National Center for Academic & Dissertation Excellence
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The Chicago School of Professional Psychology introduces their National Center for Academic and Dissertation Excellence and its services to dissertators.
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ACADEMIC HONESTY: Role of Teachers
This document discusses academic honesty and dishonesty. It outlines six values that define academic honesty: honesty, trust, fairness, respect, courage, and responsibility. Academic dishonesty includes plagiarism, unauthorized communication during assessments, misrepresenting accomplishments, and more. The document then discusses reasons why students may cheat or become dishonest and signs that could indicate cheating or plagiarism occurring. It provides strategies for preventing cheating and plagiarism, such as reducing pressures, ensuring test and assignment integrity, and making expectations clear. The document concludes with expert advice on how to avoid enabling cheating.
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This document discusses the library's efforts to rationalize referencing policies and practices at the University of Leeds. It found inconsistencies in referencing styles used across schools and modules, confusing students. The library pushed for a new policy requiring each school to select a single style. It developed standardized referencing guides for the main styles used. Surveys found some improvement but also ongoing issues with awareness, compliance and tutor expectations. The library plans to further promote its supports and make minor updates to guides to improve the student experience with referencing. It recommends schools better implement the policy through introductions, workshops and explicit marking criteria.Applying to Graduate School
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Extended Essay and Supervisors
This document provides guidance for supervisors of Extended Essays. It discusses recent changes to the Extended Essay including removing the abstract, reducing assessment criteria to 5, and discouraging appendices. Supervisors must ensure students understand requirements and discuss topics and research questions. Supervisors are expected to provide guidance during the research, writing, and reflection stages. Common problems include topics being too broad or data inaccessible. Supervisors must also be familiar with subject-specific requirements to avoid students focusing on narrative treatments in History or topics being too historical in Economics.
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ACADEMIC HONESTY: Role of Teachers
This document discusses academic honesty and dishonesty. It outlines six values that define academic honesty: honesty, trust, fairness, respect, courage, and responsibility. Academic dishonesty includes plagiarism, unauthorized communication during assessments, misrepresenting accomplishments, and more. The document then discusses reasons why students may cheat or become dishonest and signs that could indicate cheating or plagiarism occurring. It provides strategies for preventing cheating and plagiarism, such as reducing pressures, ensuring test and assignment integrity, and making expectations clear. The document concludes with expert advice on how to avoid enabling cheating.
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This document discusses the library's efforts to rationalize referencing policies and practices at the University of Leeds. It found inconsistencies in referencing styles used across schools and modules, confusing students. The library pushed for a new policy requiring each school to select a single style. It developed standardized referencing guides for the main styles used. Surveys found some improvement but also ongoing issues with awareness, compliance and tutor expectations. The library plans to further promote its supports and make minor updates to guides to improve the student experience with referencing. It recommends schools better implement the policy through introductions, workshops and explicit marking criteria.Applying to Graduate School
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Extended Essay and Supervisors
This document provides guidance for supervisors of Extended Essays. It discusses recent changes to the Extended Essay including removing the abstract, reducing assessment criteria to 5, and discouraging appendices. Supervisors must ensure students understand requirements and discuss topics and research questions. Supervisors are expected to provide guidance during the research, writing, and reflection stages. Common problems include topics being too broad or data inaccessible. Supervisors must also be familiar with subject-specific requirements to avoid students focusing on narrative treatments in History or topics being too historical in Economics.
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Tim Ferris et al 2008
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This document outlines the organizational structure and roles for the "Leadership & Flow" research program. It identifies the principal sponsor as the Quality of Life Research Center and the technology provider as ALEAS Simulations, Inc. It establishes an Advisory Board to recommend projects and a Managing Board based in Budapest to develop the research plan, evaluate proposals, and disseminate findings. It also lists 12 potential academic partners from business schools around the world to provide student participants and research support.
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This document discusses plagiarism and the CrossCheck plagiarism detection service. It begins by defining plagiarism and explaining why plagiarism checks are important. It then provides details on how CrossCheck works, including that it checks submitted manuscripts against over 43 million articles in its database as well as internet content. The document cautions that plagiarism detection systems only find similar text and cannot detect other types of plagiarism like figures, ideas, or translations. It concludes by offering tips on how publishers can make best use of CrossCheck, such as promoting high standards and using it to educate authors and reviewers.
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This document outlines an online workshop for assessing online courses at Howard University. The workshop objectives are to explain how online course assessment differs from face-to-face assessment, list the benefits of online assessment, access and evaluate an online course using the Quality Matters rubric, and introduce faculty to resources for training and course development. Key points covered include definitions of online course types, the importance of course design, and how the Quality Matters rubric can be used to guide a peer review process and ensure online course quality.
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This document provides an overview of a lesson on evaluating, selecting, and weeding reference materials for a library collection. It defines reference materials and gives examples, explains the purpose of managing a reference collection, and outlines criteria for evaluating materials based on their scope, authority, currency, format, audience, and usefulness. Selection tools are also discussed. Finally, students are given an exercise to select updated coding reference materials using evaluation criteria and selection tools.
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The document summarizes a grade 10 parent meeting about PSAT results, option choices, and an introduction to college counseling. It discusses using PSAT results to help guide option choices and university applications. It also introduces a personalized college planning website called My College QuickStart that students can use to get a SAT study plan, search for colleges based on personality and major matches. Finally, it provides an overview of how certain option choices may influence applications to specific university programs or careers.
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National Center for Academic & Dissertation Excellence
- 1. NATIONAL CENTER FOR ACADEMIC & DISSERTATION EXCELLENCE
- 2. Academic Success Programs Writing Assessment Process evaluation of writing skills; mandatory for all new students; online Academic Writing Seminar Individual Academic Support Writing Coaches Dissertation, Thesis, and ARP Support Writing eTutors Dissertation Writing Experts • Consultations (DWE) Assistance with IRB Applications Time Management & Learning Skills Methodology Experts • Consultations (ME) Dissertation Copy Editing • Online • Consultations • Online • On-ground & online • On-ground & • Consultations online • On-ground & online • Post-defense • Online Advanced Research Paper Instruction • Online
- 4. • Your first of three formal reviews will occur at any point during the drafting process for your proposal. • Some students will be required to submit to Phase 1 within their first dissertation course, other students will decide when to submit for their first review. (Check with your chair if you have questions!)
- 5. • The second of three formal reviews will take place after your proposal has been approved and before IRB approval. • Dissertation Writing Experts and a methodologist will be available to help prepare a polished IRB application.
- 6. • The final review will take place just before you submit your completed draft to your committee for approval. • A DWE will help to ensure clarity, proper formatting, proper grammar, and that APA style is adhered to. • A ME will help to ensure the presentation of data is as effective as possible.
- 7. DWE Role • APA format – Manuscript structure – Unbiased style – Citations, formatting, data presentation • Literature review – Linear prose – Transitions – Unbiased style • Cohesion, logical flow, science
- 8. ME Role • Helping students with the construction of their research questions • Discussing and suggesting appropriate research methods • Reviewing IRB application materials before submission • Providing consultation services on data collection options • Providing consultation services on data analysis methods • Trouble-shooting imperfections in data sets • Reviewing students’ studies to ensure research questions are addressed
- 9. Goal: High-quality scholarship • Thorough review of current scientific knowledge • Clear presentation of hypotheses • Selection of appropriate methods • Clear presentation of results • Valid conclusions
- 10. Summary • Three full dissertation reviews by DWE • Three methodology reviews by ME • Continuous feedback – Communication between student, dissertation chair, and NCADE – Quick/minor issues addressed as necessary • Timely development of expertise