CQR Plagiarism and Cheating

Total Page:16

File Type:pdf, Size:1020Kb

CQR Plagiarism and Cheating A n 9 1 n 0 9 iv th 2 er 3 sa -2 r 0 y 1 Res earc her 3 Published by CQ Press, an Imprint of SAGE Publications, Inc. CQ www.cqresearcher.com Plagiarism and Cheating Are they becoming more acceptable in the Internet age? heating scandals among some of the nation’s best students at Harvard University and New York City’s Stuyvesant High School have highlighted a problem C experts say is widespread. In surveys, a majority of college and high school students admit to cheating on a test or written assignment. Some experts blame the cheating culture on cutthroat competition for college admissions and jobs. The simplicity of copying from the Internet or cribbing from smartphones makes plagiarism and cheating easier, teachers say. However, in the case When Harvard student Kaavya Viswanathan was accused of plagiarism in her novel How Opal Mehta of works of art and entertainment, some see a refreshing new Got Kissed, Got Wild, and Got a Life , she said the copying had been “unconscious.” But after passages ethic of sharing and “remixing” creative material in digital media. were found to have been copied from multiple authors, the publisher recalled the novel and Researchers find that cheating increases when educators “teach to canceled Viswanathan’s contract. the test” instead of emphasizing learning. But experts question I whether shifting to learning for learning’s sake is realistic when N THIS REPORT S public school funding now depends on standardized-test results THE ISSUES ........................3 I and families think their children’s future depends on high grades. BACKGROUND ..................12 D CHRONOLOGY ..................13 E CURRENT SITUATION ..........18 CQ Researcher • Jan. 4, 2013 • www.cqresearcher.com AT ISSUE ..........................19 Volume 23, Number 1 • Pages 1-28 OUTLOOK ........................21 RECIPIENT OF SOCIETY OF PROFESSIONAL JOURNALISTS AWARD FOR BIBLIOGRAPHY ..................25 EXCELLENCE N AMERICAN BAR ASSOCIATION SILVER GAVEL AWARD THE NEXT STEP ................26 PLAGIARISM AND CHEATING CQ Re search er Jan. 4, 2013 THE ISSUES SIDEBARS AND GRAPHICS Volume 23, Number 1 • Is plagiarism more ac - Fewer Students Admit to MANAGING EDITOR: Thomas J. Billitteri 3 ceptable in the Internet age? 4 Cheating [email protected] • Is an over-emphasis on Some experts attribute the ASSISTANT MANAGING EDITOR: Kathy Koch grades and test results drop to tougher anti-cheating [email protected] policies. contributing to the rise in SENIOR CONTRIBUTING EDITOR: plagiarism and cheating? Thomas J. Colin Cheating Scandals Rock [email protected] • Are colleges and 5 Top Universities schools doing enough to Some of the biggest scandals ASSOCIATE EDITOR: Kenneth Jost prevent plagiarism? occurred in the past decade. STAFF WRITER: Marcia Clemmitt BACKGROUND Term Paper Mills Skirt CONTRIBUTING WRITERS: Sarah Glazer, 6 Peter Katel , Barbara Mantel, Tom Price, Plagiarism Rules Jennifer Weeks Famous Plagiarists Shadowy websites fulfill de - 12 Many great writers plagia - mand for ready-made papers. SENIOR PROJECT EDITOR: Olu B. Davis rized. ASSISTANT EDITOR: Darrell Dela Rosa 8 Many Students Crib from ‘Cult of Originality’ Term Paper Mills FACT CHECKER: Michelle Harris 12 About 20 percent of student The concept of originality copying comes from so-called emerged during the En - cheat sites. lightenment. Chronology Cheating Scandals 13 Key events since the first 15 West Point’s first scandal century A.D. An Imprint of SAGE Publications, Inc. erupted in 1951. VICE PRESIDENT AND EDITORIAL DIRECTOR, Can Art Justify Plagiarism? HIGHER EDUCATION GROUP: 14 “I felt my words had become Michele Sordi part of some grander cause.” CURRENT SITUATION DIRECTOR, ONLINE PUBLISHING: Todd Baldwin Cheating Trends Students Copy From 18 Wikipedia and “Cheat” Sites Copyright © 2013 CQ Press, an Imprint of SAGE Pub - 18 High school cheating has Wikipedia is the top source lications, Inc. SAGE reserves all copyright and other declined in recent years. for high school and college rights herein, unless pre vi ous ly spec i fied in writing. students’ copying. No part of this publication may be reproduced Intransigence and 20 electronically or otherwise, without prior written Scandal 19 At Issue: permission. Un au tho rized re pro duc tion or trans mis - Teacher cheating is driven Is a new definition of sion of SAGE copy right ed material is a violation of in part by the No Child plagiarism needed? federal law car ry ing civil fines of up to $100,000. Left Behind law. CQ Press is a registered trademark of Congressional Quarterly Inc. Student vs. Machine FOR FURTHER RESEARCH 21 CQ Researcher (ISSN 1056-2036) is printed on acid- Students are outsmarting For More Information anti-plagiarism software. 24 free paper. Pub lished weekly, except: (March wk. 5) Organizations to contact. (May wk. 4) (July wk. 1) (Aug. wks. 3, 4) (Nov. wk. 4) and (Dec. wks. 3, 4). Published by SAGE Publica - Bibliography tions, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320. OUTLOOK 25 Selected sources used. Annual full-service subscriptions start at $1,054. For Generational Divide The Next Step pricing, call 1-800-818-7243. To purchase a CQ Re - 21 Young teens believe they 26 Additional articles . searcher report in print or electronic format (PDF), must cheat to succeed. visit www.cqpress.com or call 866-427-7737. Single Citing CQ Researcher reports start at $15. Bulk purchase discounts and 27 Sample bibliography formats. electronic-rights licensing are also available. Periodicals postage paid at Thousand Oaks, California, and at additional mailing offices . POST MAST ER: Send ad dress chang es to CQ Re search er , 2300 N St., N.W., Suite 800, Wash ing ton, DC 20037. Cover: AP Photo/Chitose Suzuki 2 CQ Researcher Plagiarism and Cheating BY SARAH GLAZER cheating scandal erupted at THE ISSUES Stuyvesant High School, a pub - lic school for high achievers ast spring, a teaching and one of the most difficult assistant at Harvard Uni - schools to get into in New L versity noticed some - York City. More than 70 stu - thing strange while looking dents were caught sharing test over take-home final exams information by cell phone . 3 for an undergraduate course In fact, studies find that on Congress. cheating is prevalent among Several students had cited high-achieving students: Up the same obscure 1910 con - to 80 percent of top high gressional members’ revolt in school students have admit - answer to a question. On ted to cheating on a test. 4 further examination, around Denise Clark Pope, whose a dozen students had used 2003 book Doing School de - the same string of words on scribed cheating among some questions, exhibited the high-achieving students, says same misunderstanding of elite schools like Stuyvesant material and, most damningly, actually tend to have more repeated the same typo. The n cheating than average because e b teaching assistant alerted a the stakes are higher. M Matthew B. Platt, the assis - y For both low- and high- o r tant professor of government T achieving students, she says, / o who was teaching the course. t cheating is a response to ei - o h In a letter reporting the in - P ther a “disengaged state of P cident to the university’s aca - A learning,” excessive pres - demic integrity board, Platt Nick d’Ambrosia, 17, holds up his iPod on April 13, sure to get good grades and implicated 13 students. 1 2007, at Mountain View High School in Meridian, test scores — or both. After By Aug. 30, when Harvard Idaho, where officials banned iPods and other digital- the scandal at Stuyvesant media players in testing areas after some students were publicly revealed the cheating thought to be downloading formulas and crib sheets broke, for instance, many scandal, the university was in - onto the players. Many high schools have banned students there said they vestigating 125 students — al - such devices and cell phones from testing venues but would cheat, especially by most half the class — for pla - critics say the rules often are only laxly enforced. copying another student’s giarism and illicit collaboration. homework, if they thought The scandal has intensified an “We have a cheating epidemic in the teacher was giving them mean - ongoing national discussion about America, and the people in charge of ingless, rote tasks. 5 cheating and plagiarism and elicit - our schools are not doing anything “The high achievers are not really ed surprise at how many American about it. And nobody’s making them engaged — they’re doing it for the students admit to engaging in these do anything about it — including our grade, and there are very high ex - illicit practices. More than two-thirds state legislatures and policy makers, pectations from parents and schools of college students admit to cheat - who appropriate tens of millions of about getting into college that can lead ing on a test or on written assign - dollars for our schools,” says David to behavior you know is wrong,” says ments — including plagiarizing from Callahan, co-founder of Demos, a lib - Pope, a lecturer at the Stanford Uni - published materials or getting some - eral New York City-based think tank, versity School of Education. “At the other one else to write their term paper and author of the 2004 book The Cheat - end of the spectrum,” she says, where — according to the International Cen - ing Culture: Why More Americans Are students are performing poorly in school, ter for Academic Integrity, a coali - Doing Wrong to Get Ahead. students say they cheat “ ‘because the tion of colleges and K-12 schools Yet, why would smart Harvard stu - teachers don’t care about me’ or ‘it’s def - based at Clemson University in South dents need to cheat? Similar questions initely boring so it doesn’t matter if I Carolina.
Recommended publications
  • Central Florida Future, Vol. 35 No. 65, May 28, 2003
    University of Central Florida STARS Central Florida Future University Archives 5-28-2003 Central Florida Future, Vol. 35 No. 65, May 28, 2003 Part of the Mass Communication Commons, Organizational Communication Commons, Publishing Commons, and the Social Influence and oliticalP Communication Commons Find similar works at: https://stars.library.ucf.edu/centralfloridafuture University of Central Florida Libraries http://library.ucf.edu This Newspaper is brought to you for free and open access by the University Archives at STARS. It has been accepted for inclusion in Central Florida Future by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation "Central Florida Future, Vol. 35 No. 65, May 28, 2003" (2003). Central Florida Future. 1637. https://stars.library.ucf.edu/centralfloridafuture/1637 - Making the grade Baseball loses Loaded grade points after IO?i ng summer season in A­ Film students Sun play. critique . -SEE summer SPORTS, 10 sequels. -:-SEE LIFESTYLES, 12 THE STUDENT NEWSPAPER .SERVING UCF SINCE 1968 THE- GENDER GAP ;Study: Women p.aid ~ · their worth at UCF JASON IRSAY of faculty pay, UCF's administration· both years, is there is virtually no sig­ STAFF WRITER was plea&antly surprised: UCF has nificant difference between male ·and 1• almost no ·significant gap, and in one female faculty members." A national . Despite consistently low pay for category, -women are paid more than survey released in April paints a dif­ female faculty at coll~ges throughout men. ferent picture for most colleges. ·the nation, UCF has reached relative "We analyzed both fall 1999 and . Though faculty salaries for both men parity in · salaries; according to two fall 20,00 ·faculty salary data," said ~nd women are rising, women contin- recent surveys.
    [Show full text]
  • ASD-Covert-Foreign-Money.Pdf
    overt C Foreign Covert Money Financial loopholes exploited by AUGUST 2020 authoritarians to fund political interference in democracies AUTHORS: Josh Rudolph and Thomas Morley © 2020 The Alliance for Securing Democracy Please direct inquiries to The Alliance for Securing Democracy at The German Marshall Fund of the United States 1700 18th Street, NW Washington, DC 20009 T 1 202 683 2650 E [email protected] This publication can be downloaded for free at https://securingdemocracy.gmfus.org/covert-foreign-money/. The views expressed in GMF publications and commentary are the views of the authors alone. Cover and map design: Kenny Nguyen Formatting design: Rachael Worthington Alliance for Securing Democracy The Alliance for Securing Democracy (ASD), a bipartisan initiative housed at the German Marshall Fund of the United States, develops comprehensive strategies to deter, defend against, and raise the costs on authoritarian efforts to undermine and interfere in democratic institutions. ASD brings together experts on disinformation, malign finance, emerging technologies, elections integrity, economic coercion, and cybersecurity, as well as regional experts, to collaborate across traditional stovepipes and develop cross-cutting frame- works. Authors Josh Rudolph Fellow for Malign Finance Thomas Morley Research Assistant Contents Executive Summary �������������������������������������������������������������������������������������������������������������������� 1 Introduction and Methodology ��������������������������������������������������������������������������������������������������
    [Show full text]
  • Using Turnitin to Provide Feedback on L2 Writers' Texts
    The Electronic Journal for English as a Second Language August 2016 – Volume 20, Number 2 Using Turnitin to Provide Feedback on L2 Writers’ Texts * * * On the Internet * * * Ilka Kostka Northeastern University Boston, MA, USA <[email protected]> Veronika Maliborska Northeastern University Boston, MA, USA <[email protected]> Abstract Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students’ writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of electronic texts found on the Internet and in the program’s massive repository. While Turnitin is primarily known for detecting potential plagiarism, we believe that instructors can make use of two features of the program (GradeMark tools and originality checker) to provide formative and summative feedback on students’ drafts. In this article, we use screenshots to illustrate how we have leveraged Turnitin to provide feedback to undergraduate L2 writers about their writing and use of sources. We encourage instructors who have access to Turnitin to explore the different features of this tool and its potential to create opportunities for learning. Introduction Educators have long been concerned about plagiarism, and developments in technology and the Internet over the past two decades have further complicated the issue. One way that institutions have responded to these concerns is by purchasing matched text detection software, which is often referred to as plagiarism detection software. Simply defined, matched text detection software matches text to other electronic text to determine how similar the texts are to each other.
    [Show full text]
  • Glossary of Tools and Terms
    REPRODUCIBLE Glossary of Tools and Terms This appendix includes a list of terms and resources we introduced and used throughout the book. Apps, programs, and websites are listed, as well as digital and academic terms that will aid you in lesson planning both NOW and in the future. 1:1 or one to one: Describes the number of technology devices (iPads, laptops, Chromebooks) given to each student in an academic setting; a 1:1 school has one device per each student. 1:2 or one to two: Describes the number of technology devices (iPads, laptops, Chromebooks) given to each student in an academic setting; a 1:2 school means that one technology device is available for every two students in an academic setting. Two classes may share one class set, or students may partner up to use devices. Animoto (https://animoto.com): A video-creation website and app with limited free features and options for educator accounts (see https://animoto.com/education/classroom) Annotable (www.moke.com/annotable): A full-featured image-annotation tool Appy Pie (www.appypie.com): A free do-it-yourself software tool for building apps in three easy steps Audacity (www.audacityteam.org): A free macOS and Windows software tool for editing complex audio clips AutoRap (www.smule.com/listen/autorap/79): An iOS and Android app for mixing audio tracks to create a rap; the free version allows users to choose from two beats to make a song, and the paid version allows users to choose from a large selection of beats, including new and popular songs.
    [Show full text]
  • Business Pass Info Packet 2019 4.22
    Full-Access Business Pass Information For writers interested in taking their work to market one day, Lit Fest offers an opportunity to educate yourself about and connect with publishing professionals. Given the busy schedules of agents and editors, it’s a rare chance to receive their direct feedback and advice. You must purchase a Gold, Silver, Bronze, Penny, or Full-Access Business Pass before requesting a meeting with an agent. Thanks to Aevitas Creative Management for their Full Access Business Pass Sponsorship for a writer of color. We have the following agents and editors available for one-on-one meetings at Lit Fest 2021*: Friday Saturday Sunday Monday Tuesday Wednesday Thursday June 4 June 5 June 6 June 7 June 8 June 9 June 10 Lisa Paloma Paloma Danya Sarah Fuentes Sarah Fuentes Jamie Carr Gallagher Hernando Hernando Kukafka Malaga Sue Park Sue Park John Maas Danya Serene Hakim Serene Hakim Baldi Kukafka Angeline Angeline John Maas John Maas Rodriguez Rodriguez Malaga Baldi Malaga Baldi Tanusri Chris Parris- Chris Parris- Prasanna Lamb Lamb Matt Martz Tanusri Julie Buntin Prasanna Matt Martz June 11 June 12 June 13 Jamie Carr Eric Smith Eric Smith Serene Hakim Julie Buntin *Schedule is subject to change. LIT FEST PASSHOLDERS BEFORE MEETING WITH AN AGENT OR EDITOR Make sure you’re really ready for this. Writing is a competitive business, and agents are direct about their reactions to your work. Have you had a professional read of the work you’re submitting? Is it reasonably edited? If not, we’d recommend attending Lit Fest’s business panels first and then reaching out to agents and editors at a later date.
    [Show full text]
  • Institutional Self-Evaluation Report 2017 (PDF)
    Solano Community College Institutional Self-Evaluation Report in Support of Reaffirmation of Accreditation Submitted by: Solano Community College 4000 Suisun Valley Road Fairfield, CA 94534 Submitted to: Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges August 2017 BOARD OF TRUSTEES ROSEMARY THURSTON, PRESIDENT SARAH CHAPMAN, PH.D., VICE PRESIDENT DENIS HONEYCHURCH, J.D. PAM KEITH MICHAEL A. MARTIN QUINTEN R. VOYCE A. MARIE YOUNG CELIA ESPOSITO-NOY, ED.D., BOARD SECRETARY SUPERINTENDENT-PRESIDENT CELIA ESPOSITO-NOY, ED.D. ACCREDITATION LIAISON OFFICER DAVID WILLIAMS, PH.D. ACCREDITATION SELF EVALUATION COORDINATOR SAKI CABRERA, PH.D. ACCREDITATION LEAD WRITER MELISSA REEVE ACADEMIC SENATE PRESIDENT MICHAEL WYLY Table of Contents Introduction History of the Institution .................................................................................................... 1 Presentation of Student Achievement Data and Institution-Set Standards ........................ 5 Organization of the Self Evaluation Process ................................................................... 39 Organizational Information .............................................................................................. 43 Certification of Continued Institutional Compliance with Eligibility Requirements ................................................................................... 59 Certification of Continued Institutional Compliance with Commission Policies ............ 61 Standard I ..............................................................................................................................
    [Show full text]
  • Turnitin Student Guide Contents
    Turnitin Student Guide Turnitin Student Guide Contents Introduction to the Turnitin Tool .............................................................................................................................. 2 Reasons to Use the Turnitin Tool .............................................................................................................................. 2 Checking Your Work with Turnitin ............................................................................................................................ 3 Submitting a File .............................................................................................................................................................. 3 Accessing the Originality Report ..................................................................................................................................... 4 Understanding the Originality Report ....................................................................................................................... 5 Coincidental Matches ...................................................................................................................................................... 5 Significant Matches ......................................................................................................................................................... 5 Match: Work Submitted by Another Student ............................................................................................................. 6 Match: Outside
    [Show full text]
  • Point Park University Self-Study 2020
    Point Park University Self-Study 2020 POINT PARK UNIVERSITY SELF-STUDY 2020-2021 REPARED EPTEMBER P S 30, 2020 Table of Contents Executive Summary ........................................................................................................................ 1 Introduction ..................................................................................................................................... 7 Standard I: Mission and Goals ...................................................................................................... 14 Standard II: Ethics and Integrity ................................................................................................... 24 Standard III: Design and Delivery of the Student Learning Experience ...................................... 35 Standard IV: Support of the Student Experience .......................................................................... 52 Standard V: Educational Effectiveness Assessment ..................................................................... 71 Standard VI: Planning, Resources, and Institutional Improvement .............................................. 83 Standard VII: Governance, Leadership, and Administration...................................................... 104 Committee Membership.............................................................................................................. 114 Acknowledgements ..................................................................................................................... 117 Point Park
    [Show full text]
  • Media Kit 2020
    MEDIA KIT 2020 © 2019 Oregonian Media Group. All rights reserved. Full Version 1. Your Local Business Partner We want to empower our local businesses, to help them grow and succeed and build thriving communities. Because we’re a part of the community, too. To do that, we use the most innovative technology we can find. The same technology we use to reach millions of readers. Backed by talented people, proven processes and powerful networks. And it takes true partners to get results. So our teams become your advocates. We believe great relationships start with collaboration, run on integrity, and depend on accountability. Here’s how we can help. THE OREGONIAN MARKETING SOLUTIONS TEAM MEDIA KIT 2019 YOUR LOCAL BUSINESS PARTNER 2 MEDIA KIT 2019 MISSION + VALUES 4 OUR REACH 7 OUR SOLUTIONS 15 OUR MARKETING TECHNOLOGY 26 OUR MARKETING PROCESS 29 PRINT ADVERTISING OPTIONS 35 MEDIA KIT 2019 INDEX 3 MISSION + VALUES MISSION + VALUES MISSION We make a difference in the communities we serve by empowering our audiences with high-quality news and information. We partner with our clients to help them grow. We will succeed as a constantly evolving company by embracing innovative ideas, talented people and a progressive culture. MEDIA KIT 2019 MISSION + VALUES | MISSION 5 MISSION + VALUES VALUES Collaboration Customer Focus Integrity Fearlessness Accountability MEDIA KIT 2019 MISSION + VALUES | VISION 6 OUR REACH OUR AUDIENCE IS 8.7M OREGONLIVE 1 UNPARALLELED UNIQUE VISITORS 1.1 M FOLLOWERS ON SOCIAL MEDIA 2 782 K READERS OF THE OREGONIAN & E-EDITION 3 Source: 1. Google Analytics. Aug. 2019; 2.
    [Show full text]
  • POL 493/POL 2893: Writing About Politics Thursday 10- 12 Pm in TC 24 Office Hours 1-2 Pm (Sid Smith 3118)
    POL 493/POL 2893: Writing About Politics Thursday 10- 12 pm in TC 24 Office Hours 1-2 pm (Sid Smith 3118) Email: [email protected] This workshop is focused on writing about politics. I use the term politics in a broad sense to include issues about social justice, identity (race, gender, sexuality, and class), and the reproduction or disruption of power. All students will be asked to complete two works of creative nonfiction (genres include personal essays, profiles, observational or descriptive essays, argumentative or idea-based essays, extended book reviews, and literary journalism). Nonfiction aims to provide true information about the world. Creative nonfiction differs from scholarly writing insofar as it also aims to interest, inform, persuade, and entertain readers, often all at once. A successful essay moves between the concrete particulars (character, place, conflict) and the general (theory, principle, policy). Writing about politics requires knowledge about politics and also skill at writing. This course builds on knowledge you have acquired throughout your coursework and helps you to communicate it to a broader audience. A workshop has a distinctive format, and this class will be very different from a seminar or lecture course. Attendance and active participation are extremely important. You should think of yourself as a participant in collective project that aims to help each member to improve as a writer. You must be prepared to share your writing and to provide other students with feedback on their writing. Readings: All readings will be either available through course reserves or will be provided as hard copies in class.
    [Show full text]
  • Plagiarism: Teaching Writing in the Digital Age
    Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution originality, imitation, and plagiarism Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution digitalculturebooks is a collaborative imprint of the University of Michigan Press and the University of Michigan Library dedicated to publishing innovative work about the social, cultural, and political impact of new media. Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution Dg^\^cVa^in!>b^iVi^dc! VcYEaV\^Vg^hb Sd`bghmfVqhshmfhmsgdChfhs`k@fd Caroline Eisner and Martha Vicinus dchsnqr sgdtmhudqrhsxnelhbghf`moqdrr`mc sgdtmhudqrhsxnelhbghf`mkhaq`qx Ann Arbor Vicinus, Martha. Originality, Imitation, and Plagiarism: Teaching Writing In the Digital Age. E-book, Ann Arbor, MI: University of Michigan Press, 2008, https://doi.org/10.3998/dcbooks.5653382.0001.001. Downloaded on behalf of Unknown Institution Copyright © by the University of Michigan 2008 All rights reserved Published in the United States of America by The University of Michigan Press and The University of Michigan Library Manufactured in the United States of America c Printed on acid-free paper 2011 2010 2009 2008 4 3 2 No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, or otherwise, without the written permission of the publisher.
    [Show full text]
  • 2013 - 2014 Catalog
    SCHREINER UNIVERSITY 2013 - 2014 CATALOG Mission Schreiner University, a liberal arts institution affiliated by choice and covenant with the Presbyterian Church (USA), is committed to educating students holistically. Primarily under- graduate, the university offers a personalized, integrated education that prepares its students for meaningful work and purposeful lives in a changing global society. Vision Schreiner University will always hold student success as its first priority. The university will be known for its academic rigor; it will continue to be an institution of opportunity where stu- dents from a variety of backgrounds and experiences learn through educational programs equipping them to achieve, excel, and lead. The university aspires to serve as a standard to oth- ers in programs and practices. Values Schreiner University • holds sacred the Christian convictions that each student is valuable and unique and that the university’s purpose is to enable every student to grow intellectually, physically and spir- itually. • values diversity of people and thought in a setting of open, civil discourse. • embraces life-long learning and service to society as critical traits in a world whose com- munity is global. • believes that higher education is instrumental in developing thoughtful, productive, and ethical citizens. • believes that the values that inform our relationships with our students should also inform our relationships with one another. Goals • Support, promote, and initiate curricular and co-curricular programs which instill a cul- ture of demonstrable excellence within a diverse community of scholars. • Foster internal conditions and relationships and expand external partnerships with pro- fessional, service, and church-related communities to further the university’s strategic vision.
    [Show full text]