Browsing by Subject "faculty"
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Item A Case Study of Faculty Perceptions of Student Plagiarism(2012-02-14) Schaefer, Candace HastingsThis study examined faculty perceptions of plagiarism in the classroom using a qualitative case study methodology. A single university was used for the case study to locate all data under a single institutional culture. A purposive sample of eleven faculty were interviewed and content analysis was conducted on the data. The data were analyzed using Lave and Wenger?s theory of legitimate peripheral participation, a learning theory which proposes that all learning takes place in a community of practice and that learning takes place as a result of interactions between members of the community of practice. Because the data were analyzed using legitimate peripheral participation, faculty were asked to reflect on how they learned to write in their discipline, how they view their role in working with students as they become proficient in writing in their discipline, and what happens when students violate community practices. This study attempted to reframe scholarship that approaches plagiarism as a right vs. wrong issue and recast scholarship on plagiarism as an issue of students moving toward full participation in the community of practice of academic scholars under the tutelage of faculty members. Research participants saw themselves as mentors to students as they developed their academic writing standards and abilities, a philosophy in keeping with the tenets of legitimate peripheral participation. Research participants attributed violations of community standards to institutional constructs such as grades, social constructs such as culture or generation, or individual constructs such as moral character or upbringing.Item Analysis of factors affecting participation of faculty and choice of strategies for the internationalization of the undergraduate agricultural curriculum: the case in two land grant universities(Texas A&M University, 2004-09-30) Navarro, MariaTo adapt to the new global system, internationalization is increasingly being accepted as a necessity in higher education. Although the process involves the research, service, and education components of academic institutions, many authors have contended that the internationalization of the curriculum is the most important component of the process and that faculty are its main drivers and actors. While a number of the issues involving internationalization are very well documented, there is still little published information regarding the perspectives of random samples of faculty regarding strategies by which to internationalize the undergraduate curriculum. The purpose of this study was to analyze perspectives of faculty in two land grant colleges of agriculture regarding academic and institutional strategies for the internationalization of the undergraduate agricultural curriculum. A mixed method research approach was used to gather data, combining the use of a questionnaire with both quantitative and open-ended questions sent to a census of the teaching faculty of the two colleges, and conducting eight one-hour interviews. The researcher also carried out an in-depth assessment of the effect of nonresponse error in the study by using and comparing various methods of nonresponse analysis. Faculty knowledge of international issues was positively correlated with their participation in the internationalization process. Knowledge and participation were, in turn, positively correlated with faculty perceptions of relevance of internationalization of the curriculum, and with faculty acceptance of most of the proposed academic and institutional strategies for internationalization. Faculty ranked mobility and infusion approaches as their preferred academic strategies for internationalization of the curriculum, and there were clear patterns of associations between selections by faculty, with mobility and infusion belonging to different groups. When asked about incentives to participate in the internationalization process, faculty mentioned funds, "real" recognition, and release time as their foremost choices. Also, faculty expressed a need for increased leadership, vision, and focus for the process. When looking at the academic and institutional strategies together, various patterns of association also appeared, reiterating the notion that there is not a single best approach to internationalization, but that multiple and complementary strategies are needed.Item Not in Love, or Not in the Know? Graduate Student and Faculty Use (and Non-Use) of E-Books(Elsevier (Journal of Academic Librarianship), 2012) Cassidy, Erin Dorris; Martinez, Michelle; Shen, LisaThis study focuses on usage of electronic books (e-books) among advanced researchers, including graduate students and faculty, at a four-year academic institution. The researchers aimed to highlight differences in behavior, perception, and attitude between users and non-users of e-books. The survey findings suggest that, while a majority of these researchers do not necessarily favor e-books over print books, they do appreciate the convenience of the electronic format. Moreover, the results also indicate that many researchers may be entirely unaware of the library e-books available in their areas of study or may not fully realize all the features already being offered by some of these e-books, such as highlighting, note-taking, accessibility options, and downloading. These findings provide timely and practical applications for librarians interested in increasing library e-book usage with focused marketing plans targeting the needs of specific patron segments.Item The Power of Collaboration: Creative Opportunities with Faculty(2014-04-07) Wills, Faedra; Downing, Jeff; University of Texas at ArlingtonWith the growth of digital humanities, e-science and other web-based initiatives, there are many new and exciting opportunities for librarians to collaborate with faculty and the community. For the past couple of years, UT-Arlington (UTA) library staff have worked with faculty on the occasional digital project, but those tended to be small in scale with limited long-term benefits. In the summer of 2013, the library went through a reorganization. One of the outcomes of this reorganization was the establishment of a Digital Creations department. As a result, staff now have the time and the tools to collaborate with faculty on larger and more complex digital initiatives. This presentation will look at two recent staff/faculty collaborative projects here at UTA: the creation of an university alumni military veterans website and the publication of an international educational journal on the OJS platform. In this presentation, we will provide an overview of the projects and discuss how these projects originated; our success stories and lessons learned to be applied to future projects.