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The library literature on plagiarism instruction focuses on students' understanding of what plagiarism is and is not. This study evaluates the effect of library instruction from a broader perspective by examining the pre- and posttest (instruction) levels of students' perceptions toward plagiarism ethics. Eighty-six students completed a pre- and posttest survey that measured their ethical perceptions of plagiarism scenarios. The survey used the multidimensional ethics scale (MES) developed by Reidenbach and Robin that is used commonly in business ethics research. The study found that the MES is a reliable tool to measure changes in ethical perceptions of plagiarism. Further, results indicate that students had higher posttest perceptions of plagiarism ethics than they did prior to library instruction. These results suggest that library instruction was effective and had a meaningful impact on students' perceptions toward plagiarism ethics.

Members of the teaching faculty are prime candidates for promotion and outreach. The challenge is finding new and interesting ways to reach them. Traditional efforts include office visits or brown bag lunches where librarians talk to faculty about library services and provide them with handouts, which often end up at the bottom of a pile on their desks. Building relationships with faculty extends beyond these practices. Librarians need to connect with them on a social level while still conveying information about library resources and services. This column discusses an outreach event that Montana State University (MSU) Libraries hosted in January 2008, a cocktail reception for new faculty and library representatives. The objectives of this piece are to discuss the reasons for hosting the reception, the planning process, and the outcomes of the reception.

This paper is a reflection of one public university's experience developing a collaborative effort to celebrate Dr. Martin Luther King, Jr. Aware of the impact student involvement can have on their sense of belonging, an ad hoc committee planned programmes and events to honour Dr. Martin Luther King, Jr. that emphasised student involvement. First, to illustrate the importance of student belonging at the university level, we discuss the universal application of Maslow's (1954) belonging needs. Next, we explore the theoretical literature on the topic of student belonging by Goodenow (1993), Strayhorn (2012), Thomas (2012), Cooper (2009), Tinto (1993), and Astin (1993). Then, we describe the Dr. King programme and analyse it at the programme level by applying elements of Kezar's (2005) model of institutional collaboration in higher education. We conclude by discussing the benefits of student involvement in programme planning and implementation, and as panel participants to demonstrate how institutional collaboration that includes students can impact their sense of belonging. [ABSTRACT FROM AUTHOR]