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Academic Integrity
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Academic Integrity  / 1993

93.134    Responding to research fraud: The Minnesota experience, 123

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Academic Integrity  / 1994

94.10    The perils of self-examination: MIT's academic dishonesty  survey, 179

94.14    Why the honor code failed at Annapolis, 189

94.21    Naval Academy lawsuit dismissed, 198

94.47    Academic integrity and intercollegiate athletics, 235

94.70    UVA's honor code and "student politics" [benefits outweigh the risks of student-run honorsystems], 277

94.76    New data reveal increase in test cheating [more cheating at larger institutions; repetitive testcheating and fraternity membership], 285

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Academic Integrity  / 1995

95.23    A media focus on academic fraud [teacher provides test answers at Chicago high school;creating false transcripts and references for Yale; misleading an interviewer at Harvard;revocation of admission does not require due process hearing], 354.

95.25    Inflated figures [colleges provide conflicting information about admissions standards andgraduation rates], 358.

95.27    Character education--a national priority [the virtue of striving for virtue; need for social supportfor character education; Public Agenda survey shows deep current of shared values], 361.

95.68    Truth or consequences [lawyers and lies; William Kunstler "adheres to a truth that is deeper thana factual one;" Foucault and poststructuralist perspectives; a renewed interest in truth-seeking;the relationship between academic freedom and the pursuit of truth], 425. 

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Academic Integrity  / 1996

96.3    Preventing academic dishonesty [high rates of cheating reported in high school survey; creativetesting as one way to reduce cheating], 440. 

96.23    New research on academic integrity [Donald L. McCabe finds that cheating rates are up at honorcode schools, but that there is substantially less "hard core" cheating at honor code schools,compared to schools without honor codes; widespread cheating reported at high schools; NavalAcademy students request more discipline; the dangers of imposing punishments that are tooharsh; Aristotle on the difficulty of hitting the ethical mean], 485.

96.24    Postmodernism deconstructed [physicist Alan Sokal published a nonsensical article designed toreveal  widespread ignorance about science in the humanities, and to debunk the view that thelaws of physics--or efforts to follow objective standards in any field--are "mere socialconventions;" defense of postmodernism by professor Stanley Fish asserts the primacy of truth-seeking; Blaise Pascal on the hint of a greater truth], 488.

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Academic Integrity  / 1997

97.19    Resolving academic dishonesty allegations [due process standards recommended], 604.

97.36    A message for new students: the importance of academic integrity, [students as "consumers"encounter a "frayed moral curriculum"; interview with D.L. McCabe on faculty attitudes towardacademic dishonesty, including reluctance of many faculty members to report academicdishonesty allegations; data on high rates of reported cheating by secondary school students;D.L. McCabe and Gary Pavela: ""Ten Principles of Academic Integrity for Faculty Members"],641.

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Academic Integrity  / 1998

98.16    Insuring clinical competency [assessments of clinical competency are a matter of academicjudgment; courts defer to academic judgments; discipline should not be disguised as anacademic judgment; courts view promoting clinical competency as a moral duty], 720.   

98.25    The ethical obligations of lawyers [holding in Nix v. Whiteside is pertinent to programming inacademic integrity and ethics in the professions; lawyers may not advocate or passively toleratea client giving false testimony], 739.

98.42    Defining the scope of the ADA, Part I [asymptomatic HIV can be a protected disability;"significant threat" defined; no compensatory damages without proof of intentional discrimination; defendant must have notice of the plaintiff's disabling condition; learningdisability does not excuse plaintiff from academic integrity regulations; decision not toallow students with learning disabilities to substitute other courses for a foreign languagerequirement did not violate the ADA], 782.

98.43    Defining the scope of the ADA, Part II [U.S. Civil Rights Commission critical of "misleading"news coverage; employers won 92 percent of ADA cases decided by judges, and 86 percent ofthe cases resolved by the Equal Employment Opportunity Commission; court critical of "pricklystudent who is using federal law as a weapon;" special issues to address when considering ADAcoverage; when issues of misconduct arise, focus should be on the behavior, not the disability;interview with attorney Jeanne M. Kincaid], 785.

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Academic Integrity  / 1999

99.1    Student moral development, part I [renewed national attention to student moral development; Akibe Lerner on multiculturalism and the diminished capacity for moral outrage; academic integrity policies kept the flame of moral development alive; Darwin on ethics; Sissela Bok and the Wingspread report on shared values that can be affirmed on campus], 806.

99.2    Student moral development, part II [Edward O. Wilson on "ethics is everything;" Derek Bok on the importance of student character development; twelve principles for the design of college ethical develop-ment programs], 809.

99.35    Revocation of academic degrees [court decisions; suggested procedures], 893.

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Academic Integrity  / 2000

00.17 New research on academic integrity: The success of "modified" honor codes [Interview with Rutgers University researcher Donald L. McCabe, who found less self-reported student cheating at schools with honor codes, including "modified" codes like that used at the University of Maryland at College Park], 975.

00.18 Developing a "modified" honor code [components of modified codes; suggestions on how a modified code can be implemented], 978.

00.36 The danger of "zero-tolerance" policies [Holding by U.S. Court of Appeals for the Sixth Circuit in Seal v. Morgan suggests that the elimination of discretion in assessing disciplinary sanctions (especially a failure to consider an accused student's intent) may violate substantive due process; danger of eliminating intent requirements in plagiarism and other academic dishonesty cases],1032.

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Academic Integrity  / 2001

01.2 The revival of humanism [humanism defined; humanists, like scientists, look for patterns; postmodernist direction of the humanities in American universities; science writers trying to insert humanism back into humanities; student affairs administrators often leading proponents of humanistic perspectives; resurgence of "values statements" and honor pledges; William A. Galston on shared values in America; John Dewey and humanism from a liberal perspective], 1061.

01.15 Expanding the duty of care: Faculty academic malfeasance. [Johnson v. Schmitz, 119 F. Supp. 2d 90 (D. Conn. 2000): Relationship between student and university is contractual; courts may entertain a cause of action for institutional breach of a contract for educational services; court allows plaintiff to pursue the claim that "Yale [University] failed to deliver on its express and implied contractual duties to safeguard students from academic misconduct"; commercialization of higher education is likely to produce many more disputes between graduate students and faculty members about intellectual property], 1094.

01.19 Revitalizing the concept of honor. [Interview with Arthur Schwartz], 2005.

01.31 Who is the Sucker? [The May 30, 2001 New York Times reported on comments by Israeli Prime Minister  Ariel Sharon about the collapse of a wedding hall in Jerusalem. The collapse -which killed at least 25 and injured 350 people - has been attributed to shoddy construction], 2032.

01.44 Lincoln and postmodernism. [Lincoln as a model of resolute commitment without any claim to absolute certainty], 2051.

01.45 Developing and promoting an honor pledge, 2052.

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Academic Integrity  / 2002

02.2 Can business ethics be taught? [quiz on a recentadvisory given by the Arthur Anderson accounting firm],                        2072.

02.5 Plagiarism and the intent to deceive [The imposition  of a moral stigma should be reserved for deliberateacts. Otherwise, colleges risk trivializing even the most  serious acts of fraud by equating them with simple                  negligence], 2079.

02.10 The limits of "values statements" ["Values    statements" are becoming increasing common forcolleges as well as corporations. However, as the Enron   example indicates, such statements are worse thanuseless if they have no intrinsic support, and are not  openly debated, regularly reformulated, and widely                  practiced], 2088. 

02.17 Cheating and Social Darwinism [Habits of cheating     may reflect a predatory world-view ], 3002.

02.26 How can trust be taught? [Data from Donald L.  McCabe on the habit of cheating; Alan Greenspan ontrust and business ethics; trust and friendship; Allan  Bloom on trust and friendship; friendship defined; teachers and friends; Jefferson on teachers as moralguides; student ethical development will take shape in   the context of relationships with others], 3028.Return to Top  Return to Topical Index

Academic Integrity  / 2003

03.9 The imperative of trust [Warren Buffett and Francis  Fukuyama on the social function of trust; Argentina      case study of a breakdown in trust], 3117. 

03.45 Students challenge the "contagion" of cheating [A  front page story in the November 26, 2003 New York Times ("Exposing the Cheat Sheet, With the Student'sAid") explores an apparent increase in school cheating,and suggests a solution: give students a major voice inchallenging academic dishonesty by their peers; advice           on creating an honor code], 3204.

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Academic Integrity  / 2004

04.21 Who should resolve academic dishonesty cases? [Courts have consistently regarded academic dishonesty as being a "disciplinary" rather than an "academic" offense], 3254.

04.22 When research projects go bad [164 Mulberry Street Corp. v. Columbia University: academic research project involving false claims of food poisoning may result in tort liability], 3255. 

04.31 Ten Principles of Academic Integrity for Faculty, 3280.

04.32 Implementing the Ten Principles [Questions faculty members might pose to themselves before designing and teaching their courses; the classical heritage of teaching and friendship], 3282.

04.34 Friendship, fidelity, and academic integrity [speech at Trinity University; friendship, integrity, and the structure of the self], 3288.

04.52 Questioning the "Single Sanction" at the University of Virginia [The danger of mandatory "one size fits all" penalties], 3331.

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