Analysis of experts' perception of the effectiveness of teaching methods

The present study attempts to shed light on the perceptions of business educators regarding the effectiveness of six methodologies in achieving Gagné's five learning outcomes. Results of this study empirically confirm the oft-stated contention that no one method is globally effective for the attainment of all objectives. Specifically, business games, traditional lecture, and case study methods are perceived to be most effective for the learning of application, knowledge acquisition, and analysis and application, respectively.

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Zusammenfassung Die vorliegende Studie versucht, Erkenntnisse vonbusiness schools-Lehrern aufzuhellen hinsichtlich der Effektivität von sechs Methodologien, um Gagnés fünf Lernergebnisse zu erzielen. Resultate dieser Studie bestätigen empirisch die oft aufgestellte Behauptung, daß nicht nur eine Methode zur Erreichung aller Ziele global wirksam sei. Insbesondere Unternehmensplanspiele, traditionelle Vorlesung und Fallstudienmethoden werden als höchst effektiv empfunden zum Lernen der Nutzanwendung, zum Wissenserwerb, zur Analyse beziehungsweise Nutzanwendung.

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Résumé Cette étude cherche à éclairer la perception des formateurs en matière de commerce de l'efficacité des six méthodologies à réaliser les cinq objectifs d'apprentissage identifiés par Gagné. Les résultats de cette étude confirment empiriquement la controverse soulevée bien souvent qu'aucune méthode n'est globalement efficace pour la réalisation de tous les objectifs. En particulier, les jeux professionnels, le cours traditionnel et les méthodes d'étude de cas sont perçus comme étant des plus efficaces pour l'apprentissage de l'application, l'acquisition des connaissances, l'analyse et l'application, respectivement.

     

On sums of powers of integers

For non-negative integers k, n, let P _k (n) denote the sum {fx27-1}. We show by two different means that if k ≥ 3 and odd, then n ²(n+1)² iss a factor of the polynomial P _k (n); and if k ≥ 2 and even, then n (n+1) (2n+1) is a factor of the polynomial P _k (n). We also derive a relatively unknown result first obtained by Johann Faulhaber in the 17th century. Shailesh Shirali has been at Rishi Valley School, Andhra Pradesh (Krishnamurti Foundation India) since the 1980’s. He has a deep interest in teaching and writing about mathematics at the high school/post school levels, with particular emphasis on problem solving and on historical aspects of the subject. He has been involved in the Mathematics Olympiad movement at the national and international level for the past two decades. He is the author of several expository books and articles aimed at interested high school students.     

Management of decentralization of education in Tanzania: Towards the identification of training needs

While the improved management of education in developing countries is widely canvassed, training for management is frequently neglected. The premise of this paper is that a major impact can be made by identifying, selecting, training and supervising key cadres of local management. Since 1972, Tanzanian policy has been to decentralize planning and management responsibilities to regions and districts. However, in many regions there has been a breakdown of managerial capabilities of Regional Office teams. District officers have more tangible responsibility, and at a more local level, ward co-ordinators play a key role. A survey of practice indicates major weaknesses in management at regional and district levels, compounded by logistical difficulties, although there are many examples of innovative creativity, and training has been carried out in Tanzania and overseas. Training needs analysis has shown up 12 skill areas, which are presented here as targets for a training curriculum. In summary these are: knowledge of socioeconomic conditions and policies; statistics; financial control; management and maintenance of physical facilities; management of micro-projects; communication; personnel management; administration of public examinations; in-service training management; office administration; research and evaluation; and curriculum management.

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Zusammenfassung Während man weithin eine bessere Organisation des Bildungssystems in den Entwicklungsländern fordert, wird die dafür notwendige Ausbildung häufig vernachlässigt. Anliegen dieser Studie ist es, diese Verbesserung durch die Benennung, Auswahl, Weiterbildung und Kontrolle von Angestellten in Schlüsselpositionen auf lokaler Ebene zu erreichen. Seit 1972 verfolgt die tansanische Politik eine Dezentralisierung der Planungs- und Verwaltungszuständigkeiten auf Regionen und Kreise. In vielen Regionen verschlechterten sich jedoch die Fähigkeiten des Personals der Regionalbüros im Verwaltungsbereich bis zur völligen Unzulänglichkeit. Kreisbeamte haben eine direktere Verantwortung, und auf unterer Ebene besitzen Gemeindebeamte eine Schlüsselrolle. Eine Untersuchung der Praxis fördert wesentliche, auf logistischen Schwierigkeiten beruhende Schwächen in der Verwaltung auf regionaler und Kreisebene zutage, obwohl es viele Beispiele innovativer Kreativität gibt und die Ausbildung in Tansania und Übersee durchgeführt wurde. Eine Analyse der Fortbildungserfordernisse hat bis zu 12 Lehrbereiche aufgezeigt, die als Ziele für ein Curriculum über Fortbildung genannt werden. Zusammengefaßt sind dies: Kenntnisse der sozial-ökonomischen Bedingungen und Politik; statistische Erhebungen; finanzielle Kontrolle; Verwaltung und Erhaltung der Einrichtungen; Organisation von Mikroprojekten; Kommunikation; Personalverwaltung; Durchführung von öffentlichen Prüfungen; Organisation der Fortbildung; Büroverwaltung; Forschung und Evaluierung und die Handhabung des Curriculums.

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Résumé Si l'amélioration de la gestion de l'éducation fait l'objet de nombreux débats dans les pays en développement, la formation administrative, en revanche, est fréquemment négligée. Le présent article repose sur le postulat qu'un impact majeur peut être réalisé en identifiant, en sélectionnant, en formant et en supervisant les cadres clés de l'administration locale. La politique tanzanienne s'applique depuis 1972 à décentraliser les services de la planification et de l'administration en les installant dans les régions et les districts. Cependant, les capacités de gestion des équipes administratives locales font défaut dans de nombreuses régions. Les fonctionnaires de district ont une responsabilité plus concrète et, à un niveau plus local, les coordinateurs de commune jouent un rôle clé. Une étude de la pratique en cours indique les carences majeures de l'administration aux niveaux de la région et du district, amplifiées par les difficultés organisationnelles, bien qu'il y ait de nombreux exemples de créativité novatrice, et la formation a été assurée en Tanzanie comme à l'étranger. L'analyse des besoins de formation a révélé 12 domaines qui sont présentés ici comme les objectifs d'un programme de formation. Ces matières sont: connaissance des conditions et politiques socio-économiques; finances, gestion et maintenance des matériels et équipements; direction de micro-projects; communication; direction du personnel; administration des examens publics; direction de la formation en cours d'emploi; administration publique; recherche et évaluation; gestion du curriculum.

     

Concepts of Hypermedia in Physics: The Importance of Resources from the Point of View of Learning

This article presents ongoing research in Science Education, whose main aim is to design hypermedia software dedicated to science teaching on the basis of learning hypotheses relating to how the nature of the knowledge to be learned. As described in this text, these learning hypotheses underlie both the design of the hypermedia "Labdoc Son et Vibration" [Sound and Vibration] and the analysis of students' activity in a classroom situation. First, we describe the theoretical framework that introduces the learning hypotheses relating to knowledge that is to be taught. Then design principles are presented and one example of activities and resources are given to illustrate the application such a theoretical framework. Finally, we analyse students' activity whilst using the hypermedia in order to answer one of our research questions: the role of informational resources during realisation of an activity. One of the results presented here shows that using of resources could be related to a awareness of students lacking of information and/or their knowledge that are not the expected ones. Conception d'un hypermédia en physique: Importance des ressources du point de vue de l'apprentissage. Ce texte présente une recherche en cours réalisée en didactique des sciences dont l'une des finalités est de concevoir un hypermédia dédié À l'enseignement des sciences À partir d'hypothèses d'apprentissage liées au fonctionnement du savoir. Comme nous le décrivons, l'avantage de telles hypothèses est de permettre À la fois de concevoir l'hypermédia "Labdoc Son et Vibrations" et d'analyser l'activité des élèves en situation de classe. Nous décrivons d'abord le cadre théorique de référence qui introduit les hypothèses d'apprentissage liées au savoir À enseigner. Les bases de la conception sont ensuite présentées ainsi qu'un exemple de tÂche. Enfin, nous analysons l'activité des élèves lors de l'utilisation de l'hypermédia dans le but de répondre À l'une de nos questions de recherche qui porte sur le rÔle des ressources informationnelles lors de la réalisation d'une tÂche. L'un des premiers résultats indique que l'utilisation de ces ressources semble résulter d'une prise de conscience par les élèves "d'un manque d'information" et/ou que leur connaissance qu'ils mettent en m uvre n'est pas celle qui est attendue. Konzepte von Hypermedia in der Physik: Der Wert von Ressourcen für das Lernen Arnauld Séjourné, Frankreich. Dieser Text gibt einen Einblick in die laufende Forschungsarbeit im Bereich der Didaktik des naturwissenschaftlichen Unterrichts, deren Hauptziel im Entwurf von Hypermedia-Software für das Lehren der Naturwissenschaften auf der Basis von Lernhypothesen über das spezifiúsche Lernen in der Naturlehre besteht. Es wird gezeigt, dass diese Lernhypothesen sowohl dem Entwurf des Hypermedia "Labúdoc Ton und Schwingungen 3 Le terme "niveau" utilisé ici n'introduit pas de hiérarchie dans le savoir: ce qui relève de la théorie ou du modèle n'est ni supérieur ni inférieur À ce qui relève du champ expérimental. als auch der Analyse der Lerneraktivität im Klassenraum zu Grunde liegen. Zuerst wird der theoretische Rahmen beschrieben, der die Lernhypothesen in Abhängigkeit zum Lerngegenstand darstellt. Entwurfs-Grundsätze folgen und an einem Beiúspiel von Aktivitäten und Ressourcen wird der theoretische Rahmen veranschaulicht. Zuletzt wird die Aktivität der Lerner während der Nutzung der Hypermedia analysiert, um eine unseúrer Fragen zu klären: die Rolle, die informationelle Ressourcen während der Realisierung eiúner Handlung spielen. Als ein Resultat, das wir hier präsentieren können, Knn gelten, dass der Gebrauch von Ressourcen vom Bewusstsein der Lerner und ihrem Wissen abhängt, dass Informationen fehlen, bzw. dass die Resultate nicht den Erwartungen entsprechen.     

Table of Contents

• Articles
• GEORGE SANTIAGO, JR.
  • TOWARD EXCELLENCE IN OUTCOMES ASSESSMENT: THE MIDDLE STATES APPROACH
• TRUDY W. BANTA
  • EDITOR'S NOTES
• MARGARET M. SULLIVAN, PEGGY C. WILDS
  • INSTITUTIONAL EFFECTIVENESS: MORE THAN MEASURING OBJECTIVES, MORE THAN STUDENT ASSESSMENT
• DAVID A. SHUPE
  • REASSESSING ASSESSMENT
• LINDA ANN WEEKS
  • HARVARD ON THE NECHES

• Column
• RONALD C. CAVANAGH, FRANKLIN P. WILBUR, PETER J. GRAY
  • CAMPUS PROFILES

• Features
• • RESOURCES
• • MEMOS
• • CALENDAR

     

Table of Contents

• Articles
• BETSY PALMER, ROSE M. MARRA, WILLIAM S. MOORE
  • LOOKING AT THE BIG PICTURE: ASSESSING COMPLEX THINKING
• TRUDY W. BANTA
  • EDITOR'S NOTES
• JOHN A. MUFFO
  • INVOLVING FACULTY IN ASSESSING THE CORE CURRICULUM
• PETER W. WAKEFIELD
  • A PHILOSOPHY OF ASSESSMENT
• BARBARA L. HAMEL
  • THE ART OF ASSESSMENT

• Columns
• KARLA BROWN
  • COMMUNITY COLLEGE STRATEGIES
• MIRIAM L. FULTZ, LESLIE E. WONG
  • CAMPUS PROFILES

• Feature
• • CALENDAR

     

Table of Contents

• Articles
• CHARLES R. PASTORS
  • ASSESSING A LEARNING COMMUNITY PROGRAM THROUGH A STUDENT SURVEY
• JOYCE L. MAC KINNON
  • ASSESSMENT OF THEMATIC LEARNING COMMUNITY PILOTS AT INDIANA UNIVERSITY–PURDUE UNIVERSITY INDIANAPOLIS
• FRED C. BOLTON
  • RUBRICS AND ADULT LEARNERS: ANDRAGOGY AND ASSESSMENT
• EILEEN J. STENZEL
  • A RUBRIC FOR ASSESSING IN THE AFFECTIVE DOMAIN FOR RETENTION PURPOSES

• Columns
• PETER T. EWELL
  • FROM THE STATES
• STEPHEN B. WALL‐SMITH
  • ASSESSMENT MEASURES

• Feature
• • RESOURCES

     

Table of Contents

• Articles
• DONNA YOUNGER, SUSAN McGURY, MORRIS FIDDLER
  • INTERPRETING PRINCIPLES OF GOOD PRACTICE IN ASSESSMENT
• TRUDY W. BANTA
  • EDITOR'S NOTES
• ED SMITH, NORMAN J. BREGMAN, FRANCIS X. MOORE III
  • USING TECHNOLOGY TO ASSESS TECHNOLOGY SKILLS
• TRUDY H. BERS, B. DIANE DAVIS, MARY L. MITTLER
  • ASSESSING THE ACHIEVEMENT OF GENERAL EDUCATION OBJECTIVES IN THE COMMUNITY COLLEGE: A PROJECT ACROSS THE DISCIPLINES

• Columns
• PETER T. EWELL
  • FROM THE STATES
• EPHRAIM SCHECHTER, ALEC TESTA, DOUGLAS J. EDER
  • WEB CORNER

• Features
• • CALENDAR
• MARK D. SHERMIS
  • BOOK REVIEW

     

Table of Contents

• Articles
• CATHERINE M. WEHLBURG
  • CLOSING THE FEEDBACK LOOP IS NOT ENOUGH: THE ASSESSMENT SPIRAL
• TRUDY W. BANTA
  • EDITOR'S NOTES
• JO ALLEN
  • INTRODUCING ASSESSMENT: STRATEGIC ADAPTATIONS AND EARLY SUCCESSES
• SUSAN L. ALOI, ADAM S. GREEN, ELIZABETH A. JONES
  • CREATING A CULTURE OF ASSESSMENT WITHIN WEST VIRGINIA UNIVERSITY's STUDENT AFFAIRS DIVISION
• THOMAS A. UPTON
  • ASSESSING THE PROGRAMMATIC AND INSTRUCTIONAL EFFECTIVENESS OF AN ENGLISH AS A SECOND LANGUAGE PROGRAM

• COLUMNS
• GARY R. PIKE
  • ASSESSMENT MEASURES

• FEATURES
• SUSAN KAHN
  • RESOURCES

     

Table of Contents

• Articles
• ALAN R. BELCHER
  • ASSESSMENT OF THE FIRST‐YEAR EXPERIENCE AT THE UNIVERSITY OF CHARLESTON: USING PORTFOLIO COMPLETION RATES AS AN INDICATOR
• TRUDY W. BANTA
  • EDITOR'S NOTES
• PHILIP I. KRAMER
  • SYSTEMWIDE ASSESSMENT OF UTAH'S GENERAL EDUCATION COURSES
• DONALD H. BENNION, MICHAEL HARRIS
  • CREATING AN ASSESSMENT CULTURE AT EASTERN MICHIGAN UNIVERSITY: A DECADE OF PROGRESS
• PHYLLIS MABLE
  • THE COUNCIL FOR THE ADVANCEMENT OF STANDARDS IN HIGHER EDUCATION TURNS TWENTY‐FIVE

• Columns
• ROBIN D. ANDERSON, AMY D. THELK
  • COMMUNITY COLLEGE STRATEGIES

• Feature
• CALENDAR
• RESOURCES

     

A study of Indonesian students' perceptions of classroom psychosocial environment

Extensive research conducted in developed countries has established classroom learning environment as a thriving field of study. The present investigation makes a contribution to classroom environment research in that it involved the translation into Indonesian of scales previously available only in English, and the subsequent validation and use of these translated scales among Indonesian students. The new Indonesian instrument consists of nine seven-item scales based upon the Individualized Classroom Environment Questionnaire and the Classroom Environment Scale. Analyses of data collected from a sample of 373 Indonesian students from nine schools supported the new instrument's internal consistency, discriminant validity, ability to differentiate between classrooms, and predictive validity (i.e. ability to predict student outcomes). Potential applications of the new instruments in Indonesian classrooms are suggested.

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Zusammenfassung Die in entwickelten Ländern durchgeführte umfassende Untersuchung beweist, daß die Klassenumwelt ein emporkommendes Untersuchungsfeld ist. Die jetztige Nachforschung trägt zur Klassenumweltsuntersuchung bei, insofern als Tabellen bis jetzt nur auf Englisch erhältlich waren und sie durch ihre Übersetzung ins Indonesische auf ihre nachfolgende Gültigkeit und Anwendung bei indonesischen Schülern untersucht wurden. Das neue indonesische Instrument besteht aus neun sieben-Punkte-Tabellen, die sich auf den Fragebogen bezüglich individualisierter Klassenumwelt (Individualized Classroom Environment Questionnaire) und auf die Klassenumweltstabelle (Classroom Environment Scale) stützen. Analysen von gesammelten Daten einer repräsentativen Auswahl von 373 indonesischen Schülern aus neun Schulen bestätigen die inhärente Folgerichtigkeit des neuen Instruments, seine Unterscheidungsgültigkeit, seine Fähigkeit zwischen Klassen zu differenzieren und seine Genauigkeit in der Vorhersage (d.h. die Fähigkeit, die Resultate der Schüler vorherzusagen). Die Untersuchung schlägt potentielle Anwendungen der neuen Instrumente in indonesischen Klassen vor.

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Résumé La recherche approfondie qui a été menée dans les pays développés sur le milieu d'apprentissage qu'est la classe en a fait un champ d'étude florissant. La présente enquête apporte une contribution à la recherche sur le milieu scolaire en ce qu'elle introduit la traduction en indonésien d'échelles d'évaluation qui n'existaient jusqu'alors qu'en anglais, et qu'elle examine la validation ultérieure et l'application de ces échelles, une fois traduites, par les étudiants indonésiens. Le nouvel instrument indonésien consiste en neuf échelles de sept items basées sur le Questionnaire portant sur le milieu scolaire tel qu'il est vécu par chaque individu et sur l'Echelle du Milieu Scolaire. Les analyses des données recueillies auprès d'un échantillon représentatif de 373 étudiants indonésiens appartenant à neuf écoles différentes ont confirmé la valeur intrinsèque du nouvel instrument d'évaluation, sa justesse de discernement, sa capacité à différencier entre les classes, et l'exactitude de ses pronostics (c'est-à-dire la capacité à prédire les résultats des étudiants). Cette étude suggère différentes applications potentielles de ces nouveaux moyens d'évaluation dans les classes indonésiennes.

     

Table of Contents

• Articles
• PAULA GARCIA
  • INVOLVING GRADUATE TEACHING ASSISTANTS IN FRESHMAN COMPOSITION IN RUBRIC IMPLEMENTATION
• KENNETH A. TOKUNO
  • ASSESSMENT OF TA TRAINING: USE OF STRENGTH OF EFFECT AND PROBLEMS WITH CENTRALIZED ASSESSMENT
• PAT J. ARTZ
  • ASSESSING ACTIVE LEARNING
• J. DANIEL HOUSE
  • USING THE COLLEGE STUDENT SURVEY TO ASSESS STUDENT PERCEPTIONS AND ACHIEVEMENT
• KELLY BENDER
  • WHAT DOES THE LETTER GRADE MEAN?

• Column
• TRUDY H. BERS, NANCY E. PRENDERGAST, GREGORY C. JAMES
  • COMMUNITY COLLEGE STRATEGIES

     

Table of Contents

• Articles
• MICHAEL C. CHOBAN, GARY M. CHOBAN, DAVID CHOBAN
  • STRATEGIC PLANNING AND DECISION MAKING IN HIGHER EDUCATION: WHAT GETS ATTENTION AND WHAT DOESN'T
• TRUDY W. BANTA
  • EDITOR'S NOTES
• KESTON H. FULCHER
  • CURIOSITY: A LINK TO ASSESSING LIFELONG LEARNING
• MARK D. SHERMIS
  • THE COLLEGIATE LEARNING ASSESSMENT: A CRITICAL PERSPECTIVE

• Column
• GARY R. PIKE
  • ASSESSMENT MEASURES

     

Table of Contents

• SCOTT C. SEYFORTH AND CHRIS M. GOLDE
  • BEYOND THE PAPER CHASE—USING MOVIES TO HELP STUDENTS GET MORE OUT OF COLLEGE
• KAREN J. FORBES
  • STUDENTS AND THEIR PARENTS—WHERE DO CAMPUSES FIT IN?
• IVOR A. PRITCHARD
  • RAISING STANDARDS IN COMMUNITY SERVICE LEARNING

• Departments
• DAFINA LAZARUS STEWART AND DARRYL A. PEAL
  • IN PRACTICE—HOW WE CAN IMPROVE DIVERSITY TRAINING
• LEE BURDETTE WILLIAMS
  • CAMPUS COMMONS—THE SEARCH FOR SIGNS OF INTELLIGENT SEARCHES
• TIMOTHY REESE CAIN
  • WHAT THEY'RE READING—THE NATIVE AMERICAN MASCOT DEBATE

     

A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning

Many approaches to the transfer problem argue that transfer depends on the recognition of the same or similar abstract structure in 2 different situations. However, mainstream cognitive perspectives and contrasting Piagetian constructivist accounts differ in their conceptualizations of structure. These differences, not clearly articulated in the literature, have significant implications for accounts of transfer. Using interview data involving undergraduates learning elementary principles of probability and statistics, and Wagner's (2006) transfer-in-pieces perspective, I extend existing constructivist accounts of transfer in at least 2 ways. First, I show how the notion of a concept projection (diSessa & Wagner, 2005; Wagner, 2006 Wagner, J. F. 2006. Transfer in pieces. Cognition and Instruction, 24: 1–71. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) reveals fine-grained mechanisms of transfer that demonstrate how people structure situations and that elaborate on the Piagetian processes of assimilation and accommodation. Second, I examine how what experts consider a single mathematical concept or principle may come to be recognized through a variety of assimilatory cognitive resources whose usefulness is influenced by contextual factors. That is, an individual might structure 2 contextually dissimilar situations differently while perceiving the same mathematical principle at work in both. Similarly, 2 or more individuals may agree on the relevance of a particular mathematical concept in a situation, even though each structures the situation differently.     

Table of Contents

• PAT McCUNE
  • WHAT DO DISABILITIES HAVE TO DO WITH DIVERSITY?
• STEPHEN W. SCHWARTZ
  • LEADERSHIP FOR WHAT?
• WILLIAM G.TIERNEY
  • OVERCOMING OBSTACLES TO REFORM

• Departments
• BRIAN OLSEN
  • WORD FOR WORD—THE PRODIGAL SON SEES HIS MOTHER'S HUMANITY, OR THE HORROR, THE HORROR!
• JENNIFER SCHOMBURG KANKE
  • CAMPUS COMMONS—WATERING MARIGOLDS
• MARJORIE C. SILVERMAN, KAREN BLANK, GEORGIE GATCH, GISELLE N. HARRINGTON, SUSAN E. QUINBY, AND AGNES WILKIE
  • IN PRACTICE—THE DEANS EVALUATION COMMITTEE: RESPONDING TO STUDENTS WHO NEED HELP
• ALAN M. “WOODY” SCHWITZER
  • WHAT THEY'RE READING—OF BASEBALL, BLUES, HARLEM, AND RAILROADS: SOME SUGGESTIONS FOR SUMMER READING

     

Antibacterial potency of methanol extracts of lower plants

Antibacterial potency of methanol extracts of three green lower plants, Pneumatopteris afra, Platycerium bifurcatum and Nephrolepsis bisserata was determined using agar dilution method on clinical strains of Escherichia coli, Staphylococcus aureus, Klebsiella spp. and Salmomelia typhi. Antibacterial activities were observed at concentrations of 12.5, 25.0, 50.0 and 100.0 μg/ml. Their minimum inhibitory concentrations ranged from 12.5~100 μg/ml. Extracts of P. afra and P. bifurcatum were most active. Antibacterial activities observed with N. bisserata were less pronounced with no detectable activity at extract con-centrations of 12.5 and 25.0 μg/ml. E. coli, together with S. aureus appeared to be the most susceptible of the test bacteria while Klebsiella spp. was least sensitive. The significance of our findings is discussed.     

Table of Contents

• RICHARD CONE, DAVID D. COOPER, AND ELIZABETH L. HOLLANDER
  • VOTING AND BEYOND: ENGAGING STUDENTS IN OUR REPRESENTATIVE DEMOCRACY
• JODI H. LEVINE, DONALD L. McCABE AND EVELYN B. TRIBBLE
  • WHAT WE ARE LEARNING ABOUT ACADEMIC INTEGRITY
• DONALD L. McCABE AND ANDREW L. MAKOWSKI
  • RESOLVING ALLEGATIONS OF ACADEMIC DISHONESTY: IS THERE A ROLE FOR STUDENTS TO PLAY?

• Departments
• JONATHAN MOONEY AND DAVID COLE
  • WORD FOR WORD—LEARNING OUTSIDE THE LINES
• LEWIS Z. SCHLOSSER AND WILLIAM E. SEDLACEK
  • IN PRACTICE—HATE ON CAMPUS: A MODEL FOR EVALUATING, UNDERSTANDING, AND HANDLING CRITICAL INCIDENTS
• ALICE A. MITCHELL
  • CAMPUS COMMONS—LEARNING TO LISTEN
• HOLLY FEEN‐CALLIGAN
  • WHAT THEY'RE READING—BREAKING THROUGH THE WALL

     

Table of Contents

• The Responsible Plagiarist—Understanding Students Who Misuse Sources
  • By Abigail Lipson and Sheila M. Reindl
  • Even students who are taking care not to plagiarize can misuse sources. The problem, argue the authors, isn't dishonesty or even carelessness, but students' understanding of what it means to participate in a community of scholars.
• Our Incoming Students—What Are They Like?
  • By Linda J. Sax
  • For thirty‐seven years the Cooperative Institutional Research Program has, among other things, conducted an annual survey of the students entering our colleges and universities. What do recent surveys tell us about the newest students?
• Studying How College Affects Students—A Personal History of the CIRP
  • By Alexander W. Astin
  • “Why in the world would anyone ever undertake such a project?” asks the author. He answers this and more in his autobiographical account of th origins and development of one of higher education's longest‐running research efforts.

• DEPARTMENTS
• Letters—How Many Latinos and Non‐Latino Whites Are There in the United States?
  • Gary Malaney clarifies; we respond.
• Word for Word—The Age of White Guilt and the Disappearance of the Black Individual
  • By Shelby Steele
  • In a recent article in Harper's magazine, the author of the book The Content of Our Character continues his examination of being black in today's world. Here is some of what he has to say.
• Campus Commons—Class Ring
  • By Scott C. Brown
  • All traditions had to get their start somewhere. But why this one? Why now?
• What They're Reading—Another Look at “Making the Most of College”
  • By Deborah J. Taub
  • For people who work with students, Richard J. Light's book may not be full of surprises, but, says our reviewer, there are many other good reasons to read it.