Building a Culture of Academic Integrity [Helgevold]

When I first started thinking about academic integrity my thoughts originally began with the classroom. I thought about the steps I take to promote integrity or, more specifically, limit cheating and academic dishonesty. Like many of my colleagues, I noticed that I too tended to focus less on punitive measures and more on positive steps to reinforce and support integrity. As many of the conference presenters indicated, these steps are recognized as strong pedagogical strategies in addition to being effective in curbing cheating behavior. When I reflect on these practices I realize that, for the most part, I consider these positive steps to be strongest when they are rooted in a commitment to building a classroom community, which can only flourish when there is trust. In other words, I see a connection between trusting, community, and the cultivation of integrity

Enhancing Academic Integrity and Facing Academic Dishonesty Afternoon Plenary Session & Wrap-Up

A core classroom value for many college and university instructors is academic integrity and honesty. Instructors often employ a range of strategies to strengthen academic integrity and limit academic dishonesty in their individual courses. By bringing together panelists from a variety of disciplines and professional experiences, who teach a range of courses in diverse formats, levels, and sizes, this panel aims to generate a discussion about how to support a culture of academic integrity. We will address these issues based on how we think about academic integrity and dishonesty, our discipline or course specific concerns, our physical and institutional environments, and our experiences with students and other members of our communities. Ultimately, it is worth noting that cultivating academic integrity within each individual classroom is but one dimension of strengthening and sustaining a broader culture of integrity in the academic communities of which we are a part. In keeping with the spirit of strengthening a broader culture of integrity, this session will include opportunity for discussion and synthesis with the audience

Building a Culture of Ethics in Higher Education

Supporting social responsibility requires cultivating and supporting a broader “culture of ethics”1 in institutions of Higher Education. Panelists will address the question of why ethics is needed in our academic environment, especially if we are to encourage social responsibility. Panelists represent diverse fields of study and institutional affiliation. Each will respond to the above question, and the panel will conclude with time for discussion. 1 James F. Keenan, SJ, University Ethics: How Colleges Can Build and Benefit from a Culture of Ethics (Lanham, MD: Roman & Littlefield, 2015)