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Contract cheating is concerning educational institutions across the globe. Current knowledge of student perspectives on contract cheating is primarily informed by student surveys. Little is known about the student experience of being suspected of contract cheating and going through a formal university process. This study reports the findings of a qualitative study at an Australian university with student participants who had faced contract cheating allegations, using semi-structured, in-depth interviews. Five key themes emerged: 1) the most challenging experience of the student's life; 2) not telling their family about the allegation and managing any financial impact themselves; 3) stress and hypervigilance around future assignment submission; 4) rumours and reputational damage including changed relationships with academics and peers; and, 5) staying on track and guiding other students to practice academic integrity. Participants perceived the formal university process as a legal one, which contributed to it being a stressful and challenging experience. This was regardless of whether they had contract cheated or not. Recommendations for academic and support staff centre around ensuring formal university contract cheating processes are primarily a learning experience, from which students can emerge and progress to complete their studies. [ABSTRACT FROM AUTHOR]

Assessment is a central feature of student learning in higher education and has a strong influence on the student experience. Accordingly, the appropriate communication of assessment aims is a priority for all higher education institutions. This study proposes an analytical framework for the interpretation and creation of assessments across higher education disciplines. The framework suggests that assessments can be categorised according to rhetorical purposes, formats, modes and group arrangements. Assessments from three degree programmes at one Australian university are analysed using the framework to show its usefulness in classifying and evaluating task components and generating broad images of degrees based on assessment regimes. We draw on these practical applications to explain and compare discipline-specific qualities of each degree, and argue that the framework might enhance the communication of assessment aims to benefit higher education stakeholders. [ABSTRACT FROM AUTHOR]

The article discusses American administrative law in relation to the legal aspects of the student conduct hearings that are held at various universities in places such as Florida, and it mentions the U.S. Supreme Court's establishment of three due process-related factors that courts should consider when conducting student disciplinary proceedings. The U.S. Constitution's Fourteenth Amendment is examined, along with evidence, legal counsel rules, and the Florida Administrative Procedure Act.

The vast majority of prior work on officers' sanctioning decisions involves municipal police. An open question is whether findings from that research are generalizable to campus police, as they operate in a somewhat different context. This study explores the effect of legal and extralegal factors on campus officers' sanctioning decisions in encounters. Data were collected through observations of campus police at a large university in the Southeastern United States. Logistic regression is used to analyze 95 campus police-citizen encounters. Findings indicate that officers more severely sanction suspects when there are more bystanders present and suspects display a negative demeanor or are visibly intoxicated. The results suggest that some but not all of the same influences affect municipal and campus police sanctioning decisions. Paths for future research are discussed. [ABSTRACT FROM AUTHOR]

Curriculum integration processes seek to establish links between the disciplines, trying to generate a more consistent and efficient teaching choreographies for the students to achieve a meaningful and well structured learning. Curriculum models organized by juxtaposition of disciplines atomize learning processes and generated is jointed and inefficient mindsets. Based on the idea of curriculum as an integrated educational project, the author discusses curriculum integration as a process of institutional innovation that affects both the design and development of teaching tasks and the learning processes that students develop. 6 curriculum integration strategies are presented and explained: (1) identification of each semester with on educational block, (2) the establishment of shared spaces for various disciplines, (3) total or partial fusion of disciplines, (4) clusters of subjects taught by clusters of teachers, (5 ) curriculum organization by thematic modules. [ABSTRACT FROM AUTHOR]

Motivating college students learning is an essential goal for teachers and educators in higher education institutions. Motivation is an important key for effective and successful learning. However, this task is not straight forward nor easy as there are many factors affecting students learning which is only a part of their academic and social lives. This study was designed to determine the main factors that motivate college students to learn from students' perspective. Participants were 232 (162 females and 70 males) from Al-Ain University, a private university at the United Arab Emirates (UAE). Students responded to a specific instrument that has 30 Likert- type items describing many issues related to motivating students toward learning. Results showed that there are three main factors clearly extracted from the data. These three factors together accounted for more than 50% of the variance in the model. The first and most important factor consisted of 12 items related to teacher personality. The second factor had also 12 items about teaching methods. Classroom management was the third factor which consisted of related 6 items. Results of the study were discussed and compared with findings from related literature. [ABSTRACT FROM AUTHOR]

Academics often treat students' discipline-specific literacy as unproblematic. In doing so they may underestimate the difficulties for university students as they move between subjects of study that may involve different disciplines, language genres and academic practices. This paper describes an initiative aimed at supporting students in reading academic articles in preparation for completing an essay for an assessment task. This initiative involved a structured and collaborative two-week tutorial exercise that provided students with practice in using a framework to extract the main ideas from academic readings. Students were surveyed after this exercise, and their reflections of its value are described in this paper. The findings of this study will inform further stages of the project which aim to develop and investigate practical ways to develop student's academic literacy across several business disciplines. [ABSTRACT FROM AUTHOR]

Colleges and universities are keenly interested in developing a positive relationship with current students as well as maintaining contact with alumni for a variety of enrollment and financial reasons. Institutions spend a growing amount of time and effort in an attempt to retain their existing student body as tuition and fees are needed to help pay for faculty and staff salaries, maintenance, and other operating expenses. Alumni are looked upon as sources of referrals and financial support. This paper explores whether the attire of faculty influences the satisfaction level of students who are future alumni. In general, the results of this study suggest that both business and non-business students have a higher opinion of their educational experience when faculty members wear professional attire as opposed to business casual or casual clothing in the classroom. [ABSTRACT FROM AUTHOR]

In this article, we articulate five principles of curriculum design and illustrate their application in a third-year undergraduate course for environmental and ecological scientists. In this way, we provide a practical framework for others wishing to enhance their students' learning. To apply the five principles, we created a learning environment consisting of a broad range of learning resources and activities which were structured and sequenced with an integrated assessment strategy. The combined effect of this ensured alignment between the learning environment we created, the thinking approaches students used and the learning outcomes they achieved. More specifically, the assessment activities guided students by requiring them to recognise when their understanding was limited - and then to engage them in thinking approaches that would develop their understanding further. By providing a framework of thoughts, ideas and information, we sought to progressively enhance the sophistication of our learners' thinking. Thus, the assessment required students to integrate, synthesise and construct their understandings in ways consistent with the discipline and the professional pathways on which they had embarked. We intend that this illustration will act as a guide to other academics to adopt the same principles in their teaching. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine if students who reenroll following a disciplinary suspension had significant common characteristics. Gender, GPA at time of suspension, class status at time of suspension, type of violation(s) that resulted in suspension, number of disciplinary incidents prior to suspension, and length of suspension were the characteristics we examined. Results indicate that students who reenroll are more likely to be male, have a higher GPA than those who do not reenroll, and not be charged with minor conduct violations. Results also indicate that men are three times more likely to reenroll than women. [ABSTRACT FROM AUTHOR]

Objective. Research shows that restrictive smoking policies on college campuses could discourage smoking onset or help facilitate cessation efforts among students. However, many colleges and universities are reluctant to establish restrictive smoking policies for fear of student objections. Our study examined preferred smoking policies among college students in the Pacific Northwest. Methods. We conducted a baseline cross-sectional descriptive study of a grouped randomized controlled trial at 30 four-year colleges and universities in Idaho, Oregon, and Washington. Results. Of the 14,237 students who responded to the survey, 17.3% were smokers. All respondents were knowledgeable about indoor smoking policies; however, there was incongruence regarding outside policies. Some 88% of never smokers wanted a completely smoke-free indoor policy, while a substantial percentage (58%) of smokers concurred (odds ratio [OR]=0.19, p<0,001). Fewer respondents were supportive of outdoor policies (43.3% for never smokers and 6.9% for smokers). Respondents agreed that the desire to breathe clean air should Have priority over the desire to smoke; however, smokers agreed to a lesser extent (97.5% for never smokers and 81.5% for smokers [OR=0.012, p<0.O01]). Conclusion. Both non-smokers and smokers have high approval rates for restrictive smoking policies on campus. Administrators can use this information to help enact restrictive campus smoking policies. [ABSTRACT FROM AUTHOR]

College substance use policies provide guidelines for student behavior and influence campus culture. Although they are the primary environmental strategy to address campus substance use, policies have not been systematically compared and studied. We constructed a systematic review method to examine the accessibility, comprehensiveness, enforcement procedures, and clarity of college substance use policies. We developed an objective evaluation scheme for each of these 4 dimensions and then applied it to documented substance use policies from a sample of colleges and universities (N = 24). Policies were found to vary considerably but tended to specify compliance with local laws and emphasize student health and well-being. The next stage of campus policy review should examine actual implementation, evaluate potential differentiating factors among institutions, and assess the influence of policy on campus climate and student outcomes. [ABSTRACT FROM AUTHOR]

Assesses the association between heavy drinking and alcohol policy enforcement following the institution of a new system-wide alcohol policy in Massachusetts public colleges and universities. Tendency for the rates of heavy episodic drinking to vary widely among the eleven schools; Percentage of students who reported strict/very strict policy enforcement.

The article presents a research paper related to the management of academics in Canada and Great Britain in the 1990s. The research is based on the interviews with senior academic managers in ten Canadian universities, which was conducted in 1996. The study compares the academic management of Canadian universities with that of Great Britain. In this study the relationship between the management and market discourse is also explored. The main aspect of this is the variation of soft and hard managerialism, accountability and entrepreneurship. The research examines how much is the effect of differences in institutional culture on management. Another area, is the impact of managerialism on the work of academics. The problem of how to manage academics can be viewed from the point of view of the experts from different fields, view of the state and the view of different university authorities. The management of academics as a whole are done by challenging some established modes of self-governance and collegiality. Managing the academics themselves is another focus.

A collaborative study among the university health service, the dean's office, and the registrar's office examined the academic performance of 77 students who took medical withdrawals for mental health reasons from Dartmouth College during a 3-year period. In 71.4% of the cases, students withdrew from a term in progress; the remainder arranged to withdraw after they had completed a term but before starting a new term. Depression was a major factor in approximately half of the withdrawals. Grade point average improved significantly after return from the withdrawal, with a large jump in individual term averages occurring between the terms immediately preceding and immediately following return. We found no significant difference between the number of students who experienced disciplinary trouble before withdrawal and those who were disciplined afterward. Students who were depressed at the time of withdrawal did not fare as well academically upon return as those students who had not been depressed. The data suggest that procedures for handling mental health withdrawals and readmission are important ways in which the campus counseling center can support the university's academic mission. [ABSTRACT FROM AUTHOR]

This article offers some practical suggestions for college faculty and administrators who must deal with disruptive students. It emphasizes the need for well-defined codes of student conduct and clear procedures for dealing with disruptive behavior, and considers why university officials may be reluctant to deal with disciplinary problems related to psychiatric disturbances. The author discusses the distinction between disruptive and dangerous behavior, looks at the use of mandatory psychiatric withdrawals, makes recommendations for conditions of re-enrollment, and suggests how a campus mental health service can be useful in dealing with the problem. [ABSTRACT FROM AUTHOR]

Examines the status of Geography in the educational system. Increase in the number of college students interested in the academic subject; Historical aspect of Geography; Relation of Physiography to Geography and Geology.

The article focuses on the function of college students in the administration of colleges and universities in the U.S. According to the author, the first representation of students participation in American colleges happened at the College of William and Mary in 1779, wherein, the students elected representatives to manage lesser details of general development and minor discipline problems. The author cites that the second total participation of students in colleges is when the University of Virginia opened its doors at Charlottesville in 1819 under the leadership of Thomas Jefferson.

The article focuses on the academic integrity violations in universities and colleges. It states that academic misconduct is the most common ethical failures which academic institutions deal on a daily basis. It notes that due to student's high engagement in bad behaviors, such as cheating and plagiarism, faculty are put in a position where they must think of measures to address such ethical failures. However, it remarks that the processes on how colleges respond to academic misconduct tend to be overly litigious and bureaucratic which consequently creates an adversarial environment. To uphold ethical standards among students, it suggest that colleges should focus on telling students on the values they should adopt and use student's ethical failures as an opportunity for learning.

The article reports on the dominance of a student militia at Madrid University in Madrid, Spain. This student militia is supposed to maintain discipline in the academic area. Members of the militia are empowered to arrest faculty members as well as students.

The article reports on the discipline in universities and colleges. The university's aim to develop a disciplined citizenship was given focus by the president of the Cornell University in his speech before the freshman class. He stressed that the people of the present generation are self-indulgent and are extreme in their judgments and that the responsibility lies in the people who are able to take college education.

The article reports on the dismissal of students who got married while attending classes at the Lombard College in Galesburg, Illinois in 1927. The faculty of the institution have decided to drop the students from the college immediately. According to J. M. Tilden, the president of Lombard College, the dismissal was deemed advisable to discourage student marriages because they interfered with education.