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eBook details
- Title: Honors, Honor Codes, And Academic Integrity: Where Do They Converge and Diverge?(Forum on "Honors and Academic Integrity") (Essay)
- Author : Journal of the National Collegiate Honors Council
- Release Date : January 22, 2008
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 215 KB
Description
Academic integrity has become a topic of increasing concern to faculty and administrators in colleges and universities across the country (Davis, Seeman, Chapman, & Rotstein, 2008; McCabe, Trevino, & Butterfield, 2002). Indeed, the level of concern has led to the development of highly articulated academic integrity procedures at a number of institutions of higher learning. In some instances, schools have felt the need to develop honor pledges and oaths, such as the honor oath recited voluntarily by graduate students entering the Institute of Medical Science at the University of Toronto (Davis et al., 2008). Concern about academic integrity is not, of course, new. The University of Virginia, where I did my graduate work, has an honor code that dates back to 1840 when, as legend goes, a masked student shot a faculty member. This event led to the establishment of the nation's oldest student-run honor system in which students pledge not to lie, cheat, or steal while attending the University of Virginia. Students, not faculty, are responsible for monitoring and prosecuting their peers who fail to live up to this pledge (University of Virginia, 2008). The University of Virginia honor policy has its benefits, such as the ability to use a university identification card to cash checks (failure to honor one's checks is an honor offense). However, many view the single sanction for an honor offense--expulsion from the university--as an excessive penalty. (N.B. At my orientation we were told that lying to purchase alcohol or to gain sexual favors was not a violation of the honor system. To date I remain uncertain whether this stance reflected original intent or was a liberal interpretation of the policy.) The University of Virginia model is by no means the dominant one in American colleges and universities; responsibility for enforcement and penalties for violations vary widely both across and within academic institutions. Nonetheless, the goal of all such systems appears to be the reduction of instances of student dishonesty.
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