The authors surveyed students in Principles of Economics courses at two universities to obtain their perceptions of what constitutes cheating. The differences in student perceptions they observed across these two institutions provided insight into the degree to which a well-publicized definition of cheating provided through an honor code influenced student behavior.
"The big question in college and university teaching is this: How do we affect and effect maximum learning for our students? Although most professors are deeply concerned for their students' learning, many have not been prepared to address the complex problems of teaching and learning. In almost all cases, no one has ever taught them anything about the teaching-learning connection. Just as we would not expect our students to acquire the ability to perform complex tasks without study, practice, and feedback, we should not expect college instructors to learn to teach effectively without similar processes. This also argues for the early preparation of graduate students to become successful academics who are able to do research, teach, and provide service to their professions and institutions...
[A]n important goal is to be sure that undergraduate and graduate students and faculty members get credit for what they do, as Boyer (1990) advocated. When participants design their investigations and efforts with embedded assessment from the beginning (often as a result of participation in [a student or faculty learning community]), they are able to produce the Scholarship of Teaching and Learning (SoTL) and contribute to the knowledge base of learning, teaching, and faculty development. It is through SoTL that we will come closer to answering the question about how we can effect maximum learning for our students."
The articles in this issue of the Journal address how to evaluate faculty teaching and assess student learning to determine and maximize instructors' teaching and students' learning.
(From "A Message From the Editors")
Manuscripts for regular issues may be submitted anytime. See the submission guidelines.
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