Collaborative Behavior or Collusion? Investigating Unpermitted Collaboration on Homework Among College Students

Although postsecondary students' rate of academic dishonesty has been consistent over the last 50 years, the most significant increase in cheating has been in unpermitted collaboration. Given the changing learning environments necessitated by COVID-19, this study investigates how 12 college students at a highly selective Research 1 institution view collaboration, specifically unpermitted collaboration on homework, and how their attitudes are shaped by faculty guidance or lack thereof. We conclude by discussing how both student and faculty perceptions of collaboration may be affected by the impact of COVID-19 and how academic integrity may be influenced by this impact.

Nudging in a Pandemic: Lessons Learned from Text Messaging College Students amid COVID-19

This study analyzed six months of student feedback from a text messaging program serving 40 Minority-Serving Institutions (MSIs) in the United States immediately after the World Health Organization declared COVID-19 a global pandemic in March 2020. Findings suggest institutions of higher education could have communicated curricular models and campus information in a more timely, clear manner to assuage student anxiety and support student persistence and graduation. Implications for enrollment management and financial aid practitioners are addressed.

Op-Eds and Their Potential Effect on Tenure, Promotion, and Public Scholarship: An Interview with M. Yvonne Taylor and Dr. Joshua Childs

Dr. Joshua Childs is an Assistant Professor of education policy at The University of Texas at Austin. Traditionally, tenure review committees have assessed faculty members on their ability to publish peer-reviewed scholarship as part of their tenure and promotion process practiced by so many institutions of higher education across the country. [...]it helps to get our work and our expertise out to the general public. [...]it helps speak to an issue the right way.