Who is in charge here? Do you ever find yourself saying that after a particularly trying class session? If so, you might want to register for the faculty development workshop Establishing Classroom Decorum and Dealing with Student's Complaints. Dr. Timothy McNicholl is the featured presenter for the workshop that will be held on Tuesday, March 27. The session begins at 2:00 PM in the CT+LE Commons located on the sixth floor of the Mary and John Gray Library (MJGL). Dr. Dee Fink says (in his book Creating Significant Learning Experiences) that we should focus on providing students with significant learning experiences. He says that a significant learning experience has both a process and an outcome dimension. In a powerful learning experience, students will be engaged in their own learning, there will be a high energy level associated with it, and the whole process will have important outcomes and results. Not only will students be learning throughout the course, by the end of the course they will clearly have changed in some important way. And that learning will have the potential for changing their lives in an important way. Inside Higher Ed reports that 84-percent of students at a public research university believe students who cheat should be punished, yet two of every three admit to having cheated themselves. Most of the cheating students admit to involves homework, not tests, and they see academic misconduct applying differently to those two kinds of work. These findings were part of a study presented at the annual convention of NASPA: Student Affairs Professionals in Higher Education. Those results, coupled with the fact that many instructors devote little if any time to discussing academic integrity, led the researchers to an obvious conclusion: setting clear expectations, and repeating them early and often, is crucial. “It’s about communicating clearly in the classroom and spending time on the topic,” said Angela Baldasare, divisional manager of assessment and data analysis at the University of Arizona, about clarifying expectations and increasing the intrinsic values of assignments, “so that there’s something more to it than just a grade.” The study into the frequency and type of offenses, and the faculty policies and responses, surveyed more than 2,000 students and 600 instructors on the Arizona campus. Applications are now being accepted from faculty and staff who would like to teach the University Success Seminar. LMAR 1101, as it will appear in the registration material, is a cross-disciplinary, interactive, and reflective course that will teach students how to make the academic and social transition from high school to college. Through this one credit hour course, LMAR 1101 students will gain a better understanding of the responsibilities that come with making this important transition. Faculty and staff members who are interested in teaching LMAR 1101 must meet the appropriate SACS requirements which include holding a Master’s degree in any subject from an accredited four-year institution. Over the upcoming weeks, there will be several introductory sessions that will provide further information about this course as well as the selection process. Those interested in applying should obtain an application packet from either Dr. Nicki Michalski (nicki.michalski@lamar.edu) or Dr. Todd Pourciau (todd.pourciau@lamar.edu).