Improving College and University Teaching最新文献_第2页

When Public Schools and Universities Cooperate 当公立学校和大学合作

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533855

H. Gray

引用次数: 0

Self-Assessments: Beneficial to Both Students and Schools. 自我评估:对学生和学校都有益。

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533860

Mary Sue Koeppel

{"title":"Self-Assessments: Beneficial to Both Students and Schools.","authors":"Mary Sue Koeppel","doi":"10.1080/00193089.1984.10533860","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533860","url":null,"abstract":"Most students or prospective students have the abil ity to assess their own skill or knowledge level if they are given the proper tools and motivation. At Wau kesha County Technical Institute (WCTI), Pewaukee, Wisconsin, 1 helped develop self-diagnostic tools which were beneficial to both students and school. Self-assessments are voluntary, take-home, self scoring, self-evaluating diagnostic tests in basic skills. These voluntary tests tell new or prospective students if they are academically prepared to begin the course work of specific vocational or associate degree programs at the post-secondary level, or if they need remediation in any of the basic skills. Furthermore, the assessments can indicate the kind of remediation necessary for the stu dent. Without entrance testing, placement is usually based upon the student's high school record. That record, however, is not always up-to-date or reliable since the average age of students in post-secondary schools is now approaching thirty. (At WCTI only 7 percent of the students have just completed high school.) Yet, many schools will not update the student records by adopting mandatory placement testing because they believe that the students who could benefit most from a placement test would fear it so much that they would never even come to school. The open-door policy at many institutions creates a large need for developmental and remedial programs. Yet, if there is no placement testing, the students who need remedial help often are neither identified nor plac","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131948817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Integrity: Comparing Faculty and Student Attitudes. 学术诚信:比较教师和学生的态度。

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533862

Elizabeth M. Nuss

{"title":"Academic Integrity: Comparing Faculty and Student Attitudes.","authors":"Elizabeth M. Nuss","doi":"10.1080/00193089.1984.10533862","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533862","url":null,"abstract":"Cheating and competition are not new issues for hi her educati n. For at least the past 50 years these topics have appeared in the literature. In 1941, Drake (8) concluded that the crux of the academic dishonesty problem stemmed from competition for grades. The problem has continued to persist. Today's college students appear to value achievement and the ability to compete successfully more than they value academic integrity. Academic dishonesty has been allowed to persist largely because the academic com munity has not been successful in communicating the value of independent scholarship to its students. As a result, the picture of academic life as portrayed by the Carnegie Council and others (5, 14) has not been par ticularly encouraging. Academicians and student development theorists agree that the purpose of higher education is more than just the acquisition of information or the developing of intellectual competence. The collegiate experience should enable students to mature and grow along several dimensions. These dimensions include: develop ing intellectual competence; learning to manage emo tions; developing autonomy; establishing identity; developing positive interpersonal relationships; developing a sense of purpose; and developing integrity (7, 10). The issue of academic integrity is relevant to several of the essential elements of college life, specifically, the acquisition of knowledge, the development of intellec tual competence, and the moral development of students. Institutions interested in confronting academic dishonesty must begin to understand their role in promoting academic integrity as part of the total col legiate experience.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125670938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 160

University Contributions to Public School Teaching. 大学对公立学校教学的贡献。

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533856

R. O'neil

引用次数: 0

Quality Circles: A Japanese Management Technique for the Classroom. 质量圈:日本课堂管理技术。

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533858

Leonard S. Kogut

引用次数: 13

Do Students Really Know what We Expect/: Improving the Quality of Written Work 学生真的知道我们的期望吗/:提高书面作业的质量

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533861

H. Stanton

引用次数: 0

Remedial Math: Its Effect on the Final Grade in Algebra 数学补习:对代数期末成绩的影响

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533864

L. Head, J. Lindsey

引用次数: 8

Simulations in the Classroom 课堂模拟

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533863

J. Queen

引用次数: 13

Self-Instructional Materials for Underprepared Science Students. 为准备不足的理科生准备的自学材料。

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533859

Douglas Bedient, G. Garoian, D. C. Englert

引用次数: 6

School and University Partnerships: Meeting Common Needs 学校和大学的伙伴关系:满足共同需求

Improving College and University Teaching Pub Date : 1984-08-01 DOI: 10.1080/00193089.1984.10533857

R. Shive

{"title":"School and University Partnerships: Meeting Common Needs","authors":"R. Shive","doi":"10.1080/00193089.1984.10533857","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533857","url":null,"abstract":"Schools, colleges and universities exist in an inter locking, interdependent state. There is, for example, an assumed articulation between the curricula of secon dary schools and their college and university counter parts. School curriculum is determined in part by en trance requirements established by colleges and univer sities. Universities rely upon the schools to graduate students prepared for further advanced education. Universities and colleges also have a stake in the educa tion of all citizens to become productive adults who are economically capable of generating further public revenues to support education. This mission is shared with schools. Colleges of education are particularly tied to the for tunes of schools. The school depends upon colleges of education to supply new teachers and to provide inserv ice experiences for those teachers already in the classroom. Graduate courses are developed specifically for the purpose of improving the knowledge base for practicing teachers. On the other hand, colleges need schools for field experiences and student teaching in preservice preparation programs, as well as to serve as a laboratory for suggesting new areas of needed educa tional research. Given these common interests, partnerships among public schools, colleges, and universities should have flourished. They have not. The reasons are many. Research departments in public school systems have sometimes jealously guarded their research perogatives. School teachers and administrators, fully engaged in daily practice, have distrusted their more theoretical and","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129648296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10