Publications
Perry, A. H., Rettinger, D. A., Stephens, J. M., Anderman, E. M., McTernan, M. L.,
Tatum, H., McNally, D., Cullen, C., & Gallant, T. B. (2025). From institutional climates to
moral attitudes: Examining theoretical models of academic misconduct. Ethics and
Behavior, 1-18. https://doi.org/10.1080/10508422.2025.2514577
Programs & Services
Summer Series Pre-Blog 4: After Education
What do you find most exciting/ challenging/ interesting about after education in academic integrity work? Has your answer to that shifted over the years? If so, how? If not, why not? VICTORIA: I enjoy getting to know my students and the challenges they are facing with either academic, social, and wellness. My answer has not shifted too much but the types of assignments have definitely changed due to COVID-19, the boom of generative artificial intelligence and just the changing demands of academic life for college students.
Read MoreSummer Series Post-Blog 3: Working with Faculty
Many thanks to everyone who attended our session “Working with Faculty” last week! As typically happens, Kelly and I were both energized by our conversation and regretful that we didn’t have more time. In wrapping up the topic, we wanted to share some thoughts on the recommended readings from our workshop. As the former English professor, Kelly nominated me to author it!
Read MoreSummer Series Pre-Blog 3: Working with Faculty
What do you find most exciting/ challenging/ interesting about working with faculty in academic integrity work? Has your answer to that shifted over the years? If so, how? If not, why not? KELLY: Faculty are really the defenders of academic integrity. Because they score student work, it is instructors who notice and respond to academic dishonesty. This is a big responsibility that is not commonly recognized in our triad of teaching, research, and community service responsibilities for faculty. As a result, I am happy to support any instructor as they go through this process. Addressing academic dishonesty can be lonely work, and it is not the work that any person hoped to do when they pursued teaching in higher education. I think the biggest challenge, especially at a large university, is getting all faculty on board with our policies and procedures. For a variety of reasons, some instructors either turn a blind eye to dishonesty concerns or handle them outside of required procedures. I think this harms our learning environment in many ways and detracts from any sense of “fairness” for students.
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