On 19 October 2016 the International Center for Academic Integrity called for education institutions to join an International Day of Action Against Contract Cheating. Using the hashtags #defeatthecheat and #excelwithintegrity, students and staff were invited to share their declarations of why ‘contract cheating’ (that is, paying someone to do your academic work) is wrong. The idea was to raise awareness – not just within institutions but in the public and legislative domains too.
Completing multitudinous years of education presumably encourages people to juxtapose one esoteric word after another in order to fabricate convoluted paragraphs formulated of impressively, extensively elongated and erudite sentences. To put it another way: completing many years of education encourages people to write complex paragraphs full of long sentences composed of long words.
Some years ago, I sent off a manuscript to an editor. After the usual period of review, the editor sent back a note saying that he liked the work, but suggested that I should make it “less academic.” I reworked a number of things and sent back a revised version with more examples and a lighter tone. A week later, I got a short email back saying “No really, make it less academic.”
It is now a year since it was announced that Universities UK would be establishing a taskforce on the problem of sexual violence in higher education. At its first meeting it widened its remit to also include the (much) broader issue of hate crime affecting students, but promised to maintain a particular focus on violence against women and sexual harassment. The taskforce intended to consider the current evidence, any ongoing work, and what more needs to be done.
The 24 October marks the beginning of International Open Access Week 2016. This year, the theme is “Open in Action” which attempts to encourage all stakeholders to take further steps to make their work more openly available and encourages others to do the same. In celebration of this event, we asked some of our Journal Editors to discuss their commitments to Open Access (OA).
Like their forebears in the 1960s, today’s students blasted university leaders as slick mouthpieces who cared more about their reputations than about the people in their charge. But unlike their predecessors, these protesters demand more administrative control over university affairs, not less. That’s a childlike position. It’s time for them to take control of their future, instead of waiting for administrators to shape it.
By nearly all accounts, higher education has in recent years been lurching towards a period of creative destruction. Presumed job prospects and state budgetary battles pit the STEM disciplines against the humanities in much of our popular and political discourse. On many fronts, the future of the university, at least in its recognizable form as a veritable institution of knowledge, has been cast into doubt.
Mark Twain is reputed to have quipped, “Reports of my death have been greatly exaggerated.” Such hyperbole aptly applies to predictions that digital reading will soon triumph over print.
In late 2012, Ben Horowitz (co-founder of Andreessen Horowitz Venture Capital) declared, “Babies born today will probably never read anything in print.” Now four years on, the plausibility of his forecast has already faded.
When people think of elementary school mathematics, they usually bring to mind number facts, calculations, and algorithms. This isn’t surprising, as these topics tend to dominate classroom work in many elementary schools internationally. There is little doubt that elementary students should know the multiplication tables, be able to do simple calculations mentally, develop fluency in using algorithms to carry out more complex calculations
Whatever its scale or ambition, a grant proposal aims to do two things: to show that a particular project needs to be supported by a funder and to show why some individual, group or organization is the right one—the best one—to carry out the project. Showing the “need” is largely an exercise in argumentative writing. It’s argumentative not in the hostile, red-faced, fist-shaking sense but in the classical sense of establishing a claim
Teachers, administrators, and school social workers also prepare for a fresh start with new students and ideas to engage in another year of educational and developmental learning. Unfortunately, as the school year progresses, the new beginning and excitement can give way to complacency, frustration, and sometimes hopelessness. The reality for students who are disengaged from school, as well as those who experience significant academic and behavioral issues, is a season of uncertainty, diminished expectations, and possibly serious life outcomes that are just beginning.
Imagine standing at the edge of a precipice. A combination of forces are pushing at your back, biting at your heels and generally forcing you to step into an unknown space. A long thin tightrope without any apparent ending stretches out in front of you and appears to offer your only lifeline. Doing nothing and standing still is not an option. You lift up your left foot and gingerly step out….
One of the greatest challenges faced by schools and universities today is preparing students for an unknown future. Our graduates will likely have multiple careers, work in new and emerging industries, grapple with technologies we can’t even imagine yet. And so we’re asking our staff to equip students with the skills they need to thrive in a potentially very different world to the one we live in now.
In 2015 the Oxford Dictionary of National Biography introduced an annual research bursary scheme for scholars in the humanities. As the first year of the scheme comes to a close, we ask the second of the 2015-16 recipients—the early modern historian, Dr Emily Hansen—about her research project, and how it’s developed through her association with the Oxford DNB.
From student presentations, to lectures, to reading assignments, and so much more, teachers today have a wide variety of methods at their disposal to facilitate learning in the classroom. For elementary school children, group work has been shown to be one strategy that is particularly effective. The peer-to-peer intervention supports children in developing cognitively, emotionally, behaviorally, and socially. Group work encourages children to expand their perspectives on the world.
In an effort to address current discussions regarding Africa-based scholars in academic publishing, the editors of African Affairs reached out to Celia Nyamweru for input from her personal experiences. Celia Nyamweru spent 18 years teaching at Kenyatta University (KU) and another 18 years teaching at a US university with a strong undergraduate focus on Africa.