Plagiarism and Paraphrasing Criteria of College and University Professors

2001 ◽  
Vol 11 (3) ◽  
pp. 307-323 ◽  
Author(s):  
Miguel Roig
Keyword(s):  
University Professors ◽  
College And University

Interaction Between College Students with Physical Disabilities & Their Professors

1988 ◽  
Vol 19 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Catherine S. Fichten ◽  
Rhonda Amsel ◽  
Claudia V. Bourdon ◽  
Laura Creti
Keyword(s):  
College Students ◽  
Physical Disabilities ◽  
Colleges And Universities ◽  
University Professors ◽  
Disabled Students ◽  
Research And Practice ◽  
Inappropriate Behaviors ◽  
College And University ◽  
The Future ◽  
Interaction Behaviors

This study investigated the nature of appropriate and inappropriate interaction behaviors between professors and college students who have physical disabilities. Thirty-eight students with physical disabilities, 74 college and university professors who had taught disabled students, and 17 professors who had not done so rated the frequency and appropriateness of a variety of interaction behaviors by both professors and students. Professors also rated their level of comfort with disabled and with non-disabled students and indicated how interested they were in teaching students with specific disabilities in the future. Results show that a) approximately 75% of professors in Montreal colleges and universities had taught disabled students, b) professors are more comfortable with able-bodied than with disabled students, and c) that professors who had taught disabled students are more comfortable with such students and more interested in teaching them in the future. Appropriate behaviors were found to be more common than inappropriate behaviors and student initiated behaviors were seen as more desirable than professor initiated ones. Nevertheless, disabled students rated most student initiated behaviors, but not professor initiated behaviors, as less appropriate than tile professors believed them to be. The implications of the findings for research and practice are discussed and concrete examples of appropriate behaviors by each group in frequently occurring interaction situations are provided.

Preparing Tomorrow's Psychologists for Careers in Academe

1993 ◽  
Vol 20 (3) ◽  
pp. 149-155 ◽  
Author(s):  
Victor A. Benassi ◽  
Peter S. Fernald
Keyword(s):  
Graduate Students ◽  
Doctoral Program ◽  
Psychology Students ◽  
Teaching Skills ◽  
University Professors ◽  
College And University ◽  
Research And Teaching ◽  
Teaching Of Psychology ◽  
The University ◽  
Academic Positions

Most college and university professors devote more time to teaching than to research. For graduate students preparing for careers in academe, however, the emphasis is on research; typically, little or no time is devoted to the acquisition of teaching skills. The University of New Hampshire's doctoral program in psychology prepares students to be both researchers and teachers. Now in its 27th year, the program requires all third-year students to take a two-semester course, Seminar and Practicum in the Teaching of Psychology. Students perform well in the classroom, are successful in securing academic positions, and evaluate positively the program's dual emphasis on research and teaching.

A Conclusion and Two Voices from the Other Side

2008 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Professional Competence ◽  
The Other ◽  
Political Agenda ◽  
Political Leaders ◽  
Research Skills ◽  
University Professors ◽  
College And University ◽  
The World ◽  
Giving Feedback

In conclusion, let me summarize my argument and the entailments it implies. The grounding proposition is that both the coherence and the value of a task depend on its being distinctive. Beginning with that proposition, I ask: What is the distinctive task college and university professors are trained and paid to perform? What can they legitimately (as opposed to presumptuously) claim to be able to do? My answer is that college and university professors can introduce students to bodies of material new to them and equip those same students with the appropriate (to the discipline) analytical and research skills. From this professional competence follow both obligations and prohibitions. The obligations are the usual pedagogical ones—setting up a course, preparing a syllabus, devising exams, assigning papers or experiments, giving feedback, holding office hours, etc. The prohibitions are that an instructor should do neither less nor more. Doing less would mean not showing up to class or showing up unprepared, not being alert to the newest approaches and models in the field, failing to give back papers or to comment on them in helpful ways, etc. Doing more would be to take on tasks that belong properly to other agents—to preachers, political leaders, therapists, and gurus. The lure of these other (some would say larger or more noble) tasks is that they enhance, or at least seem to enhance, the significance of what a teacher does. But in fact, I argue, agendas imported into the classroom from foreign venues do not enrich the pedagogical task, but overwhelm it and erode its constitutive distinctiveness. Once you start preaching or urging a political agenda or engaging your students in discussions designed to produce action in the world, you are surely doing something, but it is not academic, even if you give it that name.

The Religiosity of American College and University Professors

2009 ◽  
Vol 70 (2) ◽  
pp. 101-129 ◽  
Author(s):  
N. Gross ◽  
S. Simmons
Keyword(s):  
University Professors ◽  
College And University

Too Old to Teach? The Effect of Age on College and University Professors

2015 ◽  
Vol 56 (8) ◽  
pp. 793-812 ◽  
Author(s):  
Robert J. Stonebraker ◽  
Gary S. Stone
Keyword(s):  
University Professors ◽  
College And University ◽  
Effect Of Age

Use of the Codes of Audio-Visual Media

2020 ◽  
pp. 411-423
Author(s):  
Mykola Yeromin ◽  
Igor Charskykh
Keyword(s):  
Higher Education ◽  
New Media ◽  
Language Learning ◽  
Cultural Background ◽  
Visual Media ◽  
Wide Spread ◽  
Field Of Study ◽  
University Professors ◽  
College And University

This chapter has a purpose to persuade college and university professors to re-consider the role of audio-visual media in the processes of higher education and language learning and give it a try as a great way for educating and building close multi-cultural relation between students and professors, regardless of national and/or cultural background. Its contents are highlighted by examples of successful use of audio-visual media in language learning and intentions to formulate the path, which methodology will follow in the recent future, considering the wide-spread of “new media” and Internet, which make communications more global and international than ever. Also included are the recommendations, based on authors experience in the field of study and exclusive quotations (some of which were previously unpublished and gathered in-field by authors).

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