Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533855
H. Gray
{"title":"When Public Schools and Universities Cooperate","authors":"H. Gray","doi":"10.1080/00193089.1984.10533855","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533855","url":null,"abstract":"","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":"132612766","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533860
Mary Sue Koeppel
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
{"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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533862
Elizabeth M. Nuss
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.
{"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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533856
R. O'neil
{"title":"University Contributions to Public School Teaching.","authors":"R. O'neil","doi":"10.1080/00193089.1984.10533856","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533856","url":null,"abstract":"","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":"127669953","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533858
Leonard S. Kogut
teaching something "new" can try novel, or at least alternative, methods of presenting the classes they must teach. An innovation that college faculty can use?the quality circle?is a technique that has been eminently successful in its applications in Japanese industry. Quality circles are not really new for they have been used in Japan for about twenty years and are just now begin ning to be seen in industry in the United States. But they have been used very little in the college classroom. This paper describes the use of quality circles in three undergraduate courses in general chemistry at The Penn sylvania State University. The literature of business and management is begin ning to grow rapidly in the number of reports of the use of quality circles and several books are also available which deal, at least in part, with the topic. A general
{"title":"Quality Circles: A Japanese Management Technique for the Classroom.","authors":"Leonard S. Kogut","doi":"10.1080/00193089.1984.10533858","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533858","url":null,"abstract":"teaching something \"new\" can try novel, or at least alternative, methods of presenting the classes they must teach. An innovation that college faculty can use?the quality circle?is a technique that has been eminently successful in its applications in Japanese industry. Quality circles are not really new for they have been used in Japan for about twenty years and are just now begin ning to be seen in industry in the United States. But they have been used very little in the college classroom. This paper describes the use of quality circles in three undergraduate courses in general chemistry at The Penn sylvania State University. The literature of business and management is begin ning to grow rapidly in the number of reports of the use of quality circles and several books are also available which deal, at least in part, with the topic. A general","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":"132684464","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533861
H. Stanton
{"title":"Do Students Really Know what We Expect/: Improving the Quality of Written Work","authors":"H. Stanton","doi":"10.1080/00193089.1984.10533861","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533861","url":null,"abstract":"","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":"114901632","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533864
L. Head, J. Lindsey
{"title":"Remedial Math: Its Effect on the Final Grade in Algebra","authors":"L. Head, J. Lindsey","doi":"10.1080/00193089.1984.10533864","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533864","url":null,"abstract":"","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":"122671086","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533863
J. Queen
{"title":"Simulations in the Classroom","authors":"J. Queen","doi":"10.1080/00193089.1984.10533863","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533863","url":null,"abstract":"","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":"128725751","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533859
Douglas Bedient, G. Garoian, D. C. Englert
Recent reports such as A Nation At Risk lend support to the notion that many of the learners who enter American colleges have some major deficiencies. Goldberg and Harvey (6) report that American students do not rank first or second in any of 19 international assessments; that about 13 percent of American teenagers are functionally illiterate; that the number of remedial mathematics courses offered in four-year public colleges increased by 72 percent between 1975 and 1980; and that only about one-fourth of recent
{"title":"Self-Instructional Materials for Underprepared Science Students.","authors":"Douglas Bedient, G. Garoian, D. C. Englert","doi":"10.1080/00193089.1984.10533859","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533859","url":null,"abstract":"Recent reports such as A Nation At Risk lend support to the notion that many of the learners who enter American colleges have some major deficiencies. Goldberg and Harvey (6) report that American students do not rank first or second in any of 19 international assessments; that about 13 percent of American teenagers are functionally illiterate; that the number of remedial mathematics courses offered in four-year public colleges increased by 72 percent between 1975 and 1980; and that only about one-fourth of recent","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":"131502339","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}
Pub Date : 1984-08-01DOI: 10.1080/00193089.1984.10533857
R. Shive
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
{"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}
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