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This article establishes the need to develop new University disciplines to increase the creativity based on critical experiences (personal and literary). A definition for «the writer's voice» is proposed. The writer's voice comprehends selfknowledge, a way of perceiving reality and the arts, and, at the same time, it is the creative writing's driving force. The second part of the paper consists of a description of the Creative Writing Master at Universidad Complutense de Madrid, through several examples of literary exercises and teaching methods to stimulate and strengthen each student's voice. This proposal finds itself integrated into the renovation of teaching Humanities in the middle of the so-called Artificial Intelligence era. [ABSTRACT FROM AUTHOR]

This article presents a new approach to the discipline "physical education" and aims to include all students in higher education institutions in motor activities based on interests (individually or at academic group level), to meet the needs of movement and the orientation towards the systematic practice of a sport during the whole life. The reconceptualization of university physical education consisted in the redesign of disciplinary curriculum, taking into account modern approaches to curriculum development, where the priority role is intended for educational purposes expressed in terms of skills, but also for diversifying the forms of practicing physical education activities. The forms of organizing physical education activities proposed to students are the following: lessons - sports tests on a circle or modules/sports tests, physical education sections and motor activities/sports practised outside the educational institution. These forms of activities will intensify the focus on learner, valorizing on the principles of individualization, differentiation and personalization of the learning process. [ABSTRACT FROM AUTHOR]

The current study examines psychological reactance theory (PRT), focusing on the role of threat directness and threat magnitude in the context of a COVID-19 vaccine mandate. Students on two college campuses in the United States (N = 374) were informed that their university or the other university (i.e., threat directness manipulation) was considering a vaccinate mandate for the following semester that would or would not include sanctions for noncompliance (i.e., threat magnitude manipulation). Participants experienced significantly greater freedom threat perceptions when the mandate included sanctions compared to when it did not, but freedom threat perception did not differ when the mandate was on their own campus as to the other campus. An interaction effect was also observed in which perceived freedom threat and reactance was greatest among participants receiving an indirect (as opposed to direct) threat with sanctions. Findings are discussed with an emphasis on the theoretical contribution to PRT along with the practical implications for vaccine mandates. [ABSTRACT FROM AUTHOR]

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]

Higher education, or more strictly higher education studies, is sometimes referred to as a discipline, though it is more often referred to as a field, sector or area for study. But what is a discipline and does higher education studies, at its current state of development, qualify as one? This article re-considers these matters and comes to some conflicting conclusions. The issue of whether higher education studies is, or is not, a discipline should probably, therefore, be regarded as still open for debate. [ABSTRACT FROM AUTHOR]

The article explores the preference of U.S. higher education institutions for athletic success over disciplinary actions in light of concealed charges of sexual assault and academic cheating among student-athletes. Topics discussed include the importance of sports to the institutions due in part to the support provided by sports to the development of young people, influence of athletic success on the university image, and the need for adequate punishment of athletes for sexual assault crimes.

As a host of published books, journal articles and opinion pieces attest, the university lecture is now distinctly out of step with contemporary Higher Education discourse. Academics across university disciplines confidently proclaim the format's obsolescence, arguing that only inertia and familiarity could satisfactorily account for the lecture's survival. We propose in this paper to offer a philosophical revisiting of this most maligned of pedagogical forms. Drawing on the philosophy of Stanley Cavell, we argue for the lecture not as a mode of dissemination but as a mode of address. On this model, the lecture is to be understood as a special form of human encounter where the voice of one is modulated specifically for the hearing of another. Thus, we propose in this paper to offer a philosophical defence of traditional university teaching. We argue that this defence has particular relevance for teaching and learning in the Humanities. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Citation analysis of 265 Workforce Education and Development (WED) dissertations, theses, and graduate research papers at Southern Illinois University Carbondale (SIUC) was used to (1) determine core serials in the discipline, (2) provide Morris Library with a guide to serials acquisition and maintenance in the discipline, and (3) provide future WED students with a core list of WED journals. This study has applicability as a specific instance of applied citation analysis as well as for academic librarians faced with acquiring and maintaining serials in WED. [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]

On November 29, 2018, the Trump Administration's Department of Education ("ED"), published a Notice of Proposed Rulemaking ("NPRM") which proposed expansive changes to ED's regulations under Title IX of the Educational Amendments of 1972 ("Title IX"). These changes focus on Title IX's prohibition of sexual harassment, which includes sexual violence as a severe form of sexual harassment. The NPRM lifts the historical expectation that schools will use a preponderance of the evidence standard of proof in their internal sexual harassment investigations. Instead, the NPRM proposes a rule that would push schools to adopt a clear and convincing ("C&C") evidence standard for sexual harassment and other forms of discriminatory harassment. This Article maps the ways in which the NPRM's attempt to replace the civil rights-based preponderance standard with the quasicriminal C&C evidence standard seeks to establish a beachhead in a larger war against civil rights and uses a "due process" dog whistle as a key weapon in the establishment of that beachhead. If successful, this broad attack on civil rights will undermine the rights of not only sexual harassment victims, but all discriminatory harassment victims, especially women students of color and other intersectional populations who are disproportionately vulnerable to harassment. ED's encouragement to adopt an inappropriate standard for sexual harassment opens the door for schools to do the same for other forms of discriminatory harassment, resulting in fewer protections from all discriminatory harassment, not just sexual harassment. In addition, although ED claims to have issued the NPRM to enhance accused students of color's due process rights and to promote racial justice, the NPRM actually is a part of a larger campaign. This campaign includes efforts by a number of coordinated groups to undermine the due process rights of accused students who are overwhelmingly African American. This dog whistle seeks to convince the public that dismantling Title IX protections for sexual harassment victims will better protect students of color's due process rights, while actually tapping into potential stereotypes that can be summed up as "sexual harassment victims lie." In doing so, the dog whistle enables the Trump/DeVos ED both to attack and undermine civil rights for harassment survivors, thus establishing an anti-civil rights beachhead, and to distract attention from its enabling of discriminatory school discipline of students of color, especially black students. An alternative to cosigning this dog whistle and enabling the Trump Administration's establishment of this beachhead can be found in the potential and actual use of the "commenting power" to defend Title IX and its intended beneficiaries (i.e., sexual harassment victims)-as well as the classes protected by civil rights laws that can be attacked via an anti-Title IX beachhead. The results of a previous comment call, asking for public "input on regulations that may be appropriate for repeal, replacement, or modification," showed high levels of democratic support for Title IX, as well as the undemocratic nature of agency actions such as the NPRM. The resistance strategy of using the commenting power has important implications for the NPRM as well as the Administrative Procedure Act, which is fundamentally concerned with reining in antidemocratic impulses by nonelected officials. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As undergraduate institutions rely more heavily on teaching assistants (TAs) they are simultaneously encouraging implementation of course-based research experiences (CBREs). Due to the dynamic nature of CBREs, it is challenging to assign novice TAs to instruct these types of classes. A 10-week CBRE was designed to guide both TAs and their students through a tiered mentored course. The CBRE scaffolded the learning experience for both the TAs and their students for the first 4 weeks with preset labs and then allowed 6 weeks for the TAs to guide their students through asking a scientific research question, designing an experiment, and implementing their research design. This course utilized the researchers as TA instructors, undergraduate students as TAs and research mentors, and high school students as mentees of the undergraduate students. This qualitative study describes the course objectives and design as well as the self-reported science content, teaching, and mentoring gains of the CBRE TAs. These findings support that TAs being trained as research mentors may increase learning gains in both the mentor and mentee populations. [ABSTRACT FROM AUTHOR]

Formative assessment has been shown to be a critical activity for promoting meaningful understanding in the classroom. Systematic engagement in formative assessment helps instructors to develop a clearer picture of where students stand in relation to the learning objectives of the course. However, college instructors teaching large-enrollment STEM (science, technology, engineering, and mathematics) courses face diverse challenges when trying to engage in formative assessment of student understanding. This article describes how the participation in the classroom of an undergraduate student acting as a learning researcher (LR) can help instructors focus their attention on formative assessment and productively use it to support and advance student learning. LRs in our project provide real-time formative feedback to instructors through daily reports based on classroom observations. They enable systematic formative assessment by providing quality descriptions and interpretations of student thinking, and productive suggestions for improving instruction. The work of LRs has positively affected instructional practice in a variety of courses across diverse STEM disciplines in our institution. [ABSTRACT FROM AUTHOR]

This qualitative case study explored two Chinese international graduate students' beliefs about their reading and reading processes. The researcher interviewed the participants, asked them to read aloud, analyzed their reading using miscue analysis, and then discussed their reading with them using retrospective miscue analysis (RMA). The researcher found that readers' beliefs were not static and text difficulty influenced the students' reading beliefs and strategy use. Through RMA, both students became aware of their respective reading processes and they both became more confident as readers. This study suggests that RMA is an effective tool for English-as-anadditional language graduate students, as it helps in the construction of meaning and the improvement of disciplinary literacy skills. [ABSTRACT FROM AUTHOR]

Can research on disciplinary socialization and imprinting help us understand the extent to which educational developers bring aspects of their disciplinary training to their educational development research? In this paper, we explore the relationship between the research approaches developers associate with their original disciplinary training and those they actively use in their own educational development research, comparing and contrasting the strength of imprinting by discipline cluster. We discuss implications for how educational development as a field supports new developers moving into the field from another discipline and for how developers work with academic colleagues in other disciplines. [ABSTRACT FROM AUTHOR]

Absent from the higher education literature is the notion that disciplinary teaching and learning is situated in classrooms. Therefore, this study explored discipline categorized by classes (as per Biglan (1973) via quantitative observation in 459 courses across nine colleges and universities to understand whether academic rigor and cognitively responsive teaching vary by discipline. Findings revealed that soft discipline classes scored higher than hard discipline classes on all five teaching practices under investigation. Our findings support the use of theoretically derived heuristics rather than organizational structures for defining disciplines. Additionally, given that courses rooted in hard disciplines may lend less naturally to some of the teaching practices deemed important for student learning, we see STEM teaching and learning as an area in need of continued attention. [ABSTRACT FROM AUTHOR]

Recent well-publicized scandals, involving unethical conduct have rekindled interest in research misconduct. The purpose of this paper is to compare the misconduct behaviour and the contributing factors across several demographic background variables including education level, age, gender, race, type of university and faculty. A survey was carried out within the Klang Valley region on 329 academicians, both male and female, with diverse background and work at either Research or Non-research Universities in Malaysia. Analyses of Variances (ANOVAs) and T-test were used to carry out the statistical analysis to compare the differences of mean score of each contributing factors across demographic variables. Overall, academicians' behaviour toward research misconduct was found to be negative. Nevertheless, academicians' behaviour toward research misconduct was found to be more positive in Research University as compare to Non-Research University. Results also showed that other demographic variables such as age, race and educational level fairly have a significant effect on some contributing factors to research misconduct. However, gender do not displayed any difference in their behaviour toward research misconduct. These findings expand the knowledge on the effect of demographic variables on academicians' behaviour toward research misconduct in Malaysia. However, more in-depth research should be carried out in order to know and understand the underlying reason of these differences. [ABSTRACT FROM AUTHOR]

Political marketing has developed into an increasingly mainstream discipline in universities globally over the last decade. There are many schools of political marketing with different approaches, such as the North American approach, the Western and Eastern European perspectives, and the Asian position. The study and application of political marketing has been categorised with different perspectives, such as electoral, governmental, and international aspects. It is becoming increasingly evident that political marketing needs further classification like any matured and established discipline. A close analysis of political marketing practices and academic research leads one to perceive two distinct areas of political exchanges in two different markets: the intranational market and the international market. The first deals with political marketing at a local, district, municipal, state/provincial, and national levels. The second deals with political marketing across national borders. As in the case of commercial marketing, international marketing became a major study field when marketing grew into a matured mainstream discipline in the 1980s. [ABSTRACT FROM AUTHOR]

The nation's recent focus on the prevalence of sexual assault has rightfully prompted colleges and universities to take a second look at their sexual assault policies. Bringing justice to those who have committed sexual assault, and violated schools' codes of conduct, is worthy. However, one concern is that the pendulum has swung too far to the left. Schools have instituted stricter policies without considering the due process rights of the accused. Problematically, the statements made by the accused, under limited due process safeguards, can be used in criminal proceedings. This Comment argues that it is unconstitutional to admit in a state criminal proceeding statements that were made by students accused of sexual assault in a college disciplinary hearing. Specifically, it posits that such statements can be considered coerced confessions in violation of due process. This Comment pays particular attention to the lack of safeguards present in the college disciplinary process for adjudicating sexual misconduct. Pressure from the Obama Administration for colleges and universities to transform their sexual assault response procedures ushered in sweeping changes that paid little attention to the accused student's due process rights. This approach to college sexual misconduct policies, while valuable for victim protection purposes, is troublesome when the accused student is facing, or will later face, criminal charges. This Comment argues that the threat of expulsion used by college officials to elicit statements from an accused student is coercion that becomes unconstitutional when a prosecutor seeks to admit the statements into evidence in a criminal case. [ABSTRACT FROM AUTHOR]

The aim of this phenomenographic study was to investigate how first year students are inducted into the academic literacies of their discipline as this is often identified as a contributing factor to student experience. The study involved interviewing 35 students and five lecturers from a study program in an Australian university. The findings revealed: 1) there was disparity between different stakeholders’ expectations about the learning and teaching needs of students in Higher Education; 2) not all first year students had the expected academic literacies to engage in the discourses of their discipline; 3) scaffolding of disciplinary literacies was not being undertaken consistently; and 4) lecturers were uncertain about the level of scaffolding that should be provided to first year students. [ABSTRACT FROM AUTHOR]

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance. [ABSTRACT FROM AUTHOR]

The concepts of ‘tradition’ and ‘authority’ are generally understood to be problematical in history curriculum design. Drawing on MacIntyre’s account of disciplines as social practices, this article argues that, to the contrary, these are concepts that need to be incorporated into any curriculum theory that attempts to build a school subject on the foundations provided by an academic discipline. In history education, there is a strong consensus towards deriving the ideas of the history curriculum from the discipline of history, and this article argues that it is therefore necessary for history curriculum theory to account for the concepts of ‘tradition’ and ‘authority’ as they exist in disciplinary practice. [ABSTRACT FROM PUBLISHER]

Taking our lead from Rainer Maria Rilke’s (1929) ‘Letters to a Young Poet’, our broader project aimed to create a space for dialogue and intergenerational learning between Physical Education and Sport Pedagogy (PESP) Early Career Academics (ECAs) and members of the PESP professoriate. This paper focuses specifically on the experiences of PESP ECAs. We draw upon narratives of thirty ECAs from nine different countries to gain insight into the experiences, joys, challenges and ambitions they associate with being and becoming a PESP academic. A narrative analysis of the data generated by the ECAs was undertaken. The analysis aimed to be holistic in nature, interested in form and content: both the told (the content) and the telling (how it was told). We initially focused our analysis using the six dimensions of narrative (characters, setting, events, audience, causal relations and themes). Bourdieu’s socio-analytical toolkit complemented our narrative analysis and helped us move beyond the personal narratives by linking them to the broader social practices, relations and structures of the various settings or fields (PESP, university, family) within which the participants function. The findings suggest that many ECAs are experiencing crises of habitus, as they work to suppress ethical dispositions and values and adjust to ‘the rules’ that universities increasingly play by. Our discussion engages with the affective costs of playing by these rules, and recruits Bourdieu’s notion of ‘reflexive vigilance’ to advocate for ongoing critical analysis of how power operates in the various field which academics inhabit. [ABSTRACT FROM PUBLISHER]

This article argues for the importance of disciplinarity in the education of novice sociologists and considers the impact of the European Higher Education Area (EHEA) on opportunities for undergraduate students to achieve a command of the discipline. The promotion of modularization and generic skills integral to establishing the EHEA can be understood as incrementally undermining disciplinarity. Moreover, values enshrined in the EHEA specifically disadvantage sociological disciplinarity by promoting service to the market over mastery of a discipline. This article presents the Republic of Ireland as an example of a national context in which sociology is most commonly taught within multidisciplinary degree programs and argues that the Irish experience may be portentous of more global trends, linking the structural position of sociology in Ireland to the wider European policy context. Finally, the article explores ways in which sociologists teaching in such contexts can nonetheless promote disciplinarity. [ABSTRACT FROM AUTHOR]

Many faculty members have thought about a truly interdisciplinary applied class. This is the case of a dream that came true across two universities, six colleges, three faculty members, and one corporate business partner. Here was the opportunity to design a course with interdisciplinary faculty and applied mentors from the business partner working together. It is a chance to see if a course design can really help with interdisciplinary thinking, applicability, and relevance while engaging the community. It offered the chance for experimental program integration. The program has been run once and some of the results are outlined below in the paper. Many dream of innovating in education, but few get the chance offered to these participants. [ABSTRACT FROM AUTHOR]

The article analyzes the specifics of teaching organization of humanitarian disciplines from the viewpoint of certain scientists, and emphasizes the formation of individual strategies of the students' independent-cognitive activity in technical higher education institution. The requirements are defined and didactic function of the humanitarian disciplines are detalized. The significance of the humanities teaching in the context of individual strategies of the students' independent-cognitive activity consists of forming the students' scientific knowledge about human, his/her place in society, the ability to develop independently and furthermore it affects the formation of key competencies of future professionals. A significant increase of the role of the human factor in the production process due to the humanization of production requires considerable mental preparation of engineer. The important aspects that affect quality of teaching of these subjects are determined. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of law enforcement at Rutgers University in New Jersey.

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.

This work has been done to recognize the various contributing disciplines in colleges and universities to achieving the global goals. One aim is to point out the many college disciplines internationally that would contribute to these goals. Only four out of the global goals seem not to be directly contributed to by sustainable engineering. A presentation of relevant publications has been made of the role of sustainable engineering in accomplishing the 17 global goals of the United Nations. The pervasiveness and long reach of the many branches of sustainable engineering are evident. The implied importance of good quality engineering schools and colleges worldwide cannot be refuted. [ABSTRACT FROM AUTHOR]

The article focuses on the disciplinary proceedings and applicable laws comply with Title IX of the Educational Amendments Act of 1972 and the trauma inherent in sexual assault or the unique context in which a campus sexual assault. It mentions that campus disciplinary process while mitigating the harm to both to themselves and to a future criminal prosecution. It also mentions that law enforcement officers, prosecutors, and an expert in Title IX jurisprudence.

An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. [ABSTRACT FROM AUTHOR]

Detailed here is the creation and application of a replicable method bricolage that brings together Discourse Analysis, discourse analysis, and the theory of reasoned action to examine attitudes and beliefs of university science professors toward the discipline of education. This method used a two-phase method for analysis. The first phase looked for phrases that could be defined as either an attitude or a belief based on definitions taken from the social psychology and communication studies literature. The second phase interpreted the overall data to explore the influences on the formation of the attitudes and beliefs as well as to support or refute the findings from Phase 1. The need for a replicable Discourse Analysis method is apparent in the education literature, as is a solid definition of what constitutes an attitude or a belief. The method outlined here provides good definitions for attitudes and beliefs, a method for extracting both constructs from the data, and incorporates an internal crystallization process for looking at and comparing emergent themes from both phases of analysis. [ABSTRACT FROM AUTHOR]