Pre-Conference Sessions
Thursday, October 18 (Day 1)
“What Colleges and Universities Can Do to Promote Academic Integrity”
Catherine Meriano, David Allen and Dennis M. Wiseman
Abstract: Organizing, implementing and institutionalizing an Honor System/Academic Integrity Code requires long term-sustained dialogue involving all stakeholders. As Colleges and Universities consider the needs of the institution numerous decisions must be made to identify a unique system that works within the appropriate university community. As a dynamic campus community experiences growth, new ideas are proposed and implemented. In order for an Honor System/Academic Integrity Code to thrive in such a dynamic environment all stakeholders must be involved in the ongoing dialogue related to goals, purpose, and implementation of the system. This session will focus on the process of implementation at three universities of varying size during the creation and initial implementation stages. In addition, the presentation will focus on addressing issues that arise throughout the implementation phase and how to maintain close contact with university stakeholders.
“Beating Plagiarism in an Electronic Age”
Judith M Davis
Abstract: While the Internet has opened up exciting new research possibilities for writers, it also has helped to fuel a near epidemic of plagiarism among high school and college students. The causes of this phenomenon range from outright academic dishonesty to poor work habits, but the solution for most plagiarism lies in helping students to engage in real research assignments that help them to work with a clear concept of audience and purpose. This session will present a proactive approach to beating plagiarism that combines authentic research projects, structured assignment sequences, direct instruction on research strategies and academic documentation styles, and a variety of technology tools. Participants will develop strategies to construct “plagiarism-proof” research assignments in their disciplines and will receive a sample assignment sequence and a list of print and electronic resources.
“Resolving Academic Honesty Issues by Conversation - Not Confrontation: The University of Georgia's Facilitated Discussion Model”
Deborah Bell and Brian Freese
Abstract: Developing a culture of academic honesty on a college campus is impossible without student and faculty commitment. Unfortunately, the administrative process frequently dampens faculty enthusiasm toward reducing and addressing academic dishonesty. The University of Georgia developed a unique process, the Facilitated Discussion Model, to resolve possible academic dishonesty. The Facilitated Discussion Model overcomes faculty hesitations, respects student rights, and supports the academic relationship through learning-focused dialogue.
“Helping Faculty Promote Academic Integrity: 50 Ways (or More!) to Jumpstart Classroom Dialogues”
Renée Gravois Lee and Lisa M. Burns
Abstract: Classroom discussion is one of the most effective deterrents to academic dishonesty. There is no substitute for faculty members engaging students in dialogues about the importance of integrity in their academic, personal, and professional lives. Such discussions encourage students to reflect upon their own actions and to be active partners in promoting a culture of integrity both in and outside the classroom.
In this interactive workshop, we will offer participants new ideas on how to help faculty promote integrity beyond the standard syllabus blurb by presenting strategies that are easy to implement in the classroom. We will examine challenges instructors face integrating discussions of academic integrity into their courses, offer 50 simple ways to prompt integrity dialogues, and brainstorm other concrete faculty resources that participants can take back to their campuses.
Thursday, October 18 (Day 1)
“Student Attitudes on Academic Integrity through Elementary, Middle, Secondary, and Undergraduate Education”
Joshua Ward and Johnny Johnson
Abstract: This study explores when academic integrity problems and misconceptions arise during students' basic levels of education: elementary, middle, secondary, and undergraduate. Understanding when attitudes of students shift concerning academic ethics and behavior indicate when educational tools should be put into place. General observations between educational levels lead to conclusions that help institutions know what type of educational program might be appropriate and when such a curriculum should occur in a student's academic career.
“An Educational Seminar for Academic Misconduct: Planning the Future with Your Rear View Mirror”
David Dial and Stephen Thompson
Abstract: Have you ever struggled with creating a meaningful, yet appropriate educational sanction for academic misconduct cases? At Georgia Tech, a 2-night, in-person Ethics class was created which could be used as a sanction for academic cases. This class is designed to provide students with an interactive opportunity to discuss ethics in general as well as learn more about their expectations as Georgia Tech students. In the future, this class may also be offered to campus groups as a way to make their leaders more aware of ethical decision making issues.
“Teaching Writing to Promote Academically Honest Behavior”
Dawn Bikowski
Abstract: This session will feature a course developed to address instances of plagiarism found at a large Midwestern university. The one-hour technical writing seminar is required for all engineering graduate students (native and non-native speakers) and focuses on avoiding plagiarism as well as providing an overview of writing effectively. This session will include a discussion of the complexities of writing correctly with sources, what students often do not know about citation practices, an overview of the course objectives, and examples of assignments. Time will be allowed for discussion, and attendees will receive a sample syllabus, sample activities, and a resource list.
”Conversation for Academic Integrity”
Charles Kay, Dennis Wiseman and Jeffrey Barker
Abstract: Honor codes and student codes of rights and responsibilities define an institution's sense of model student behavior toward the institution. Our desire is to formulate a responding document that applies to faculty and administrators and that explains to students our sense of the obligation and commitment to ethics we share both in our relationship to them and our academic communities. Panelists hope to engage an audience of faculty, administrators, and students in a first step to describe a code of academic integrity for faculty and administrators.
"Fostering Ethical Behavior: a Faculty-Librarian Partnership"
Ann Sullivan
Abstract: Professors seeking guidance in fostering academic integrity and ethical behavior in classrooms often neglect an important source of expertise and support: librarians. This lecture/presentation details how librarians at Tompkins Cortland Community College, a small community college, assumed leadership in this area. We work with faculty in revising assignments, visit classes to discuss intellectual property and plagiarism, develop online tutorials and academic integrity web pages for both faculty and students. One exemplary partnership eliminated rampant plagiarism in a large introductory nursing course and this case study provides the core of this presentation. I also will discuss recent surveys our campus that accessed the success of our efforts in this area.
“The Movement of an Honor Code from a School of Nursing to a University Forum Through the Support of the Center for Academic Integrity”
Judy Casto and Mary Christianson
Abstract: This session will explore the contagiousness of academic integrity. It will share the continued journey of Viterbo University's School of Nursing and the Academic Integrity Committee, as they impact the University at large. We will look at the influences of new paradigms on academic integrity, not only on the University community, but on the individual faculty that began this journey. This changed philosophy has led us to take a deeper look at the culture of integrity outside the "classroom". This session will seek audience participation through actual scenarios that challenge student integrity outside the classroom.
"The Pedagogy behind Encouraging Students to Practice Academic Integrity: Education, Prevention and Procedures"
Teal McAteer
Abstract: This discussion is focused on three priorities: to analyze how our Canadian university's academic integrity office has educated the student/faculty population on issues of academic integrity; the activities pursued to prevent academic dishonesty; and the types of procedural advice provided to all parties involved in academic dishonesty charges. The session will present innovations and associated performance statistics with respect to a variety of communication methodologies including website development, educational training sessions for students and faculty, instructor and student mailings, the re-writing of AI codes and policies, and the dissemination of such utilized within electronic and hard-copied materials.
Friday, October 19 (Day 2)
8:30AM - 9:45AM
“Not Ever: Eschewing Academic Dishonesty”
Susan Stearns
Abstract: For decades academic integrity researchers have noted the importance of peers as an influencing agents on students when they decide whether or not to cheat. Unfortunately there is little research regarding college peer subpopulations other than Greeks and athletes. This study examines the small subpopulation of college students who choose to never cheat. This is an attempt to understand this subpopulation, and most importantly how they might be encouraged to positively affect campus culture.
“Is Sanctioning Enough? Moving Toward Remediation and Reintegration”
Nina Dulin-Mallory and Helene E. Marcoux
Abstract: Directors of honor systems at both a large public university and a small private college have arrived through research, experience, and intuition at the same conclusion: adjudication and sanctions, although beneficial when they are supported by the mission of individual institutions, will not be the means to change student attitudes regarding academic misconduct. Nor will the adjudication process alone foster continuing reflection on becoming a person of integrity beyond the academy, which is an implied, if not written, institutional value. Aiding students through a systematic and thoughtful reflection of their specific acts may lead to better decision-making skills in ethical dilemmas associated with their future professions.
“It's all in the Message: Convincing Our Communities that Integrity Matters”
Lisa Burns, Jackie Corinth and Andrea Goodwin
Abstract: At CAI conferences over the years, we have learned that student, faculty, and administration "buy-in" is key to the success of any academic integrity program or honor code. One of the challenges that everyone faces is convincing our campus communities that integrity matters, whether it's proving to students that academic integrity is more than just a policy or persuading faculty to promote integrity beyond a syllabus blurb. We argue that it's all in the message. In this panel, we'll offer several strategies for crafting creative messages that will help you connect with students, faculty, and administrators on your campus.
“Toleration...Understandable or Unacceptable?”
Amanda Beringer, Alexander Rawles, Collinson Burgwyn and Devan Vaughan
Abstract: This session will evaluate the major differences found between a military honor code and an academic code. We will deeply discuss the issue of a non-toleration clause and how it could benefit academic institutions in developing students of character and honor. The discussion will also cover the importance of holding students to a higher standard and how this new approach can affect an already established honor system.
“The Applied Ethics Program at St. Petersburg College: 23 Years of Pioneering and Innovation”
Keith Goree
Abstract: St. Petersburg College's Applied Ethics Program is in its 24th year of undergraduate instruction and character building. All degree-seeking students at SPC are required to complete a stand-alone Applied Ethics course. To date, more than 100,000 students have engaged in this study. The benefits of the program have spread to area employers and the community at large, and have had a direct impact on the culture of academic honesty at the College. This presentation will share the history, philosophy, and achievements of SPC's Applied Ethics Program, and provide practical suggestions for schools interested in developing a similar program.
Follow-up session with Dr. Charles Lipson, Keynote Speaker
Dr. Charles Lipson
Charles Lipson is an award-winning teacher at the University of Chicago, where he has been a faculty member for more than 25 years. His courses on international politics and history are among the most popular at the University. He is part of an active group of faculty and students at the University studying international relations. A centerpiece of that work is the University's Program on International Politics, Economics, and Security (PIPES), which Dr. Lipson co-founded and co-directs. (more)
"Infusing honorable living: one university's approach to shaping campus cultures"
Kevin Hughes, Edward Weiss and Brittany Sheppard
Abstract: Frequently research into integrity issues on college campuses focuses on student adherence to academic integrity standards. However, the vital interests and activities of a college extend beyond the classroom. To expand conceptions of integrity, CNU's Committee on University Honor [CUH] is directly addressing what it means to lead an honorable lifestyle. Further, the CUH addresses issues and solutions from student, faculty and administrator perspectives in an effort to include multiple voices in the infusion of honor within the university's subcultures. This interactive session shares the CNU model and sheds light on the challenges and successes of infusing honor into campus cultures.
10:00AM - 11:15AM
“Further Validation of the Student Academic Integrity Scale”
Walter Baggett and Lillie Shortridge-Baggett
Abstract: The steps in instrument development, the initial psychometrics of an instrument measuring student academic integrity based on Bandura's theory of self-efficacy, and the results of the further validation done using both qualitative and quantitative methods will be presented. These include the results from a factor analysis and from the focus groups held with students in two disciplines to understand their perspectives on academic integrity and essential behaviors. The instrument can be used for assessing the need for a program or as an evaluation of program effectiveness in enhancing academic integrity.
“The Ohio University experience: Protocols for adjudicating alleged plagiarism”
Dennis Irwin, Michael Prudich, David Koonce and Melissa Broeckelman
Abstract: After managing processes and communications around allegations of plagiarism in theses and dissertations from one school, officials from Ohio University will give a presentation on their experiences and advice. Components of the presentation include adjudication processes, undertaking a random sample of all theses and dissertations, and lessons learned when communicating with internal audiences and the media. Steps taken to build a culture of academic honesty - including honor codes, workshops, special events, and further research - will also be discussed.
“Harvard College's "Writing with Internet Sources": A Case Study in New Collaboration by Instructors, Librarians and Deans”
Bradley Zakarin, Susan Gilroy and Karen Heath
Abstract: Recently at Harvard College, deans observed a rise in plagiarism charges involving electronic sources; writing instructors found that usual discussions of plagiarism fell short of concerns raised by student use of Internet sources; and librarians launched a new portal through which students could more effectively access better on-line sources. A committee of these constituencies collaborated to publish "Writing with Internet Sources," aimed not simply to respond to a disciplinary problem but to recognize an opportunity: to educate students in a holistic way about principles of academic honesty and good scholarship by making these issues lively and relevant in the technological realm students inhabit.
“The Uses and Abuses of Honor Codes and Councils”
Brian Bloomfield
Abstract: The presentation comes from a study of the independent schools with honor codes and/or honor councils in the DC metro area. As Honor Codes are increasingly becoming one method schools turn to in order to deal with the threat of academic dishonesty, this study investigates the purposes and efficacy of honor codes and honors councils, combining current research with pragmatic experience of schools who have implemented them. In addition to their function, the study yielded models for how to go about forming/revamping an existing system, as well as procedures for using these entities to help build a culture which promotes academic integrity as a community and cultural norm.
“A Night At the Movies: A Comprehensive List and Overview of How to Use Movies in Promoting Integrity”
Suny Faradj-Bakht
Abstract: A mixed presentation and discussion of how to utilize movies to promote integrity on campus. A comprehensive list of recent and older movies that involve academic integrity and other integrity issues will be presented along with a brief synopsis and targeted audience. The presentation will also include an overview on how attendees can utilize these movies for their own uses. There will be allotted time for attendees to contribute additional ideas, movies and other techniques.
“Copyright Infringement - A Policy We Create”
Katharina Matic
Abstract: As both federal and state laws change, it is vital for any Student Judicial Affairs Office to keep abreast of new information. An efficient and effective way to do this is not to work alone, but to bring together members of the college community to evaluate issues and work towards proposing a policy. College community members may include administrators, faculty, students and other invested individuals. Furthermore, textbooks may be outdated and the best resource we have at our disposal for such information gathering, evaluation, and collaboration is the internet.
“Dean’s Roundtable”
Dennis Irwin
Abstract: Designed to complement Ohio University’s lecture/presentation called “The Ohio University experience: Protocols for adjudicating alleged plagiarism and promoting academic honesty,” this dean’s roundtable will provide attendees with an opportunity to participate in small group discussion regarding academic honesty issues. Ohio University and the Russ College of Engineering and Technology have emerged from the recent discovery, and continuing adjudication of, plagiarism as a model for other institutions facing such allegations. The panel discussion will be a time for Russ College Dean Dennis Irwin to share experiences and perspectives more intimately with other deans and academic personnel.
1:00PM - 2:15PM
“Relationship of College Honor Codes and Core Values to Unethical Behavior in the Workplace”
Tom Gibbons
Abstract: This study examined the relationship between the college honor code experience, understanding of military core values (Army, Navy, Marine Corps, Air Force, and Coast Guard), and self-reported unethical behavior. The study was distinctive because it surveyed military personnel (N = 688) from a variety of colleges and universities, with and without honor codes, at different career stages.
The findings of this study could help both military and civilian educational leaders do a better job of creating and sustaining ethical behavior in institutions of higher education and in the workplace.
“Beyond Penalties: Facilitated Discussions and Educational Workshops”
Donna Bell and Diane Schulman
Abstract: Over the past four years, Ryerson University, a multicultural urban campus in downtown Toronto, has been refining its academic integrity model based on education and enforcement. The Code was revised with clear consequences and penalties, and a highly innovative website and orientation program was developed. The latest stage in the development has been the implementation of facilitated discussions when misconduct is suspected, and an innovative way of dealing with students who are clearly in need of education. This session will review these innovations. Participants will have an opportunity to share ways in which their institutions have included such educational practices.
“Achievements and Challenges: An Appraisal of Outcomes resulting from a three year program of Research and Interventions to Create a Culture of Academic Integrity in a University Environment”
Pam Pringle and Sally Sledge
Abstract: An overview of the three year program to build an environment of honor and integrity at a university will be shared. The session will focus on phases 7, 8 and 9 of the 9-phase program presented at the 2005 CAI Conference (post-test survey, assessment and evaluation, and recommendations to expand the program across the university). The successes and challenges of the program and the realities of incremental change will be discussed. Special attention will be given to observed differences and anomalies between the pre and post survey data. The session will conclude with an interactive discussion on possible next steps.
“Shaping the Future through Curriculum: The Cultural Context of Integrity First Year Seminar”
Barbara Rose
Abstract: Putting issues of integrity at center stage in higher education curricula is an underutilized tool for increasing awareness and understanding of academic integrity on college campuses. This session will describe a liberal education course entitled "The Cultural Context of Integrity" that studies integrity from the perspectives of student beliefs, current research, disciplinary perspectives, and institutional culture. The course builds on a conceptual framework that uses case studies to explore the relationship between (a) academic integrity, (b) stated university goals and actual university policies and practices and (c) the intersection of university "culture" with student integrity-related beliefs about education and learning.
“Lebanon’s Bicharaf (with honor) promotes academic integrity in high schools”
Tony Feghali and Hanin Abdallah
Abstract: Two years after launching Bicharaf (‘with honor’in Arabic), the Lebanese national initiative for academic integrity and business ethics, the interest in Bicharaf’s activities was very welcomed at the high school level. This session will cover the ‘Bicharaf in High Schools’ project (supported by the United Nations Educational, Scientific, and Cultural Organization and the United States Agency for International Development). The project reached over 4000 Lebanese high school students in 27 geographically dispersed schools. Due to the efforts of the project, statistics about the state of academic integrity in some schools were produced, Honor councils were formed, heated discussions were abundant, and a series of actions were initiated; all done during a politically turbulent year.
“Building an Honor Education Program on a Tight Budget”
Stephen Gregg and Jason Philpott
Abstract: As more and more universities have begun to adopt honor systems, the need to fully educate the student bodies on what such systems entail has become of vital importance. One of the new most effective methods of doing such is using computer programs or online videos that instruct incoming students and recently hired faculty about the university’s honor code, its culture of honor, and the procedures and bylaws that must be followed. Such programs and videos can be expensive and time-consuming to make. This program will teach students, faculty, and administrators how to produce an effective honor education program with a shoe-string budget, while getting all facets of your university’s community behind the project.
“Survey related to native and non-native English users’ understanding of Plagiarism”
Gail Rothman-Marshall
Abstract: The definition of plagiarism is a complex one. However, it is even more problematic when English is not a student's first language. Therefore, it is imperative to know exactly what language factors impact students' understanding of the scope of the word plagiarism
1:00PM - 2:15PM
“Getting students involved in academic integrity: A student-driven study of honor code awareness”
Brad Anderson, Jessi Hinz, Mike Mull, Pam Pringle and Sally Sledge
Abstract: This interactive workshop will be presented by students from the Christopher Newport University Luter School of Business Honor Council. They will share findings from a Spring 2007 research project where council members administered an original survey to their peers to assess their perceptions and knowledge of the CNU Honor Code. Participants will learn the steps necessary to create a student-driven survey and the process used to administer the instrument. Results of the findings and the Honor Council's responses/interventions will be shared, together with future research directions. The session will include time for questions and the exchange of ideas.
“The Role of the Disciplinary Conference and Centralized Record Keeping in Promoting Academic Honesty at Kennesaw State University”
Diane Walker and Michael Goodwin
Abstract: In place of formal disciplinary hearings, Kennesaw State University responds to first-time academic misconduct violations with informal, faculty-controlled meetings that engage accused students in educational dialogue on the importance and institutional expectations of academic integrity. The process affords students an opportunity to explain their actions and receive lesser sanctions if they accept responsibility for substantiated misconduct, providing a strong incentive for cooperation. This session examines the KSU model's effectiveness in building interdepartmental cooperation to raise awareness and buy-in for the Judiciary process among faculty and students.
“Inspiration and Perspiration: Positive and Successful Tactics to Reach out to Students and Faculty about the Importance of Academic Integrity”
Catherine Homsey, William Allen, Daniel Kupratis and Stephanie Bean
Abstract: The mission of the Honor System at Georgetown University is to uphold and promote the traditions of an academic community striving for excellence in scholarship and in character. Much of value can be said and written about various methods of adjudicating academic dishonesty, as will occur at this year’s conference. What is not so often described and evaluated are strategies and tactics which first assess the audience and then utilize the many positive approaches to promoting academic integrity. The students of Georgetown’s Honor Council will share their insight and enthusiasm about what has been tried and found lacking, or tried and found true and useful.
“Preventing Plagiarism through Technology”
Timm Hackett
Abstract: This presentation will enable teachers to incorporate technological solutions to assist students with recognizing and preventing plagiarism. Unlike costly services, these techniques are relatively inexpensive and teachers can implement them individually in classroom or distance education courses. Techniques such as podcasting, videocasting, screencasting, web design, and research methods will be shown.
“Developing the Student Integrity Activist”
Coralee Whitcomb, Christopher Liptrot, Karen Ogorzalek and Megan Czsazonis
Abstract: Bentley's Academic Integrity System is charged with creating new and innovative programs to promote a culture of integrity throughout. We believe the top-down administrative approach only goes so far toward penetrating the student psyche. Encouraging students to serve as ambassadors to their peers and faculty has become the central component of this effort. This workshop will present Bentley's experience over the past two years in developing student-led promotion of high academic integrity standards within the student body and the engagement of faculty in providing oversight. Group discussion will follow to discuss the role and parameters student input can have in all schools.
“Cheating Games”
Richard Hannah
Abstract: The topic is introduced with brief commentary on literature that has focused on the ambiguous relationship between cheating and learning, from the student and instructor perspectives. Next, common examples of cheating and countermeasures are reviewed, particularly considering information access and technology utilization. The third part of the presentation explains the economic perspective of game theory, which examines behavior (choices), primarily commenting on cooperative vs. competitive games, and possibly other game structures, such as sequential or repeated games. In common sense, a critical aspect of these concepts is from whose perspective the "game" is played-e.g., game against (or with) other students, or game against the instructor. The fourth part of the presentation will contain insights from limited classroom experiments in MBA managerial economics courses. The paper/presentation will conclude with a summary and conclusions.