Pre-Conference Sessions

Thursday, October 16 (Day 1)

“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.

“It's all in the Message: Convincing Our Communities that Integrity Matters”

Jason Caplin, Jackie Corinth, Andrea Goodwin, Valerie Howard and Anita Visentin-Perito

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.

“What Colleges and Universities Can Do to Promote Academic Integrity”

Catherine Meriano and David Allen

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

**“Using and Conducting Research on Academic Integrity”**

Tricia Bertram Gallant and Pat Drinan

Abstract: This session is intended to demonstrate how participants can make use of research for institutional reforms, as well as to inspire research project ideas. We will focus most specifically on: 1) what we know from current research and how can this knowledge be used to modify our practices, 2) what we still need to know about integrity in the academy, 3) what type of research methodology can best answer our lingering questions, and 4) how we can use research to increase interest in academic integrity among our educational stakeholders. Special attention will be given to practical, hands-on research methods including designing empirical and qualitative approaches that can be used by students, administrators, or faculty. The utility of case studies will be explored.

Thursday, October 16 (Day 1)

“It Takes a Village to Promote Academic Integrity”

Donna Bell and Diane Schulman

Abstract: Over the past five years, Ryerson University, a multicultural urban campus in downtown Toronto, has been refining its academic integrity model based on education, enforcement and community involvement. Along with the success of the model came the need to manage the larger number of cases and the workload for faculty, ensure consistency and educate students. To address this need, an automated, user-friendly online system was developed for reporting, tracking and assignment of a series of innovative educational workshops developed through a collaborative process. A collaborative process also gave rise to a published set of best practices for faculty.

“Academic Integrity Processes and the Manufacture of Scandal”

John Presley and Rodney Custer

Abstract: Universities have found plagiarism charges lodged against administrators, especially deans, provosts, and presidents, in increasing numbers in recent years. Most universities have historically been ill-equipped to deal with such allegations, which have sometimes been made to serve purposes unrelated to academic integrity, and our policies must be revised or created to serve in these new, troublesome instances. Several cases will be analyzed, providing suggestions to make academic integrity processes more useful in these cases-faster, more definitive, more sensitive to all the needs of parties, and more transparent to all.

“Academic Dishonesty and the Nursing Student”

Maureen Wideman

Abstract: In this session, the facilitator will present the initial findings of a qualitative study on academic dishonesty and nursing students. An overview of nursing student culture, the use of technology and recommendations for improvement will be provided.

”Reassuring Academic Integrity in Distant Learning, Sport Management Curricula”

Dr. Louis Tomasi and Dr. Murray Widener

Abstract: An eCampus proclamation from US Southern Association of Colleges and Schools, Commission on College ensures academic integrity. Troy University Sport Management eCampus remote learning addressed academic honesty. There remains the matter of truthfulness especially when student sit for examinations. One solution was student verification and use of a human proctor. This essay examines the employment of the Remote Proctor to ensure eCampus academic integrity. Troy and a software manufacturer combined to develop verification methods to prevent online fraud, and eliminate student travel to complete an exam. The hardware and software will practically eliminate fraudulent testing.

"Balancing Academic Integrity with Other Student Misconduct"

Lynn Forseth and Jack Opel

Abstract: Madison Area Technical College (MATC) is the technical and community college for a twelve county region surrounding Madison, Wisconsin. We propose a discussion considering how to balance high standards of academic integrity with compassionate support for the behavioral issues that often accompany student misconduct. As an open-enrollment, non-residential college with a diversity of offerings in liberal arts, technical programs, and basic adult education, the issue of academic integrity has often been complicated by other student misconduct. Having recently separated academic integrity policies from those governing other student misconduct, MATC would like to gain insight on how other institutions provide a mature, balanced approach that maintains academic standards yet provides comprehensive support to students.

“Unleashing Academic Integrity From the Dorm Room”

Coralee Whitcomb, William Connolley and Matthew Nadeau

Abstract: Student participation in Academic Integrity systems is often limited to the school’s adjudication function. Is there a more affirmative role students can perform to encourage both their peers and the faculty to keep academic integrity front and center? Unless we find a way to tap into that inner ethical code and engage it for the benefit of the entire college, we will continue to allow this incredible resource to dwindle under our noses. This workshop will include a brainstorming session on encouraging student-to-student/faculty participation.

"Ethical Survival: Maintaining Integrity in a Future of Ethical Challenges"

James Lancaster

Abstract: Many of us who work and study in the higher education community ‘drift’, we act without clear intention, focused on surviving the moment, the year or the degree without forethought for the future. But how do we better prepare ourselves to ethically survive: to act in a crisis so that the immediate problem is resolved in a manner that allows our personal integrity to survive? This session offers reflections on challenges in our lives and concepts that can aid in building and maintaining an intentional practice that aids in ethical survival.

"Talking the Talk: Invitation to Participate in the New International CAI Forum"

Teddi Fishman and Mark Reardon

Abstract: In this interactive session, Dr. Teddi Fishman and Mark Reardon will introduce the new CAI Forum, giving a brief overview of its goals and objectives along with a practical guide to help new users get started. Audience participation is welcome. Attendees are encouraged to bring their wireless-equipped laptops in order to log-on during the presentation, but laptop access is not required. This session will be repeated several to allow all who are interested to participate.

"Taking a Closer Look: Three Years of Academic Integrity Research"

Melissa Broeckelman-Post

Abstract: This presentation will share quantitative and qualitative results from three years of dissertation data collection and analysis, with particular attention to what the changes in the proportion of students who report engaging in academic dishonesty, differences in the ways that students and faculty think about particular cheating behaviors, and motives/justifications for cheating might indicate. I will also share findings about personal, classroom, and institutional factors that contribute to an increased or decreased likelihood of engaging in academic dishonesty, along with recommendations that emerge from this research.

"International Students and Academic Integrity"

Jess Huang and Blaire Hawkins

Abstract: This session describes a measure on behalf of the University of Virginia’s Honor Committee to address issues relating to Honor and the experiences of international students at the university. A revamped orientation for incoming students highlights major themes of the Honor System, incorporates case studies meant to foster discussion about recurring issues, and serves as a recruiting aid to increase involvement in and communication about Honor-related activities among international students.

"Zayed University Case Study: Academic Integrity in an Arab Collectivist Society - Overcoming Cultural Challenges"

Denise Gifford, Ola Taji and Kristin Anderson

Abstract: Cheating behaviors are understood differently in collectivist societies, where most students are accustomed to the cultural tradition of working together and helping one another. These collectivist tendencies, thus, lead some students to believe they have justified rationales for their cheating behaviors. This session will examine Zayed University’s efforts to overcome these cultural challenges as we seek to create a climate of academic integrity on our campus. We will share the results of our CAI self-assessment, conducted on over 730 UAE national students, and we will follow with a discussion of the initiatives we are taking to promote academic integrity in a culturally relevant manner.

"Academic Integrity and Ethics Across the Curriculum"

Daniel Wueste

Abstract: Past CAI President Jim Lancaster has spoken of the three “P’s” of academic integrity: policing, prevention and promotion. In this session I will focus on one especially promising way of promoting academic integrity: making it the foundation of an ethics across the curriculum program. Full disclosure: one idea I will be pressing is that, truth be told, when we turn our attention to the third “P” what we’re about is promoting integrity both within and beyond the academy.

There is more than one way to integrate ethics across the curriculum. Some approaches are discipline specific incorporating ethics in the “regular courses” of a major program and, perhaps, requiring a specific course in, say, engineering ethics. The approach I recommend differs from this approach in several ways, the most important being the explicit connection to academic integrity.

Faculty buy-in is one of the benefits of linking AI and EAC. Another is the potential for student ownership of the idea of integrity within the academy, in the sense of genuine commitment as opposed to mere compliance. In this session we will discuss both benefits, but the primary focus will be on the latter, and in particular, the distinction between compliance on the one hand, and integrity/ethics on the other. This distinction and its importance for success in promoting academic integrity will emerge from consideration of a familiar but mistaken idea closely associated with a “compliance take” on AI, namely, that cheating is a victimless crime. That, in turn, will reveal the points of connection for efforts to promote academic integrity and integrate ethics across the curriculum; it will also make plain what I was getting at with when I spoke of full disclosure above.

Friday, October 17 (Day 2)

“Fadeout or Internalization: An appraisal of the extent to which alumni (professionals) have been influenced by a culture of integrity within their university.”

Pam Pringle, Sally Sledge and Michelle Carpenter

Abstract: The session will focus on an alumni survey to assess how our honor program impacts past students now at graduate school or work. Alumni findings and current student responses to a similar survey will be compared. Research questions include: Does our integrity program experience fadeout or is it internalized and applied beyond the university? What facets of our program are working? What needs to be improved? An overview of our integrity program will be shared. Our website and integrity blog, with postings from both current students and alumni, will be highlighted. The session will be interactive with discussion encouraged.

“The Fuzzy Line Between Academic and Non-academic Disciplinary Issues”

Tom Tomasi

Abstract: The goal of this workshop is to make participants consider their respective campus policies on Academic Integrity and Student Conduct. Between these two documents, there are areas of overlap, which can make administration of the policies difficult when a violation occurs. How do you decide which campus policy applies? Does one take precedent over the other? This workshop will involve a series of scenarios based on real cases at Missouri State University, and meeting participants will discuss/decide how each should be handled.

“Cheating my Butt Off”: College Students Perceptions and Behaviors of Cheating in Academics”

David Stetter

Abstract: The title quote exemplifies the humor and nonchalance that pervades most students’ perceptions of cheating behavior. Our culture has an inherent belief that cheating is wrong. Yet research shows, cheating is pervasive in the American college today. Included in this presentation will be the findings of a series of student-driven research projects conducted at Northern Kentucky University. These studies examined student perceptions of cheating, behaviors associated with cheating, and motivation for cheating behaviors. Using experimental designs, the primary purpose of these studies was to unmask the cognitive /social reasoning students’ exhibit in reference to academic integrity.

“Creating a Culture that Supports Academic Integrity?”

Ruth Federman Stein

Abstract: We know that policy statements don’t necessarily change behavior. A culture that supports the desired change needs to be in place. According to David Callahan, AMERICA’S CHEATING CULTURE will not be dismantled overnight, * but how do we begin to change the culture to foster more ethical behavior? This session will focus on the steps taken to educate faculty and students at a large university. The session includes audience participation through sharing of ideas and brainstorming future possibilities.

* From The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead (New York: Harcourt Books, 2004), 305.

“Student-Driven Academic Honesty Organizations: Empowering Students as Change Agents in a University Environment”

Julie Laughter and Brian Paul Freese

Abstract: This program will provide information regarding the student-driven approach to academic honesty awareness used by the University of Georgia and engage participants in discussion regarding other approaches. The participants’ knowledge, understanding and appreciation for student-driven academic honesty awareness in a college or university environment should increase as a result of the program. Participants should be able to consider the efficacy of this approach on their own college or university campuses.

Beyond Honor Codes, Policies and Procedures: Building Ethical Cultures in Colleges and Universities

Peter Keller

Abstract: While most colleges and universities identify academic integrity as a priority, there is considerable variability in efforts to ensure it is actively supported. Even among institutions that have well-developed and vigorously supported honor codes, there is often scant evidence that the fundamental values foundational to academic integrity are widely addressed across the institution. This session is based on the assumption that a strong culture based on fundamental values and positive ethics is essential for academic integrity to flourish. An interactive presentation and discussion will consider opportunities, barriers, as well as practical steps toward the development of ethical cultures across all segments of an academic institution.

"Interpreting Integrity Policies”

Marnie McInnes and Raymonda Burgman

Abstract: Those of us who work with academic integrity often think of ourselves as simply enforcing provisions of our institution’s integrity policies. But our work is more complex than this. We also must decide what key parts of the policy mean. While not exactly literary texts, integrity policies can be read in more than one way. And policies by their very nature leave things out, requiring academic deans and faculty members to fill in the gaps as we adapt policy provisions to unforeseen situations. In this workshop, participants will examine the nature of the interpretive work we do, our responsibilities as interpreters of policy, and ethical dimensions of decisions we make about the proper way to 'read' and act upon policy guidelines.

“Technology and Academic Integrity: New Challenges, New Teachable Moments”

Daniel Wueste, Tricia Bertram-Gallant, Teddi Fishman, Gail Ring and Jeff Appling

Abstract: Technology is often mentioned or even blamed for the erosion of academic integrity on college campuses, but is it really fair (or useful) to punish students for cheating when they avail themselves of electronic resources that have become ubiquitous in online environments? Is it possible instead to use the sites as a springboard for broader discussions of scholarly ethics? Should students be required to avoid such sites completely, or are there ways in which instructors can make use of them to help meet course goals?

This panel will identify some of the ethical dilemmas that students face with respect to ethically suspect technological resources such as “Knetwit.com” and “PostYourTest.com” and discuss ways that such sites can be used to launch discussions that yield “teachable moments” in the classroom. Panelists will address questions about the roles and responsibilities of both students and faculty. Audience participation is encouraged.

“Putting it all Together: Integrity Initiatives at Miami University”

Barbara Rose and Susan Vaughn

Abstract: Integrity in education has become increasingly complex, and includes a range of academic, personal and social issues. This session will present information on three institutional and curricular integrity initiatives at Miami University: (a) work through an institutional grant from the American Association of Colleges and Universities, (b) several integrity-related initiatives for first year students, and (c) a general education integrity course. The three initiatives were selected because they represent a variety of strategies that can be adapted by other institutions, and illustrate the development and implementation of a university-wide and multidimensional approach to academic integrity.

“Academic Dishonesty between Inspiration and Plagiarism: New Trends… New Challenges”

Dr. Mohamed Nagib Abou-Zeid and Gina E. Cinali

Abstract: Art work as well as design are characterized by innovation, creativity and often entail a unique vision and approach. While attention is increasingly paid towards plagiarism through copying text from one and more sources without proper attribution, less attention is paid to plagiarism through copying ideas and design aspects and models from various sources. A complexity arises from the fact that design and art works can often be inspired by accumulated experiences and from exposure to numerous external factors. The ICT ear brings technology that can result in new trends of violations that were not common in the past.

This workshop presents practical examples of the aforementioned new forms of plagiarism and attempts to set identifying criteria that differentiate between inspired creativity and plagiarism. Case studies are provides from various fields of Art and Design that demonstrate such plagiarism. Tools and good practices that can be of assistance in preventing such violations are proposed. The discussion and input of the panel and the participants should serve as a catalyst for developing a definition and an assessment of the manner and the extent of malpractices from the integrity point of view in several fields of Art and Design.

“Introducing Integrity to Incoming Students”

Aimee DiMichele and Darline Doty

Abstract: Elizabetown College's Pledge of Integrity is a large part of what makes the campus community so close-knit and welcoming. In order for this tradition to carry on through the years, incoming first-year students must have an understanding of the significance and meaning of the Pledge. Our presentation outlines how we introduce our honor code to first-years and what we hope they gain from it.

“What Every Faculty Member and Student Should Know About Academic Ethics”

Nancy Stanlick, Patricia MacKown, Michael Strawser and Robert Slade

Abstract: UCF's participation in AAC&U's grant project, Core Commitments: Educating Students for Personal and Social Responsibility, is associated with the creation of online modules of content for faculty on academic ethics and student-led and student-run seminars in academic integrity for students. The focus of these seminars is teaching faculty and students the elements and importance of academic ethics, including the 5 dimensions of Core Commitments and the results of administration of the Personal and Social Responsibility Inventory. These results are used to inform our campus practices.

“Talk the Talk: Invitation to Participate in the new International CAI Forum”

Teddi Fishman and Mark Reardon

“Plagiarism Protection: Working in an Uncertain Environment”

Jonathan Radue

Abstract: This session will cover techniques that students can successfully use to defend themselves against a (mistaken) plagiarism charge, and which will also help them work more effectively. ‘Defensive’ work habits, such as the staggered emailing of copies of an assignment to their email address on the University’s servers, can prove to be highly effective in showing the progress of their own thought process and thus proving that the work in question is theirs, as well as providing a reliable backup of their work.

“Can Policy Encourage the ‘Teachable Moment’?”

Jeffrey Appling

Abstract: Policies and procedures can set the tone for interactions between faculty and students, and contribute to the campus culture of academic integrity. In some cases, the desired outcome for an interaction is better understanding on the part of the student, and development of an enhanced skill set with respect to the ethics of scholarly learning. Can campus policy be refined to encourage student development by promoting opportunities for faculty to capitalize on a “teachable moment”? After a brief introduction of the issue, participants are invited to share their best practices and exemplars, and join in a discussion of challenges that can be met with well-designed policies.

“Surveying the Unthinkable”

Nick Tatar, Mark Chang and Alyssa Levitz

Abstract: Since Olin was chartered in 1997 Olin has made feedback from students and faculty a top priority. Charged with changing the face of undergraduate Engineering, Olin needed to know early on whether its new programs and curriculum were doing what they were supposed to be doing. One of the many questions Olin faced was whether Olin students, faculty, and staff were addressing long-standing challenges in undergraduate engineering such as cheating. This session will explore Olin’s attempt to understand the development of its own culture from a blank slate while keeping an eye on the traditional problems related to academic integrity within engineering education.

“Courage and Heroism: The Positive Psychology of Promoting Academic Integrity”

Charles Starkey, Cynthia Pury, Julie Hupp and Sara Staats

Abstract: This symposium and panel discussion features two strengths-based, empirical approaches to understanding and promoting academic integrity. Cognitive Appraisals, Courage, and Academic Integrity (Starkey & Pury) describes three primary appraisals - value, efficacy, and risk - that may accompany courageous action and differentiate types of courageous action, taken for both good and bad purposes including resisting cheating and cheating. Academic Integrity Exemplified by Everyday Heroes (Staats & Hupp) presents a model of everyday heroes in the academic setting. It suggests a positive psychology approach to academic integrity aimed at development of the personality characteristics of bravery, honesty and concern for others.

“Academic Integrity Beyond the Academy: Developing a Framework for the Education of Professionals”

Peter Looker

Abstract: In 2002, serious allegations of plagiarism at the University of Newcastle led to intense media scrutiny, an investigation by the State Ombudsman, and an independent inquiry. This presentation addresses the policies and procedures developed by the University in response to the crisis, the revisions now necessitated by a changing environment, and a new approach to the development of academic integrity in students. One of the University’s priorities is to educate students to be work-ready. This requires developing students’ awareness that the values embodied in academic integrity are not limited to practices in the academy, but essential to professional workplace practices.

“Student-led Orientation on Academic Integrity: Assessment of the Impact and Implementation Issues"

Mark Baetz

Abstract: In 2004, Wilfrid Laurier University (WLU) established a new peer to peer approach to promote academic integrity involving student-led sessions during Orientation Week for incoming students. This session will describe how the initiative has evolved from its inception and then review how five factors associated with academic misconduct have remained vital in the design of the initiative. Reflections on the impact of the approach from students both delivering and receiving the sessions will then be presented. Finally, implementation issues associated with this new approach will be discussed.

“Pssst! I want to buy your expertise, but cheaply: Current Concerns on Contract Cheating”

Troy Brooks and Jon Radue

Abstract: The presentation will focus on a relatively new, and, for many of us, unknown form of plagiarism, termed ‘contract cheating’. Current thoughts on plagiarism will be discussed, in order to provide the necessary background for a discussion of contract cheating. Some examples will be given, including a particularly interesting current case from the presenters’ own University.
Some thoughts on detection of such cheating and, perhaps more worthwhile, guidelines for the prevention of the action in the first place will then be placed on the table for discussion. Several ideas from the literature on how to solve this on-going concern will also be discussed. Finally, a discussion on academic integrity regulations: should we be reviewing our policies to ensure that our institutions can deal with contract cheating.

“Intercultural/International Norms: Forms of Plagiarism and Ethics of Collaboration”

Huiling Ding

Abstract: This presentation first describes a case study conducted to analyze the citation patterns of a draft of a master's thesis produced by one writing center client. The draft of the dissertation was submitted to an online plagiarism-detection service with the permission of the author. Several different patterns of plagiarism were identified in the report, which included direct quotations of existing articles or book chapters without citation, copying and pasting templates of literature review as often recycled by grant proposals and journal articles. That the student was not sure what things would be called plagiarism points to the need for a detailed definition of plagiarism. The presentation will discuss inter-cultural expectations as a complicating factor in academic integrity and present scenarios that can be employed to teach such concepts.

“Plagiarism Isn't Always a Bad Thing ... HUH?”

Andrea Delgado, Charlin Jones and Akshay Thusu

Abstract: Situation - Your institution and organization have been accused of plagiarizing the Honor Code. Adviser is out of town. Journalist gives an ultimatum. The individual in charge of the Honor Code effort has been in charge for two weeks. Action - Help us out, we don't know what to do, Conclusion - Lets arrive at it together.

“The Development and Integrity Course: The Class of the Present and of the Future”

Camilla Roberts and David Allen

Abstract: A strong educational component is key to a strong Honor and Integrity System. For several years Kansas State University has offered a 1-hour Development and Integrity course as a possible sanction for academic dishonesty to educate the students who have violated the Honor Pledge about student development and ethical decision making. This roundtable seeks to share the information from Kansas State as well as discuss with other attendees ways and ideas to enhance or create new educational opportunities for students to enhance the academic integrity of a college or university.

“The Border Patrol: Strategies for Navigating Between Effective Tutoring and Proofreading/Editing in Writing Centers”

Barbara Ramirez

Abstract: One of the most difficult problem that writing center tutors face is deciding where effective (and legitimate) tutoring ends and proofreading and prohibited collaboration begin. To address this problem, this presentation presents (through role-playing) several situations when tutors may inadvertently be tempted to overstep their bounds. These scenarios range from sessions with disinterested students who encourage tutors to direct their writing to students who try to subvert the tutoring process and/or their instructor's intentions. Best practices and strategies to aid tutors and other student helpers will be discussed throughout the session.

“Talking the Talk: Invitation to Participate in the new International CAI Forum”

Teddi Fishman and Mark Reardon

“ePortfolio, Ethics and Academic Integrity”

Gail Ring

Abstract: Beginning in the fall of 2006 our university implemented an electronic portfolio requirement where all undergraduate students create and maintain an ePortfolio. We view a student’s portfolio as a learning environment, a way for students to demonstrate their intellectual growth over time. It is also a way for our University to learn about our general education program as we review the work recorded in students’ ePortfolios. As with any implementation of an innovation challenges exist. This session addresses the challenges related to academic integrity and ePortfolios such as privacy, ownership, and cyber-plagiarism as well as the ethics of ePortfolio construction.

“Faculty Buy-In and the Disciplinary Process”

Valerie Kolko

Abstract: Why do some faculty ignore cheating in their classroom or not follow expected procedures for addressing it? Using results from surveys completed by faculty at one institution, this session will discuss reasons why and offer proactive strategies for student conduct offices to work in tandem with academic departments and to help instructors feel comfortable dealing with academic dishonesty.

“What do you say when colleagues, administrators, or students ask you "Why Does Academic Integrity Matter?”

Eric Rodgers

Abstract: Please stop by our video booth and share your response to the question: Why does academic integrity matter? Videographer Eric Rogers will compile the top responses which will be featured on a video on our website following the conference.

“Understanding the Honor Code: An evaluation of the effectiveness of educational tools to teach students about the importance of the Honor Code and academic integrity.”

Kim Henry, Katie Dungan, Nicole Little, Patrick Crow, Brittney Mitchell, Spencer Hare, Michelle Carpenter and Pam Pringle

Abstract: The student-led program will demonstrate specific educational tools that were used by students to raise the level of academic integrity at Christopher Newport University. The educational tools that will be discussed are based on two student research projects. This interactive session will encourage attendees of the session to engage and share ideas regarding the research and educational tools implemented during this project. The overall goal of this program is to educate participants of the session about the various ways that they might create and evaluate a similar program of student research and engagement at their university.