

2000 ◽  
Vol 6 (S2) ◽  
pp. 1170-1171
Author(s):  
M. C. Henk ◽  
H. Silverman
Keyword(s):  
Classroom Teachers ◽  
Classroom Setting ◽  
College Classrooms ◽  
Industrial Inspection ◽  
K 12 ◽  
Classroom Use

LSU began introducing a prototype SCOPE-ON-A-ROPE (SOAR) to selected teachers in Louisiana and Tennessee three years ago as part of our K-12 outreach activities. It proved to be an invaluable aid to all K-12 classrooms as well as to college classrooms or laboratories in several disciplines. The SOAR is extremely easy to use in the normal classroom setting, but can also introduce sophisticated concepts usually possible only through complicated microscopy exercises with specialized instrumentation.The professional microscopist who occasionally teaches students how to use microscopes can only begin to appreciate the position of classroom teachers who are routinely faced with inadequate, insufficient microscopes for classes of 20- 30 students at a time. This SOAR, inspired by industrial inspection devices, aids the teacher in introducing valuable concepts in microscopy and scale while easily serving the functions of many different microscopes and accessories. It is a comfortably hand-held device that can be used capably even by a five-year-old to provide excellent,

Has Lightning Struck Twice? Use of PSI in College Classrooms

1986 ◽  
Vol 13 (3) ◽  
pp. 149-151 ◽  
Author(s):  
Margaret E. Lloyd ◽  
Kenneth E. Lloyd
Keyword(s):  
Personalized System Of Instruction ◽  
College Classrooms ◽  
Personalized System ◽  
Classroom Use

Classroom use of the Personalized System of Instruction (PSI) was investigated by sending questionnaires to three groups, early (before 1975) users of PSI, recent (after 1975) users, and current chairpersons of psychology departments. Data from all three sources suggest that fewer PSI courses are being taught, and that many depart substantially from the original PSI format.

Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

1994 ◽  
Vol 74 (3) ◽  
pp. 1035-1040 ◽  
Author(s):  
Ashton D. Trice
Keyword(s):  
Art History ◽  
Women's Colleges ◽  
Introductory Courses ◽  
Short Term ◽  
Scientific Content ◽  
College Classrooms ◽  
Course Syllabi ◽  
Institutional Selectivity ◽  
And Mathematics ◽  
Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

scholarly journals Discrete Mathematics into K-11 and K-12 Grade Education

2021 ◽  
Vol 23 (05) ◽  
pp. 319-324
Author(s):  
Mr. Balaji. N ◽  
◽  
Dr. Karthik Pai B H ◽  
Keyword(s):  
Set Theory ◽  
Mathematical Reasoning ◽  
Mathematical Induction ◽  
Discrete Mathematics ◽  
College Classrooms ◽  
Underlying Principle ◽  
Education Study ◽  
Strongly Connected ◽  
Proof Techniques ◽  
K 12

Discrete mathematics is one of the significant part of K-11 and K-12 grade college classrooms. In this contribution, we discuss the usefulness of basic elementary, some of the intermediate discrete mathematics for K-11 and K-12 grade colleges. Then we formulate the targets and objectives of this education study. We introduced the discrete mathematics topics such as set theory and their representation, relations, functions, mathematical induction and proof techniques, counting and its underlying principle, probability and its theory and mathematical reasoning. Core of this contribution is proof techniques, counting and mathematical reasoning. Since all these three concepts of discrete mathematics is strongly connected and creates greater impact on students. Moreover, it is potentially useful in their life also out of the college study. We explain the importance, applications in computer science and the comments regarding introduction of such topics in discrete mathematics. Last part of this article provides the theoretical knowledge and practical usability will strengthen the made them understand easily.

Engaging Diversity in First-Year College Classrooms

2011 ◽  
Vol 37 (3) ◽  
pp. 199-213 ◽  
Author(s):  
Amy Lee ◽  
Rhiannon Williams ◽  
Rusudan Kilaberia
Keyword(s):  
First Year ◽  
College Classrooms ◽  
First Year College
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