(1984). Academic Integrity: Comparing Faculty and Student Attitudes. Improving College and University Teaching: Vol. 32, No. 3, pp. 140-144.
Improving College and University Teaching Template
Write in a clean editor, then format for Improving College and University Teaching in one click — DocuGuru applies the official Taylor & Francis template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
About the Improving College and University Teaching format
Improving College and University Teaching is a peer-reviewed journal published by Taylor & Francis, covering Evaluation of Teaching Practices, Education and Critical Thinking Development, Online and Blended Learning.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Improving College and University Teaching 12 (3): 45–58.
Formats any DOI in Improving College and University Teaching style. No sign-up. |
| Publishes research in | Evaluation of Teaching Practices Education and Critical Thinking Development Online and Blended Learning Teacher Education and Leadership Studies Higher Education Governance and Development |
| ISSN | 0019-3089 |
| h-index | 23 |
| i10-index | 64 |
| Total citations | 3,648 |
| Top institutions publishing here | Oregon State University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Improving College and University Teaching per year
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Most-cited papers in Improving College and University Teaching
(1982). Defining and Teaching Interdisciplinary Studies. Improving College and University Teaching: Vol. 30, No. 1, pp. 23-30.
Doctoral candidates who never complete their dissertat ons, and t erefore fail to earn he Ph.D., have not been a topic for much systematic study. Perhaps their to complete all degree re quirements is a painful reminder to faculty and univer sity administrators alike that their judgments of a stu dent's capability and projected success…
The role of faculty colleagues in the evaluation of col lege teaching has yet to be defined adequately: national studies of evaluative information on teaching (3, 23,37) have shown trends of diminishing faculty involve ment. The percentage of colleges and universities using col league opinions, classroom visits, examination of course syllabi, and student achievement measures…