scholarly journals How do faculty members respond to their students' discussions of academic misconduct and academic integrity?

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Lucia Zivcakova ◽  
Eileen Wood ◽  
Mark Baetz ◽  
Domenica De Pasquale
Keyword(s):  
Student Engagement ◽  
Qualitative Analysis ◽  
Learning Outcomes ◽  
Academic Integrity ◽  
Instructional Practice ◽  
Current Knowledge ◽  
Academic Misconduct ◽  
Faculty Members ◽  
Comfort Level

The present study conducted a qualitative analysis of faculty members? perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. Overall, seven overarching themes and a series of sub-themes were identified including the following: comfort level and knowledge about academic integrity issues (for faculty and for students), impressions about the interactive presentation, student engagement in the presentations, learning outcomes for faculty, safeguards against misconduct, and issues, consequences and proposed solutions to concerns. Key findings within these themes suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Faculty members were surprised by the frank and engaged interactions of their students during the interactive presentations. Only half of the faculty found the presentation content enhanced their own current knowledge. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. Discussion explores insights gained as a context for informing instructional practice.

scholarly journals A systematic review of using team-based learning in a pharmacokinetics course

2022 ◽  
pp. 63-72
Author(s):  
Jutima Methaneethorn ◽  
Janthima Methaneethorn
Keyword(s):  
Systematic Review ◽  
Student Engagement ◽  
Learning Outcomes ◽  
Peer Learning ◽  
Faculty Members ◽  
Traditional Lecture ◽  
Transferable Skills ◽  
Team Based Learning ◽  
Positive Results

Background: This systematic review aimed to summarise an application of team-based learning (TBL) in pharmacokinetics courses, to compare the learning outcomes of TBL to that of traditional lecture-based courses, and to identify the benefits of using a TBL strategy in pharmacokinetics courses. Method: PubMed, Scopus, and ERIC EBSCO databases were systematically searched, and 191 non-redundant articles were retrieved. Of these, seven articles were included. Results: Implementation of a TBL in pharmacokinetic courses resulted in several positive results including higher examination grades, improvement in professionalism aspects such as altruism, accountability, and honesty. Student engagement, peer learning, and the development of transferable skills could also be observed. Despite these positive benefits, some challenges exist, such as an increase in initial workload for faculty members, preparation of appropriate assignments, and suitable strategy to facilitate students. Conclusion: Future TBL implementation should be critically designed to optimise faculties’ workload and students’ engagement to the course.

scholarly journals Academic integrity on college campuses

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Steve Williams ◽  
Margaret Tanner ◽  
Jim Beard ◽  
Georgia Hale
Keyword(s):  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
College Campuses ◽  
Faculty Members ◽  
The Past ◽  
Regional University

A survey of 46 faculty members and 562 undergraduates at a medium-sized Midwestern regional university in May 2011 found that 74% of faculty members believed academic misconduct had recently occurred in their classes; 18% of faculty members have ignored suspected incidents of cheating; and of those faculty members suspecting cheating within their classes, only 18% have reported it to others on campus. Undergraduate students believed all forms of academic misconduct were significantly less serious than faculty members. For undergraduates, 67% admit to academic misconduct in the past year, a percentage that parallels McCabe's (2005) finding that an average of 70% of US undergraduate students admitted to recent academic misconduct. Over 28% of undergraduates admit to having engaged in more serious forms of clearly intentional academic misconduct such as cheating during the past year, and students who have engaged in any academic misconduct are more likely to have engaged in several types of academic misconduct. Those students who admit to having cheated view cheating as being significantly less serious than those who have not cheated. Recommendations for addressing academic integrity issues on campus are offered.

scholarly journals Glitches and hitches: sessional academic staff viewpoints on academic integrity and academic misconduct

2021 ◽  
pp. 1-16
Author(s):  
Jo-Anne Luck ◽  
Ritesh Chugh ◽  
Darren Turnbull ◽  
Edward Rytas Pember
Keyword(s):  
Academic Integrity ◽  
Academic Staff ◽  
Academic Misconduct

scholarly journals Opportunities presented by the forced occupation of liminal space

2019 ◽  
Vol 3 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Ketevan Kupatadze
Keyword(s):  
Qualitative Analysis ◽  
Cultural Practices ◽  
Third Space ◽  
Faculty Members ◽  
Professional Lives ◽  
Structured Interviews ◽  
Liminal Space ◽  
The Third ◽  
Cultural Hierarchies ◽  
Point Of Departure

In this article I employ the notion of the Third Space as a point of departure in order to expand and complicate our thinking about student-faculty partnerships, with the goal of enquiring into the acceptability of and comfort with such space for faculty who self-identify as underrepresented. I consider the practical and real repercussions for these faculty members of engaging in partnership in the context of a reality that is very much shaped by dominant cultural practices, and racial, social, and cultural hierarchies and divisions, and look at how the concept of the liminal space plays out in their professional lives. The findings presented in the article come out of a qualitative analysis of oral semi-structured interviews with underrepresented faculty.

scholarly journals Penerapan Model Time Token Arends untuk Meningkatkan Hasil Belajar pada Pembelajaran PKn Siswa Kelas IV SDN Tunjungtirto 02

Al Adzka ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Susilowati Susilowati
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Qualitative Analysis ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Average Increase ◽  
Cooperative Model ◽  
Analysis Technique ◽  
Fourth Grade Students ◽  
The Subject

The purpose of this research is to describe the application of Cooperative Time Token Arends learning model to increase learning outcomes of fourth grade students of SDN Tunjungtirto 02, Singosari. This research uses Classroom Action Research (PTK) with 2 (two) cycles. The subjects of this study were 16 students of grade IV SDN Tunjungtirto 02 Singosari. Data collection techniques in this study are observation, interviews, documentation, and tests. The technique to analyze the data used in this research is descriptive qualitative analysis technique. The results show that learning by applying the Time Token Arends Cooperative model on the subject of globalization can increase learning outcomes. Student learning outcomes also experienced an average increase from cycle I (72.12) to cycle II (76.9). Classical mastery increased by 12.5% from cycle I to cycle II.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

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