Current Issue

March 2024

Academic Integrity

Incorporating Innovation and Inclusion through Team-Building Icebreakers

March 25, 2024 | By Robert S. Fleming and Michelle Kowalsky

Why Teachers Are Switching to the FigJam Whiteboard
Why Students Cheat—and How We Can Change This Behavior
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This Month’s Articles

In 1936, psychologist Muzafer Sherif reported a landmark study on the creation of social norms. Sherif made use of an optical illusion called the autokinetic effect. When people
Large language models (LLMs), such as ChatGPT and Google Bard, are in our classrooms whether we are aware of them or not—whether we like it or not. Unless
The rolling TV cart: a beloved icon of the educational system in the 1980s and ’90s. As students, we cheered the cart’s arrival like it was the guest
Statue of William Shakespeare in London's Leicester Square
Reason 9,341 why I love being a Shakespearean? One-liners for every classroom occasion. Prepping for an exam? “The readiness is all!” Choosing essay topics? “Study what you most
Stock photo of female student in graduation gown speaking into an old-timey megaphone
A recent listen to an old James Brown and Fred Wesley album called to mind the importance of self-empowerment. In their 1974 song “Damn Right I Am Somebody,”
Stock photo of a 2D digital brain and search engine bar floating above someone's typing hands
Those of us who were teaching when online education arrived in the late 1990s remember how it split faculty between those who embraced its possibilities and those who
How long is it before you touch your phone after you awake? Some of you will say right away because that is where your alarm is. Others may sheepishly
Anxious not to be guilty of “policing,” many faculty work hard to prevent academic dishonesty by focusing on student motivation (making learning fun!), feelings (never prompt anxiety!), and
You know the feeling. We all deal with it. Walking into a classroom the first day of a new semester, you’re thinking about it all: What are going to

“Cheating can occur only if there is a zero-sum relationship between the student and the teacher. The teacher controls something that the student wants—a high grade—and can offer or withhold it, and in this dynamic . . . an adversarial relationship thrives. How can we establish a more cooperative relationship with students so that they are not our competitors and so that the emphasis moves toward learning rather than merely grades?”

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