So let’s jump straight into the facts. I am student at X university and have recently completed an exam for X module.

A a month ago I had taken a calculator from the lost and found in the laboratory that did not belong to me, and never returned it since I had forgotten to do so.

I have the exact same calculator however the one I had taken was a Japenese model. A month later during the morning of my exam, I had decided to take a calculator just in case we required one. I had however mixed this with my calculator and had taken this into University. Prior to going into the examination I had asked one of the students, whether we need to take a calculator into the exam and he replied “You never know”. I ended up taking it into the exam and had left it on the desk approximately 1 metre away from me. Approximately an hour into the exam, the invigilator started to check our equipment, when he started to check mine he started to look at it under a bright light and noticed there to be a few letters written on the back of it. Now I was not aware that this was on the back of the calculator (Case covering the back) since it was not mine, and it was written so faintly that you could barely distinguish it. I was unaware what had gone on in that situation as I was focused on the exam, and continued to fill in the questions. I noticed he mentioned something about the calculator and I thought you are not allowed to take a calculator into the exam and continued to write, and told him that that I haven’t touched it. Anyways towards the end of the exam, I was advised to remain seated and an officer came into to make me a sign a paper that stated that I had received a letter to explain that I was aware that is being investigated and that there were notes written on the back that could be potentially related to this exam.

Now I have gotten in touch with the student union and waiting for the e-mail regarding me writing a statement of appeal for the allegation. I am looking for advise on this situation as I am clearly in a difficult situation.

I need to think of three good reasons to help make a strong appeal and really struggling to figure what’s best to put into the appeal. Now I have a incredibly good track record at the University and received a first class mark last year and looking to do the same this year.

Context: I am an assistant professor of mathematics at a small liberal-arts college in the US.

I am currently teaching an applied mathematics course for about thirty students with business-related majors, and I want to give them the opportunity to use a sheet of notes (a.k.a cheat sheet) on their first exam. I am concerned about the implementation of this policy; specifically, I want to ensure the following:

  1. This policy is as beneficial to student learning as possible.
  2. I close any loopholes that could lead to unfairness or some other unforeseen problem on test day.

Some things I have already anticipated:

  1. I will give the students some starter material that they should include on their note sheet—important formulas, critical concepts, examples they should definitely be prepared to see, etc.

  2. Rules regarding the size of the notes are precise: Students may have a single sheet of 8.5″ × 11″ paper (or smaller), and they may write on either side of it.

  3. The notes must be handwritten as this requires the students to process the material. (See this question for more discussion on why I believe that ultimately helps my students.)
  4. I will not give a student their exam until they have removed everything from their desk except their note sheet and calculator. (I do not want them searching in their bag/book/folders once they have begun the exam.)

That leaves me with the following questions:

  1. Should I require students to turn in their notes to me before the exam? After the exam? Is their anything to be gained by me reviewing their notes?
  2. Would it be better for me to simply give them a formula sheet that I’ve prepared? I know that this will help the students who are too lazy to bring a notes sheet, but I feel like that’s on them.
  3. Are there other problems I should be prepared to confront? I want to do everything possible to avoid difficulties on the day of the exam.
  4. Is there research that supports/discourages the allowance cheat sheets? Am I actually doing something that’s ultimately beneficial to my students?

I am at a loss of what to do. I had started working on this project, a systematic review and meta-analysis back in undergrad. I was a senior. Long story short, for a while my manuscript was going well. Come August 2016, my mentor stopped communicating with me in the final stages. Weeks of no responses predominated, and as a result I emailed the Chair of the department on 3 separate occasions (over a total of 7 months). I was promised 3 different deadlines, all of which went unfulfilled. I finally emailed the dean in April when we got close to my final deadline of May 1, 2017. I got my edits, but I was 3 days away from leaving the area because I was heading off to graduate school.

I ended up telling my mentor I didn’t want to publish or take this situation into a new institution, but if I found someone who could advise and help me with the situation I would reach out to her. I expressed I had felt we had failed to meet the deadline and the outlook was bleak. She responded positively saying we hadn’t missed the deadline, but if I were open to forfeiting my primary authorship stance then she’d be glad to completely finish the manuscript. I took this as a direct offense to the work I had done because I had decided on the topic, done the data extraction, results, conclusions, and limitations of the paper.

I have found someone but am worried my old mentor will not follow through or will hinder the process again. My new adviser suggested I send her an ultimatum and deadline for her final comments for the manuscript and submit to a journal. However, as I am not a researcher, am going to grad school to be a clinician (current graduation 2019), and only have a bachelor’s degree, I am scared if I do this then I may lose her support for the manuscript.

How should I proceed?

I am studying grade 11.I have a problem.Whenever I learn a new thing in science or maths (For example electronegativity, square root), I am going too deep into the subject with the internet.I have the eager to learn the whole chapter(Sometimes until A/l or university), and I can’t control myself.Even when I see something on the internet I want to learn about it completely.

By studying like this it is very hard for me to concentrate on other subjects(Sometimes I don’t have the time to study other chapters.)

I also love to code, do electronics, study calculus, do sports; and I am going to a great extent in the fields.I can’t control myself.Please give me some advice.

THANK YOU. If you think that this question would belong to another StackExchange, please let me know.

I’m about to start interviewing for tenure-track computer science positions in the US. I’ve read various bits of advice online [1,2,3] about meeting with graduate students in the department I am visiting.

I can see the value in getting the student perspective on the department. (Although it’s also a bit scary. I’m not much older than the students and sometimes the students can be overzealous and ask tougher questions than the faculty.)

I’m told that most places will organize such a meeting automatically. However, should I ask for a student meeting anyway when setting up the job interview?

I worry that, if this is not standard, then it might be an awkward request for them. One school of thought is that this is a bad sign I should be aware of, but I don’t think I should read too much into it.

I saw a bunch of students today during my office hours (~15-20 out of a class of 96). Then around noon I went downhill quick, and now I’m sporting a fever over 100 F.

I don’t know necessarily what I have, but it seems reasonable to assume it was already there when I had close interaction with the students this morning.

Would you send an email to students notifying them? Would you wait until you went to the doctor (which won’t happen until tomorrow, if I go)? If you would email them, how/what would you say. Note, I also don’t know exactly who all I saw, so I was going to send a class email.

I am a researcher in physics, and I recently started a research project with another professor, for which I hired student for six-month internship. The student was under my supervision. During the internship, she showed good motivation, but did not make any actual contribution to the progress of the project.

After the end of the internship, she started a Ph.D. with someone else. I personally took over the project, taking care of both technical and conceptual parts and pushing ahead the calculations, which require a lot of time and work. To be fair and transparent, my colleague and I included her in all email conversations.

I kindly invited her multiple times to double check some of my calculations, but she had not done anything on the project since the end of the internship.

Also, in the past few months she started having an attitude that I find disturbing. She replies to emails once in a while, just to say that the results that I obtained are great, proposing new conceptual points to explore, as if I were the student and she was the supervisor. On top of that, she ignores the invitations to double check my calculations, which would require an actual work on her side.

Given that she did not make any actual contribution to the project, I am incline to not include her as an author of an eventual publication. I think that it would be definitely fair to include her in the acknowledgments, but unfair to include her as an author.

What do you think about this? How would you inform her of this decision? How would you handle this situation with my collaborator?

What responsibilities does an academic tutor, a company tutor and a business tutor have, as does the student doing a final degree project?

Hello and thank you for your time.

I would like to have different opinions on what responsibilities do you think each of the roles I have mentioned in the title of the issue have.

Specifically, I believe that an academic tutor has the mission to guide and evaluate the quality of the student’s written documentation and to inform them of the deadlines for submitting papers.

Regarding the technical tutor, I think that he should guide and solve doubts regarding the programming languages and tools to use when implementing the application.

For the business tutor, who in this case is a tutor who knows the subject of health, medical, and is the one who proposes the project; I think that he should guide and give the necessary knowledge regarding the medical subject so that the student learns and employs them in the project.

As for the student, he or she must write the documentation, present it, and carry out the project, as well as report any incidents and ask the tutors.

What do you think?

I am currently taking an Art History course. Today was the first day of class, and my professor informed us that we are required to bring a monetary contribution for a potluck. I wouldn’t be opposed to this. however, I was taken back, when she mentions that we are not required to participate, but we would not be getting points for the event, which will prevent us from getting full point completion in her class. What should I do?