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Academic Integrity Task Force

Charge of the Task Force. Convene an Interprofessional Task Force with broad representation to examine Professionalism and Academic Integrity at RFUMS and draft a White Paper with the task force findings (what we have) and recommendations (what we may want to have)Process. . Task Force Members. Marc AbelRebecca DurkinSarah GarberKen KesslerCathy LazarusMonica OblingerNancy Parsley.

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Academic Integrity Task Force

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    1. Academic Integrity Task Force Summer Quarter 2008

    2. Charge of the Task Force Convene an Interprofessional Task Force with broad representation to examine Professionalism and Academic Integrity at RFUMS and draft a White Paper with the task force findings (what we have) and recommendations (what we may want to have) Process

    3. Task Force Members Marc Abel Rebecca Durkin Sarah Garber Ken Kessler Cathy Lazarus Monica Oblinger Nancy Parsley Neal Patel, student representative Wendy Rheault Sandra Salloway Renwick Taylor, student rep. Sally Venus John Vitale, Task Force Chair

    4. Contextualizing the Issue

    5. Definition Academic Integrity encompasses: Honesty Trust Fairness Respect Responsibility (Center for Academic Integrity at Clemson “The Fundamental Values of Academic Integrity”)

    6. Academic Integrity Data Center for Academic Integrity Data: 75% of college students cheat at least once and more than half don’t think it is a serious offense Cheating at all levels: grade school through to professional programs

    7. College Cheating: Comparison of 1963 to 1993

    8. Methods of Cheating McCabe et al

    9. Research on Professional Schools 84% of undergraduate business students and 72% of engineering students cheated at least once (Mohr et al presentation)

    10. Medical Professions Rennie and Crosby reported 2% to 56% of medical students would engage in unethical behaviours- forging MD signature (9%) or falsifying notes (32%) Previous cheating in high school predicted cheating in medical school 50% of pharmacy students admitted to being involved in activities traditionally defined as dishonest; however only 16% said they cheated (Mohr, Mabey, Fell & Ingram)

    11. Does College Cheating Transfer to the Workplace? Academic dishonesty is associated with workplace dishonesty Harding et al: “past behavior can be a strong indicator of future behavior” Harding et al reported that 62% of students who cheated in high school also cheated in college 64% who cheated in high school violated workplace policies

    12. Transfer to Medical Practice Unprofessional behavior in medical school is associated with disciplinary action by a state medical board Three unprofessional behaviors: Poor reliability and responsibility (8x more likely) Lack of self improvement (3x more likely) Poor initiative and motivation (Papadakis M, Teherani A et al, NEJM, Dec 2005)

    13. Why Do Students Cheat? According to McCabe- peer behavior has the most influence Peer approval increases cheating and peer disapproval decreases cheating Students who don’t cheat feel disadvantaged

    14. Why Do Students Cheat? McCabe et al reported that certain characteristics lead to cheating: Pressure for grades Parental Pressure Poor self image Lack of responsibility

    15. Why Do Students Cheat? Faculty issues as reported by students: Faculty look the other way Too much homework Trivial assignments Faculty do a poor job in the class Faculty don’t remove opportunities to cheat

    16. Why Do Students Cheat? Outdated policies on cheating Weak punishments Institutions don’t try hard enough to stop cheating Students aren’t involved in making the policy and the judicial process (Mohr,Mabey, Fell & Ingram, 2008 presentation)

    17. Student Views on Faculty Teacher should pay attention to gestures (etc) Give different forms of exam Have more proctors Teachers shouldn’t leave exams in office All personal items stashed away Students shouldn’t be allowed to leave the room Students should know consequences of cheating (Mohr,Mabey, Fell & Ingram, 2008 presentation)

    18. Honor Codes McCabe et al found that academic dishonesty was higher in institutions with no honor code, and was less at schools with an honor code Peer behavior and acceptance had a significant influence on cheating Student involvement is the key to successful implementation of honor codes

    19. Honor Codes Stress responsibility of students Policies are clearly delineated Includes written pledges by student Institution clearly communicates policies campus-wide regarding dishonesty Students play significant role in judicial process

    20. Academic Integrity at RFUMS

    21. RFUMS Student Council (Honor Council) Educational Affairs Committee Profession/School Specific Codes of Professionalism and Academic Integrity Draft Standards for Student Conduct Policy – Student Affairs Draft Code of Conduct for “all University faculty, staff, volunteers, and others who exercise authority on behalf of or in affiliation with the University.” – Compliance Office Artifacts of Academic Integrity

    22. Academic Integrity as core University value Academic integrity is a shared responsibility of students, faculty, staff and administration Clarify expectations for students Reduce opportunities for cheating Prompt and equitable enforcement of policies Draft Recommendations

    23. Questions & Comments

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