UCFs Core Commitments Projects: Creating a Culture of Integrity The Challenges of a Large Metropolitan Research Univer

1. UCF's Core Commitments Projects: Creating a Culture of Integrity& The Challenges of a Large Metropolitan Research University Nancy A. Stanlick, Associate Professor of Philosophy and Patricia MacKown, Asst. VP for Student Development and Enrollment Services & Director, Office of Student Rights and Responsibilities

2. Institutional BackgroundUCF: A Case Study�Putting a Foundation Under a Skyscraper�After it is built. �

3. In construction size doesn�t always matter-foundations are foundations Problems like those found at UCF (a skyscraper) are similar to those found at a small school (a cottage) The insights and developments are applicable across the spectrum

4. Institutional Facts and Stats Historical UCF 1968- FTU 13 miles east of downtown Orlando East regional central Florida �Accent on the individual� 2009- UCF Public multi-campus research university Commitment to undergraduate education Priority on access and quality Fifth largest university College of Medicine first class �UCF Stands for Opportunity� PM

6. Progress? 2000: Lack of set expectations for students No defined values of the institution Assumptions about values were not enough UCF Creed Established Honor Codes vs. Modified Honor Codes Why UCF chose a modified code PM

7. Codes and Policies Individual Assessments? Institutional Rules? Consideration of Cases (Handout) NS

8. Setting a Base-Line 2005-2006 � Measuring what the creed values mean Do faculty and students have the same set of expectations for themselves and others? Center for Academic Integrity findings (handout) Measured views regarding creed values, esp. academic integrity Faculty and students both assumed knowledge of the process and assumed that definitions were the same, but there were disparities PM

9. The base-line continued Faculty had very different ideas of what the grade appeal processes are Students assumed faculty enforced policies, but there was no standard definition of cheating among faculty PM

10. The base-line extended At about the time the CAI survey was administered, Core Commitments sent out a call for proposals This was done in conjunction with UCF�s �Information Fluency� office And Faculty Center for Teaching and Learning Faculty Fellow position NS

11. UCF and Core Commitments

12. International Conferences January 2007: Heresy, Blasphemy, and Freedom of Expression January 2008: Knowledge Rights and Information Sharing in the 21st Century January 2009: Evolution, the Environment, and Responsible Knowledge NS, PM

13. Selected Project Development, University Support, Research and Teaching Innovations (final report) Faculty Development � inclusion of CC content into courses International Conferences On-Campus Ethics Bowl Competitions Academic Behavior Flowchart IPL and Ethics Game Research Academic Integrity Seminar

14. IPL and Ethics Game Research and Development See http://pegasus.cc.ucf.edu/~phildept/UCFCCFinalReportTOC.html

15. Ethics Bowl Information

16. Seminar in Academic Integrity Seminar in Academic Integrity Syllabus Dr. Nancy Stanlick, Department of Philosophy Submit all assignments by e-mail no later than 4:00 p.m. 7 days from the meeting of the seminar. Send to stanlick@mail.ucf.edu . Make sure that your name and �Ethics Seminar� appear in the subject line of the e-mail. The full text of the assignments document for this seminar appears at http://pegasus.cc.ucf.edu/~stanlick/Sept07ethicsseminar.doc . Download the file, fill out the document, and save it like this: YourLastNameEthicsSeminar in .doc format. Then, send it to me at the e-mail address listed above.

17. Seminar Contents Section I. Attendance Section II. Overview Ethical Theories, Moral Responsibility and Applications Section III. UCF�s Policies on Academic Ethics The UCF Creed The UCF Golden Rule Section IV. Cheating Section V. How to use and cite academic resources properly and how to identify and avoid plagiarism (in assignments)

18. Overview and Theories Section II: Overview: Introduction to Ethical Theories An essential element of understanding the processes involved in making ethical decisions is to understand some of the major ethical theories that inform the principles and practices of most people (even if they are unaware that this is the case). There are three influential ethical theories and one ethical stance that will be helpful to you in being able to create arguments and understand your own position with respect to moral problems. The theories are:

19. Virtue Ethics Virtue theory, also called virtue ethics. This is an ethical theory constructed around three elemental notions. The first is that there is no person who is not part of a community of others � i.e., we are primarily social beings and find fulfillment and meaning in the communities in which we live. Second, the primary feature of ethical evaluation of oneself and others resides in the character of a person. Third, the consequences of one�s actions are a determining factor in deciding the question whether the action is right or wrong, good or bad. Virtue theory is not a rule-based ethical theory, and thus you will not find some particular rule that all must follow. It is a character-based theory, not a principle or rule-based theory of ethics. For additional information on this theory, go to http://ethics.sandiego.edu/presentations/Theory/virtue/virtue.ppt .

20. Utilitarianism Utilitarianism, also known as the moral theory focusing on �the greatest happiness.� Very succinctly put, Utilitarians hold the position that pleasure is good and pain is bad. They therefore found their moral reasoning on the notion that increasing pleasure (or minimizing or avoiding pain) is good and decreasing pleasure (or augmenting or causing pain) is bad. Further, if pleasure is good for one person, then it is even better for more than one person. Generally on this basis, the Utilitarian contends that our moral obligation is to produce the greatest happiness for the greatest number (of sentient beings). This, in fact, is the requirement of the ultimate rule of utilitarian ethics: the principle of utility. For additional information on this theory, go to http://ethics.sandiego.du/video/hinman/theory/Utilitarianism/utilitarianism_pp.ram

21. Deontology Deontology, a duty based-ethical theory, centers on the rational calculation of the universalizability of the maxim (or rule) of an action to determine its rightness. A deontologist does not believe that the consequences of an action determine its rightness. It is, instead, that the principle of the action, and the reason that the moral agent performed it, are what determines an action�s moral worth. But do not be misled by this notion. It does not mean that simply intending to produce good results is what matters. An intent to do that matters not at all. For the deontologist, it is not enough simply that an action be done. It must be done for the right reason. But not just any reason will do. The action must be performed on the basis of an ultimate rule of morality. But simply performing an action because it is a rule to do so is not enough. What is also required is that the rule of one�s action be derived from the only rule of morality: the categorical imperative. For additional information on this theory, go to http://ethics.sandiego.edu/presentations/Theory/Kant/Duty/Kant_Duty_and_Universality.ppt

22. Egoism Psychological Egoism, or an ethical orientation in which its followers hold the position that self-interested behavior is what characterizes human action, is not really a theory of ethics. It is, instead, a descriptive or anthropological account of human behavior that has no moral import. That is, the psychological egoist does not say that people ought to be self-interested. The psychological egoist says that people are self-interested. Another version of egoism, however, does at least deserve to be described as a theory. This is ethical egoism, the position that every person ought to be self-interested and ought to act consistently with that prescription for behavior. For additional information on egoism, go to http://philosophy.lander.edu/ethics/egoism.html .

23. Section III: UCF Documents The UCF Creed � Video The UCF �Golden Rule� UCF Integrity Site with Core Commitments

24. Section IV: Assignments Section IV. Cheating and Plagiarism In-Class Assignments: Assignment 1: Discussion of the Failure of the �10 Cs� Assignment 2: Discussion of: A Case of Moral Responsibility At about 7:15 p.m., Joe and Jane are walking through the mall on their way to the theatre, which is situated near the food court in the middle of the mall. They are running late and know that the line to get tickets is always long. This is the last night that Joe and Jane will be able to go out together for quite some time. She is being deployed to Iraq with her unit of the National Guard tomorrow and will not be back for at least a year. As they pass the coffee shop at the corner of the food court, they hear and see a child of about 3 years old crying uncontrollably, yelling for his mother. He is obviously lost. People pass by the little boy, paying very little attention to him. Joe and Jane look at him, then look around to see whether his mother is nearby. No one is standing near him. Yes, he is definitely lost. Outside in the parking lot, the little boy's mother is waving frantically to a mall security guard. She explains to him that her son wandered away while she was putting a younger child, a little girl, in the car seat. She turned her back only for a minute to secure the seat belts on the car seat. The security guard and the child's mother proceed to look through the parking lot for him while waiting for the local police to arrive. Joe and Jane continue walking to the theatre and forget about the crying child. They watch the movie and leave the theatre later that evening. At home, they turn on the news and hear that a 3-year old boy was kidnapped from the mall earlier that evening. He had wandered away from his mother while she was putting his younger sister in the car seat in the parking lot as they were preparing to leave the mall. The boy's mother explained that he wanted ice cream and must have gone back into the mall while she was tending to the other child. The mall security camera shows an image of an unidentified woman taking the little boy by the hand and leading him out the opposite entrance to the food court of the mall. The time on the tape shows 7:17 p.m. According to the news story, a search is underway for the child. Joe and Jane recognize the boy in the security video as the same one they passed by while on their way to the theatre. Assignment 3: Discussion of Cases of Academic Integrity Violations Assignment 4: Video on Academic Dishonesty. Go to http://www.youtube.com/watch?v=irBj1-dulcU for a short segment of an episode of the soap opera, All My Children (on academic cheating).

25. Faculty Responsibilities Syllabus Statement of Expectations Appropriate Research Instruction Awareness of Methods of Cheating and Plagiarism Avoiding Anonymity Living a Creed

26. PSRI: Personal and Social Responsibility Inventory Results Is and Ought Disparities Student and Professional Disparities Handouts 1-6 The PSRI disparities, national, consortium Summary of UCF Faculty, Staff, & Admin Responses UCF had the largest disparities among all Core Commitments schools PM, NS

28. UCF Plagiarism Statement Academic Integrity/Plagiarism The Academic Integrity/Plagiarism Statement elaborates on the line between seeking help from other sources or students, and cheating, and the consequences for plagiarism. This statement will help define your attitudes towards cheating, and helps clarify further student expectations in the class. The following is a sample Plagiarism Statement: Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result at least in an "F" for that assignment (and may, depending on the severity of the case, lead to an "F" for the entire course) and may be subject to appropriate referral to the Office of Student Conduct for further action. See the UCF Golden Rule for further information. I will assume for this course that you will adhere to the academic creed of this University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. I will also adhere to the highest standards of academic integrity, so please do not ask me to change (or expect me to change) your grade illegitimately or to bend or break rules for one person that will not apply to everyone. The following is a second sample Plagiarism Statement: Many incidents of plagiarism result from students� lack of understanding about what constitutes plagiarism. However, you are expected to familiarize yourself with UCF�s policy on plagiarism. All work you submit must be your own scholarly and creative efforts.� UCF�s Golden Rule defines plagiarism as follows: �whereby another�s work is used or appropriated without any indication of the source, thereby attempting to convey the impression that such work is the student�s own.�

29. Faculty Responsibilities

30. XF Grade Policy Proposal UCF policy for X(Grade) for Academic Dishonesty�� The Ethics Committee, a subcommittee of the Faculty Senate, is proposing consideration of the adoption of a University wide XF policy. This adoption is to reaffirm the importance and the civic responsibility that students and faculty have to ensure that degrees earned at UCF are of high quality and have clear standards.� Student and faculty focus groups consulted have indicated strong support for this policy. � Action: An X(Grade) will be assigned to a student as a result of academic dishonesty in a course. � Process: Student found in violation of academic honesty in a course is informed by the faculty member. The faculty member may provide a zero for the assignment resulting in the lowering of the grade (e.g. XA, XB, XC, XD) or an F in the course (XF). Faculty member reports violation (at least for information only) to OSRR using forms http://www.osc.sdes.ucf.edu/?id=incident_report_1 Student remains in the course

31. �

32. If found in violation ��second violation Second X grade awarded stays on transcript and a note is added to the transcript. Educational component of the policy: Students would have to take a mandatory non-credit academic ethics course within one year of violation following enrollment. No grade change will occur X(grade) stays on the students audit and a note is added X (grade) stays on the transcript and a note is added. � The X(Grade) will be calculated into the GPA in the same way as the use of a minus grade. � Other issues Notation on grade sheet: will not be an option on the drop down � would be added by the RO. Plus/minus grades are not compatible with People Soft (has a 2 character limit) �Please note that the Academic Dishonesty Process, mentioned herein, is separate from the Student Conduce Process, which may include additional sanctions.

33. Academic Behavior Flowchart

34. Ethics Bowl and Moral Reasoning University-Wide Competition Try it for yourself It isn�t easy Position Statement Reply/Rebuttal Are the reasons moral reasons? What makes them what they are?

35. Conclusion: Curing the Concrete of the New Foundation The goal of the Core Commitments projects was university-wide infusion of the creed of UCF and the 5 dimensions of Core Commitments An example from the broad perspective across the university to a divisional goal (SDES) is to embrace the creed as a major learning outcome