Background: The advent of generative-artificial intelligence (AI) applications introduces new challenges for colleges. Importantly, the growth of these applications requires faculty to adjust their pedagogy to account for the changing technological landscape. Objective: As colleges wrestle with the implications of these applications, it is…

College faculty often struggle with getting their students to read assigned materials. Even if students do read, they may not read closely or critically. Not only does the lack of effective reading undermine understanding, but it also hampers class discussions and engagement. To promote close and critical reading in a required, upper-division…

Assessors' perspectives on their evaluative practices remain relatively under-researched. Given evidence that higher education assessment and feedback continue to be problematic, this paper proposes a specific methodological innovation with potential to contribute both to research and practice in this area. It explores the potential of a…

This study explores Arab university faculty's views on fully AI-generated assignments and research papers submitted by students, what reasons they give for their stance and how they react in this case. Surveys with a sample of 45 Arab instructors revealed that 98% do not accept AI-generated assignments and research papers from students at all.…

Purpose: This study aims to analyse the attempts of taught master course students' publications from actor-network theoretic (ANT) perspectives based on the authors' experiences. Design/methodology/approach: In this study, self-study was chosen as the research method. Self-study is a qualitative research approach based on autobiography, available…

Prompted by concerns over student use of ChatGPT, staff teaching leadership and teamwork on a large university course experimented with an alternative way of assessing students' learning. Past assessment practices emphasised individual reflection and quality assurance. Aiming for a more relational approach that is aligned with the course's…

Multimodal assignments are becoming a prevalent strategy to enable assessment of student learning (Reid et al., 2016). However, due to their inherent complexity, supporting faculty members and students in adopting and implementing these types of assignments can be challenging (Wysocki et al., 2019). To overcome this, a group of 'third space'…

One of the most significant and yet often overlooked challenges for university students is decoding what their instructors expect from their assignments. Better understanding those expectations and the vocabulary and grammar needed to achieve them are the motivations behind this investigation. Eleven experienced instructors within an Australian…

This participatory action research (PAR) dissertation study investigates the implementation of Universal Design for Learning (UDL) principles by community college faculty in first-year writing courses to support students with learning disabilities at a New Jersey community college. Through a collaborative approach involving faculty as active…

The rapid integration of AI in education has transformed instructional methodologies and administrative tasks. However, higher education teachers face challenges in creating quality assignments amidst increasing administrative burdens. This study investigates the potential of AI, specifically ChatGPT, in streamlining assignment creation. By…

In order to address the rising concerns about undergraduates' plagiarism in academic writing practices, a blended learning scenario (a combination of face-to-face learning with online learning) was designed and the effectiveness of it was tested. Results indicated that the students became more capable of distinguishing plagiarism cases in…

The importance of language in the learning process of students has been studied extensively. However, little attention has been paid to the role language plays in the assessment of student writings. Students and instructors at a liberal arts and sciences college were interviewed to reveal their approaches to written assignments. The aim was to…

This thesis collects three essays on applied microeconomics. The first essay proposes an econometric framework to study the role played by course-assignment mechanisms in shaping the learning outcomes observed in higher-education institutions. Particular emphasis is placed on the existence of student-professor match effects in the production of…

Professors and students have contradictory views of course reading. Professors believe that reading outside of the classroom is essential in optimizing learning. However, students often find the readings to be time-consuming, not necessary to pass the class, and an option rather than a requirement. We surveyed 449 undergraduate university students…

This study examines the phenomenon of plagiarism and impersonation in online course assignments. Technological advancements, coupled with lower costs and accessibility, have made online courses and programs a practical option for higher education students. Unfortunately, the increasing online enrollment and advancing technology have allowed an…