CAFE Creative Center for Advancing Faculty Excellence (CAFE)

How often are students cheating?  What are the motivations behind cheating, and can it be reduced?  Questions like these are covered in our first episode of the this 3 part series on academic dishonesty.  We take a deep dive into this complex issue to get a pulse on what's going on exclusively at S&T.

In our final episode of the academic dishonesty series we'll consider different perspectives of the "new normal" for higher education, especially when it comes to thinking about assessment structure.

In Episode 2 of our academic dishonesty series, we cover the processes a student who has been penalized for academic misconduct will go through.  We also learn from Dr. Cindy Blackwell and Dr. Jeff Cawlfield on practical ways to reduce cheating in your classroom.

“I want students to really learn it, not just learn it and forget it.” Instead of memorizing and retaining the knowledge just for an exam, Dr. Katie Shannon, Teaching Professor of Biological Sciences, was looking for ways her students could reach deeper levels of learning. When she decided to partially flip her Cell Biology class 7 years ago, she found the flip helped her reach those learning goals she had for her students.

Research mentioned:

https://www.learningsciences.com/blog/why-is-student-engagement-important/

Ever wonder what it looks like to redesign your class from start to finish? Dr. Theresa Swift shares how she did a full flip of her Circuits II class, and what her results look like 7 years later.

Risk. Failure. Success. “Risky research” may feel as dangerous as putting out a fire, especially for an early career faculty member.

Dr. Benjamin Kwasa, assistant professor of engineering management and systems engineering, discusses some of the pressures he faces as an early career faculty member doing “risky” research, and why he believes failure is a valuable part of the process.