1,720,985 research outputs found
Cheating at Baylor
No full textIn the Fall of 2018, Baylor University announced changes to its honor code that it made in order to combat the rise of internet cheating. This thesis project is a phenomenological study, and it explores the motivations, self-justifications, and methods that Baylor students use to cheat in their classes using semi-structured interviews with current Baylor students. Through a coded analysis of the interviews, I found, among other trends, that some Baylor students believe in the mutual exclusivity of cheating and learning and that they use such a belief in order to justify behavior that their professors would likely consider to be academic integrity violations. After analyzing my findings through the lens of the current academic integrity literature, I suggest to Baylor and the Office of Academic Integrity changes to make to classroom and university policy that would work to decrease internet cheating as well as the current disillusionment with the honor code
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Cheating at Baylor.
No full textIn the Fall of 2018, Baylor University announced changes to its honor code that it made in order to combat the rise of internet cheating. This thesis project is a phenomenological study, and it explores the motivations, self-justifications, and methods that Baylor students use to cheat in their classes using semi-structured interviews with current Baylor students. Through a coded analysis of the interviews, I found, among other trends, that some Baylor students believe in the mutual exclusivity of cheating and learning and that they use such a belief in order to justify behavior that their professors would likely consider to be academic integrity violations. After analyzing my findings through the lens of the current academic integrity literature, I suggest to Baylor and the Office of Academic Integrity changes to make to classroom and university policy that would work to decrease internet cheating as well as the current disillusionment with the honor code
Exploring connections between college students' purpose and deliberate outdoor adventure activities.
No full textThis phenomenological qualitative research study explores possible connections between traditional-age college students’ engagement in deliberate outdoor adventure activities and their understanding of their life purpose. Data collection methods include in-depth interviews and journal prompts of seven traditional-age college students and one graduate student from various postsecondary education institutions within the United States. A two-phase manual coding process used to analyze the data identified four major ways that participants found engaging in deliberate outdoor adventure activities influenced their understanding of their life purpose. Participants viewed engagement in these types of pursuits as: (1) a means for purpose reflection, (2) a medium to refine and hone skills and attitudes necessary for purpose fulfillment, (3) a way to motivate and re-energize for living purposefully, and (4) a foundational element of purpose. Limitations and implications for practice and future research are provided in the concluding chapters
The importance of what students care about : a grounded theory exploration of student preferences and pathways.
No full textStudents make countless decisions in college. Yet, few studies on student pathways through college consider the importance of what students care about. A review of the higher education literature devoted to student pathways through college revealed a segmented view of student identity, a dilemma-based view of moral evaluation, and a tendency to overemphasize either student agency or social structures in the evaluation of student pathways. This study is based on the premise that exploring what students care about—as conceptualized by Frankfurt (1988)—could contribute a more human understanding of students and their pathways to the field of higher education. More specifically, this qualitative, grounded theory study explored what students cared about and how those cares shaped their pathways through college. Despite subtle nuances and emphases, the top three categories of student cares were the same across all the student sub-groups I explored—students cared about relationships and community, academics and learning, and personal growth and wellbeing. These cares, in turn, laid the foundation for an exploration of the process by which these cares informed student pathways. I found that students pursued what they cared about in a four-stage cycle wherein the final stage of one cycle became the first stage for the subsequent cycle. Derived from these findings, the theory of fluid coherence describes how each student’s pathway can be understood as a coherent string of care pursuits and prioritizations through time. The findings of this study suggest that student cares were not clashing moral principles as depicted in Kohlbergian (1981) dilemmas, but matters of internal, individually and contextually situated, evaluations unique to each student. Therefore, this study demonstrates the ability to conduct empirical research assuming a more functional understanding of humanity that draws upon the arguments of scholars (e.g. Atkins, 2010) who eschew an abstract, a-practical conceptualization of identity in favor of one that motivates human decision-making in moral space (Taylor, 1989). The decisions students make in college are bound up with deeper decisions about what to care about and how those cares construct an understanding of who they are
Social support and its influence on college students' understanding of moral expertise.
Get PDFColleges and universities offer environments conducive to moral development, which is seen as essential for cultivating civic engagement, intellectual growth, and virtuous character. As part of a larger study on character and religion at Christian universities, this article provides a longitudinal case study analysis of students at a mid-size, faith-based research university, exploring how students seek moral expertise through social support from faculty, staff, peers, and social, as well as religious, communities. Fourteen students were interviewed in their first and third years of enrollment, culminating in 28 total interviews. Data were coded and analyzed to discern how students understood moral expertise. The findings suggest that students sought out guidance from a variety of social groups and that students' relationships with religious organizations and peer mentors influenced how students articulated their views of moral expertise. Students' understanding of moral expertise was shaped by social supports, particularly moral exemplars and mentors
Tradition richness : a theory of campus traditions and culture.
No full textCampus traditions are a common feature on college and university campuses across the United States; however, there is little literature examining these cultural features. Though there seems to a skepticism around traditions, Christian colleges and universities offer a positive vision for what campus traditions can be. Operating from the premises that deep-seated habits are spiritually formative and that traditions—when done well—function as liturgies of celebration, it is important to understand how traditions relate to campus culture in order for Christian institutions to engage student in such formation. As such, this study sought to describe the nature and intensity of the relationship between tradition and culture by presenting an interdisciplinary theory of tradition richness, approaching traditions as a form of interaction ritual. This theory is then clarified through a collective case study of five governing members of the Council for Christian Colleges & Universities. The findings from this study reiterated existent literature on campus traditions and rituals but adds clarification and expansion on elements to the theory presented. The study points to the importance of structural elements for traditions to exist in abundance on a campus and functional elements that allow traditions to permeate the culture and perpetuate so as to in turn structure culture. Further clarification is also presented on the networks of memories and symbols resultant from traditions that are connected to emotional energy and group unity and identity, which can exist at multiple functional levels of a campus community and so structure life and culture
Social support and its influence on college students' understanding of moral expertise.
No full textColleges and universities offer environments conducive to moral development, which is seen as essential for cultivating civic engagement, intellectual growth, and virtuous character. As part of a larger study on character and religion at Christian universities, this article provides a longitudinal case study analysis of students at a mid-size, faith-based research university, exploring how students seek moral expertise through social support from faculty, staff, peers, and social, as well as religious, communities. Fourteen students were interviewed in their first and third years of enrollment, culminating in 28 total interviews. Data were coded and analyzed to discern how students understood moral expertise. The findings suggest that students sought out guidance from a variety of social groups and that students' relationships with religious organizations and peer mentors influenced how students articulated their views of moral expertise. Students' understanding of moral expertise was shaped by social supports, particularly moral exemplars and mentors
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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