scholarly journals A preventative approach to plagiarism: An empirical study of a first-year unit for undergraduates

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Sandy Darab
Keyword(s):  
Empirical Study ◽  
Large Scale ◽  
Cyclic Process ◽  
First Year ◽  
Academic Skill ◽  
Academic Values ◽  
First Semester ◽  
Assessment Tasks ◽  
Unit Design ◽  
Preventative Approach

This paper reports on an empirical study into the communications of academic values, codes and conventions within a large-scale foundation studies unit for firstyear undergraduates at a regional Australian university in first semester 2005. In this unit, one of the foci was teaching students about issues of plagiarism and assessing how students reflected upon and took up those ethics. The unit’s content and its assessment were conducted online. Students engaged in experiential learning within multiple online tasks associated with plagiarism and of direct relevance to unit assessment. Unit design, delivery and assessment involved a cyclic process of action research, which facilitated insights into students’ value communications and academic skill development over the semester. A qualitative analysis of students’ communications within sequential online assessment tasks and anonymous surveys, as well as the value discourses articulated by students and staff, reveals most students were highly receptive to information on plagiarism and intent upon avoiding it through developing academic skills.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

scholarly journals First-year students’ math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Richard J. Daker ◽  
Sylvia U. Gattas ◽  
H. Moriah Sokolowski ◽  
Adam E. Green ◽  
Ian M. Lyons
Keyword(s):  
Math Anxiety ◽  
First Year ◽  
Math Skills ◽  
First Year Students ◽  
First Semester ◽  
Math Ability ◽  
Current Thinking ◽  
Attitudes Toward Math ◽  
Show Evidence ◽  
Stem Outcomes

AbstractMath anxiety is widely considered a potential barrier to success in STEM. Current thinking holds that math anxiety is directly linked to avoidance of and underperformance in STEM domains. However, past evidence supporting these claims is limited in important ways. Perhaps most crucially, it is possible that math anxiety predicts STEM outcomes merely as a proxy for poor math skills. Here, we tested the link between math anxiety and subsequent STEM outcomes by measuring math anxiety, math ability, and several covariates in 183 first-semester university students. We then tracked students’ STEM avoidance and achievement through four years at university via official academic transcripts. Results showed that math anxiety predicted both a reduction in how many STEM courses students took and, separately (i.e., controlling for one another), lower STEM grades. Crucially, these associations held after controlling for math ability (and other covariates). That math anxiety predicts math-related academic achievement independently of Math Ability suggests that, contrary to current thinking, math anxiety’s effects on academic performance likely operate via mechanisms other than negatively affecting math ability. Beyond this, we show evidence that math anxiety can account for associations between math ability and STEM outcomes, suggesting that past links between math ability and real-world outcomes may, in fact, be at least partially explainable by attitudes toward math. These findings provide clear impetus for developing and testing interventions that target math anxiety specifically and suggest that focusing on math ability without additional attention to math anxiety may fail to optimally boost STEM outcomes.

An Empirical Study on the Impact of Design Brief Information on the Creativity of Design Outcomes With Consideration of Gender and Gender Diversity

2019 ◽  
Vol 141 (7) ◽  
Author(s):  
Georgios Koronis ◽  
Pei Zhi Chia ◽  
Jacob Kang Kai Siang ◽  
Arlindo Silva ◽  
Christine Yogiaman ◽  
...  
Keyword(s):  
Empirical Study ◽  
Undergraduate Student ◽  
Contextual Information ◽  
Gender Diversity ◽  
First Year ◽  
Main Effect ◽  
And Gender ◽  
The Impact ◽  
Collaborative Sketching

This study aims to understand how information in design briefs affects the creativity of design outcomes. We tested this during a Collaborative Sketching (C-Sketch) ideation exercise with first-year undergraduate student designers. We focus on four types of stimuli—quantitative requirements, a visual example (video), a physical example, and contextual information—and we measure creativity according to three metrics—novelty, appropriateness, and usability with either the participants’ gender or the gender diversity of the participants’ groups. The findings suggest that the main effect of providing a video example results in high appropriateness and usability scores but low novelty scores and that physical-contextual briefs have high novelty and usability scores. In addition, we did not find any correlation between gender or gender diversity and creativity scores.

A Large-Scale Empirical Study of Conficker

2012 ◽  
Vol 7 (2) ◽  
pp. 676-690 ◽  
Author(s):  
Seungwon Shin ◽  
Guofei Gu ◽  
Narasimha Reddy ◽  
Christopher P. Lee
Keyword(s):  
Empirical Study ◽  
Large Scale

scholarly journals The Students’ Speaking Skill Analaysis on Local Wisdom- Based Topics (A Study at the First Year Grade of Mathematics Department of Unswagati)

2017 ◽  
Vol 5 (2) ◽  
pp. 143
Author(s):  
Devi Siti Afiah
Keyword(s):  
Qualitative Method ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Wh Questions ◽  
Speaking Skill ◽  
Math Students ◽  
Academic Year ◽  
Local Materials ◽  
Mathematics Department

The goals of this research are (1) to know what students’ responses toward WH question tehnique; (2) to know whether the WH Question can improve students’ math in English. This research used the descriptive qualitative method. The writer described and analyzed the students’ mistakes in speaking skill using local materials. The research was carried out at the first year students of math department in 2016/2017 academic year. It was strated from September 2016 to January 2017. The population was the first semester students of math department in academic year of 2016/2017. The number of population were 21 students. The results of this research were (1) the tudents gave good responses toward the WH Questions learning, and (2) the WH questions improved the Math students’ ability in learning English. Keywords: Speaking, Local-wisdom, WH-questions

scholarly journals Audio Mining: The Role of Vocal Tone in Persuasion

2021 ◽  
Author(s):  
Xin (Shane) Wang ◽  
Shijie Lu ◽  
X I Li ◽  
Mansur Khamitov ◽  
Neil Bendle
Keyword(s):  
Empirical Study ◽  
Large Scale ◽  
Controlled Experiments ◽  
The Core ◽  
Content Model ◽  
Stereotype Content ◽  
Key Indicators ◽  
The Impact ◽  
Insight Into

Abstract Persuasion success is often related to hard-to-measure characteristics, such as the way the persuader speaks. To examine how vocal tones impact persuasion in an online appeal, this research measures persuaders’ vocal tones in Kickstarter video pitches using novel audio mining technology. Connecting vocal tone dimensions with real-world funding outcomes offers insight into the impact of vocal tones on receivers’ actions. The core hypothesis of this paper is that a successful persuasion attempt is associated with vocal tones denoting (1) focus, (2) low stress, and (3) stable emotions. These three vocal tone dimensions—which are in line with the stereotype content model—matter because they allow receivers to make inferences about a persuader’s competence. The hypotheses are tested with a large-scale empirical study using Kickstarter data, which is then replicated in a different category. In addition, two controlled experiments provide evidence that perceptions of competence mediate the impact of the three vocal tones on persuasion attempt success. The results identify key indicators of persuasion attempt success and suggest a greater role for audio mining in academic consumer research.

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