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Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 1
Brent Duncan, PhD Dean of Faculty School of Business
Transcript: School of Business Faculty Practices for Fostering Academic Integrity for Professional Success
Brent Duncan, PhD
Dean of Faculty
School of Business
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 2
Brent Duncan, PhD Dean of Faculty School of Business
Contents Overview ....................................................................................................................................................... 3
Establishing a Framework for Fostering Integrity in the School of Business Classroom .......................... 3
Practices for Fostering Integrity in the Classroom .................................................................................... 4
Traditional Framework for Addressing Cheating Behavior in Higher Education ....................................... 4
How School of Business Faculty Define Expectations .......................................................................... 4
How School of Business Faculty Explain Consequences ..................................................................... 5
How School of Business Faculty Monitor Work ..................................................................................... 5
How School of Business Faculty Reinforce Standards ......................................................................... 6
A Holistic Approach to Fostering Integrity in the Classroom ..................................................................... 6
Syllabus Modification Guidelines ........................................................................................................... 7
Encouraging Integrity Through Syllabus Design ................................................................................... 7
Modify Assignments to Promote Original Work ..................................................................................... 8
Practices for Fostering Integrity in the Classroom .................................................................................... 9
School of Business Integrity Practices Within the Traditional Framework ................................................ 9
Define Expectations & Explain Consequences ........................................................................................... 10
Defining Expectations Lays the Foundation for Effective Intervention .................................................... 10
How School of Business Faculty Define Expectations ............................................................................ 11
How School of Business Faculty Explain Consequences ....................................................................... 12
Monitor Work ............................................................................................................................................... 13
Why Monitoring is Important .................................................................................................................... 13
Faculty Use of Plagiarism Checker ......................................................................................................... 14
Limitations of Plagiarism Checker ....................................................................................................... 14
Best Practices in Monitoring .................................................................................................................... 15
Reinforce Standards ................................................................................................................................... 16
Reinforcement is the “Control” of Integrity Strategy ................................................................................ 16
Faculty Reinforcement Practices ............................................................................................................. 16
Faculty Use of Early Alerts ...................................................................................................................... 17
Missed Benefits of Early Alert System ................................................................................................. 17
Why Faculty Don’t Use the Early Alert System ................................................................................... 18
Myth Busting the Early Alert System ................................................................................................... 19
Coordinating Interventions Through Early Alerts ................................................................................. 20
Early Alert Process .............................................................................................................................. 20
Faculty Use of Academic Violation Tracker (AVT) .................................................................................. 21
Faculty Best Practices in Reinforcement ................................................................................................. 22
Reflective Activity .................................................................................................................................... 23
References .................................................................................................................................................. 24
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 3
Brent Duncan, PhD Dean of Faculty School of Business
Overview
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 1
SCHOOL OF BUSINESS FACULTY PRACTICES THAT FOSTER
ACADEMIC INTEGRITY FOR PROFESSIONAL SUCCESS
Brent Duncan, PhD
Dean of Faculty, School of Business
• From WHY to HOW
• Pract ices that foster integrit y in our
classrooms and students
• Four podcast segments with
quizzes
• Develop an intervent ion approach
to help an at risk student
Greetings. I’m Dr. Brent Duncan, Dean of Faculty for the
School of Business. Thank you for joining me to explore
faculty practices that foster academic integrity for
professional success.
During our prior discussion, we focused on WHY students
and faculty should develop academic integrity as a set of
skills for professional success. Today, we’ll look at survey
results that identify School of Business faculty practices for
understanding HOW to foster integrity in our classrooms
and students. This will be in the form of four brief podcasts;
heads up, there will be quizzes throughout each podcast.
We’ll finish up by asking you to develop and share an
intervention approach using university tools, resources,
and personnel to help an at-risk student.
With that, let’s get to work.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 2
Establishing a framework for
fostering integrity in the
School of Business classroom
School of Business faculty pract ices for fostering
academic integrity for professional success
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
• School of Business faculty integrity
pract ices
• Research-based framework for dealing
with cheat ing
• Holist ic approach for fostering
integrity
• Pract ical approach for encouraging
original work
Establishing a Framework for Fostering Integrity in
the School of Business Classroom
This section focuses on establishing a framework on which
we can build integrity into our classrooms.
We’ll start by reviewing key integrity practices that School
of Business faculty already implement in their classrooms,
and compare these practices to a research-based
approach for addressing cheating behavior in higher
education. We’ll expand on this framework to consider best
practices recommended by School of Business faculty for
taking a more holistic approach to fostering integrity of
faculty and student work. Finally, I’ll show a practical
approach for assuring the integrity of our assignments so
we can encourage original work that returns greater value
for students.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 4
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 3
PRACTICES FOR FOSTERING INTEGRITY IN THE CLASSROOM
0% 20% 40% 60% 80% 100%
File Academic Violat ion Tracker for plagiarism
Engage counselor through Early Alert
Provide feedback related to integrity issues
Require students to run papers through Turnit in
Run papers through Turnit in
Require students to acknowledge Code
Integrity resources and dialog in class
Inst ructor Policies reinforce Code
Faculty pract ices for fostering student integrity and professional ethics in the classroom
Rarely
Occasionally
Often
Practices for Fostering Integrity in the Classroom
Let’s start by taking a quick look at how School of Business
faculty generally foster integrity in the classroom.
Pulling from the School of Business Academic Integrity
Survey, this chart shows the most common practices
faculty deploy for helping students assure the integrity and
credibility of their work, and how much we say we’re using
each practice. We’ll review each of these during this
presentation. For now, a brief look at the chart helps
identify some areas of significant strength, while
illuminating some important opportunities for improvement.
Let’s see how these practices fit within a research-based
higher education approach for addressing student integrity
issues.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 4
TRADITIONAL FRAMEWORK FOR ADDRESSING CHEATING
BEHAVIOR IN HIGHER EDUCATION
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
Traditional Framework for Addressing Cheating
Behavior in Higher Education
As we covered in a prior presentation, research from
traditional higher education has identified four basic steps
for dealing with cheating behavior (Molnar & Kletke, 2012;
Simkin & McLeod, 2010). The preferred approach we’re
encouraging in the School of Business includes these
general categories, but integrates important tools and
practices for developmental interventions that foster
academic integrity as a set of skills for professional
success.
Let’s see how the School of Business faculty and approach
fits within this traditional framework.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 5
HOW SCHOOL OF BUSINESS FACULTY DEFINE EXPECTATIONS
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Faculty PoliciesClassroom
dialog
ModelingDevelopmental
foundat ions
(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
Define expectat ions
How School of Business Faculty Define Expectations
Under “Define Expectations,” almost all School of Business
faculty establish a foundation for fostering integrity of
student work by communicating acceptable practices as
follows:
In their Faculty Policies documents
By initiating and facilitating discussions in the
classroom
By demonstrating and modeling acceptable practices
for the students
These practices help lay a foundation for effective
intervention when we identify at-risk behaviors in student
work.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 5
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 6
HOW SCHOOL OF BUSINESS FACULTY EXPLAIN CONSEQUENCES
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Emphasize
benefits
Establish
career
connect ions(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
Explain consequences
How School of Business Faculty Explain
Consequences
Under “Explain Consequences,” almost all School of
Business faculty help students avoid the risks of bad
behavior, but we have a need to shift our discussion to
include an emphasis on the benefits of assuring the
integrity and credibility of work. It is especially important for
us to connect integrity practices to career success.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 7
HOW SCHOOL OF BUSINESS FACULTY MONITOR WORK
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Plagiarism
Checker
Awareness of
cheat sources
Internet
search engine
Academic
Help Desk
(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
Monitor Work
How School of Business Faculty Monitor Work
Under “Monitor Work,” most faculty are using basic
monitoring tools, like Plagiarism Checker, to catch
incidental and unsophisticated cheating.
An area for improvement here is for us to increase our
awareness of cheat mills, cheat tools, and cheat practices
that students might deploy. Another practice is to leverage
Internet search engines and our own experience to
investigate potentially problematic content. Also, when we
run into situations that we’re not sure how to resolve, we
should feel comfortable reaching out to the Academic Help
Desk for guidance and support.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 6
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 8
HOW SCHOOL OF BUSINESS FACULTY REINFORCE STANDARDS
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Feedback
• Dissonance
• Coach
Developmental
intervent ion
• Early Alert
• AVT
Engage Counselors Be empowered
(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
Reinforce Standards
How School of Business Faculty Reinforce Standards
With “Reinforce Standards” being the control component of
integrity strategy, lack of effective control can undermine
even the best laid plans.
In this area, most faculty say they’re using developmental
feedback to help students recognize the dissonance
between performance and expectations, then coaching
them to set goals for taking action to close the gap
(Rangel, Camerer, & Montague, 2008). However, the
survey results reflect a need for improvement by
integrating university tools, resources, and personnel to
support our in-class interventions. For example, very few
faculty file Early Alerts, and even fewer use the Academic
Violation Tracker. These are fundamental tools for
engaging the university to support faculty in-class
interventions. And, they are a reflection of faculty
engagement, which can offset retaliatory SEOCs.
It is especially important to realize that we are not alone in
our commitment to support student success. When we
identify at risk behaviors, we should feel comfortable
conducting interventions that engage university resources
and personnel so the students can get support outside of
our classrooms.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 9
A HOLISTIC APPROACH TO FOSTERING INTEGRITY IN THE
CLASSROOM
(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
• Check
integrit y of
default
• Modify or
replace to
promote
original
work
Develop
cheat-
resistant
assignments
and syllabus
to promote
original
work,
enhance
value
A Holistic Approach to Fostering Integrity in the
Classroom
Some faculty suggested in the survey results a best
practice for fostering integrity. Some faculty suggested in
the survey results a best practice for fostering integrity by
developing cheat-resistant assignments to promote original
work and enhance value. We can do this by checking the
integrity of the default assignments and making changes to
assure original work. Let’s drill down to see how this works.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 7
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 10
SYLLABUS MODIFICATION GUIDELINES
• Check
integrit y of
default
• Modify or
replace to
promote
original
work
Develop
cheat-
resistant
assignments
and syllabus
to promote
original
work,
enhance
value
2014-2015 Faculty Handbook Sect ions 4.1.4 & 4.1.6
Stay within
course
object ives
Use course
materials
Maintain
academic rigor
Don’t change
Signature
Assignments
Syllabus Modification Guidelines
Even before starting the course, faculty can lay a
foundation for assuring the integrity of the classroom by
customizing the default syllabus. The Faculty Handbook
(University of Phoenix, 2014a) states that we’re expected
to make a personalized syllabus, as long as we:
Stay within course objectives.
Use the course materials.
Maintain academic rigor.
Don’t change signature assignments.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 11
ENCOURAGING INTEGRITY THROUGH SYLLABUS DESIGN
Check integrity
of AssignmentUndermined?
NO
Yes
Use Default or
modify for
needs of
students
Modify or
replace
assignment to
promote
original work
• Search
assignment
name in Internet
search engine
• Note cheat mill
resources
• Be empowered
to drive change
Encouraging Integrity Through Syllabus Design
We can test the integrity of an assignment by using the
same technique that some students use to find cheating
material:
Copy the name of the assignment into a search engine to
see how many cheat mill resources are available for that
particular assignment.
The results can be disappointing, if not horrifying. But, this
illuminates the universal challenge in higher education to
assure the integrity of student and faculty work.
Fortunately, we as faculty are empowered to fix the
problem at the syllabus level by making changes that
promote originality in student work, while increasing
learning value.
If we don’t find cheat mill resources for the assignment,
then we can use the default, or make whatever changes
we feel necessary to meet the needs of our students.
If we determine that the integrity of the default assignment
is compromised, we should modify or replace the
assignment to promote original work.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 8
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 12
MODIFY ASSIGNMENTS TO PROMOTE ORIGINAL WORK
Check integrity
of AssignmentUndermined?
NO
Yes
Use Default or
modify for
needs of
students
Modify or
replace
assignment to
promote
original work
Change the name of
the assignment
Develop pract ical,
experient ial
assignments
Pick “your
company”
• Not “a company”
Interview a
manager
• Primary source
Value for tuit ion
• Textbook
• Course materials
• Library
Discourage lazy and
risky research
pract ices
Modify Assignments to Promote Original Work
If you find that students of questionable ethics and
competency have undermined the integrity of the
assignment by posting their substandard papers on the
Internet, we can make some simple changes that promote
original work. For example:
Change the name of the assignment.
Develop the assignment as an experiential learning
opportunity by changing “pick a company” to “pick
your company or a company that you would like to
work for”.
Require that the student interview a manager
responsible for the function or activity that they’re
writing about.
o Provide them with recommended questions for the
interview.
o Have the students include the interview as a
primary source for the assignment.
Require that students get value for their tuition
investment by using course materials and University
Library resources. For example:
o Primary Source: Course Text
o Secondary Source: Other course materials
o Tertiary Source: Library
Discourage lazy and risky research practices by
restricting Internet search engines as primary research
tools for course content. Allow Internet research only:
o For tertiary sources and market research
o After the students have exhausted the premium
resources they’re paying for in the course and
University Library
o If the students know how to sift through the
garbage to find the gems
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 9
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 13
PRACTICES FOR FOSTERING INTEGRITY IN THE CLASSROOM
0% 20% 40% 60% 80% 100%
File Academic Violat ion Tracker for plagiarism
Engage counselor through Early Alert
Provide feedback related to integrity issues
Require students to run papers through Turnit in
Run papers through Turnit in
Require students to acknowledge Code
Integrity resources and dialog in class
Inst ructor Policies reinforce Code
Faculty pract ices for fostering student integrity and professional ethics in the classroom
Rarely
Occasionally
Often
Expectat ions
Consequences
Monitor
Reinforce
Practices for Fostering Integrity in the Classroom
Concluding this section, let’s go back to the initial slide,
which shows how School of Business faculty foster
integrity in their classrooms and connect it to the traditional
framework for dealing with cheating in the classroom.
The survey showed that faculty generally follow
appropriate practices for communicating expectations and
consequences and monitoring performance. It indicates
that we have significant opportunity for improving our
reinforcement practices.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 14
SCHOOL OF BUSINESS INTEGRITY PRACTICES WITHIN THE
TRADITIONAL FRAMEWORK
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Celebrate
st rengths
Illuminate
opportunit ies for
improvement
Explore pract ices for
fostering integrity of
student and faculty work(Molnar & Kletke, 2012; Simkin & McLeod, 2010)
School of Business Integrity Practices Within the
Traditional Framework
For the rest of today’s workshop, let’s focus on the
classroom-level steps for dealing with cheating. This will
help us to:
Celebrate our strengths in fostering integrity in student
work.
Illuminate some opportunities for improvement.
Identify faculty practices for strengthening the integrity
of student and faculty work.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 10
Brent Duncan, PhD Dean of Faculty School of Business
Define Expectations & Explain Consequences
Under “Define Expectations,” almost all School of Business faculty establish a foundation for fostering integrity of student work by communicating acceptable practices. Under “Explain Consequences,” almost all School of Business faculty help students avoid the risks of bad behavior.
We hope to shift our emphasis from focusing only on risks of cheating to the benefits of assuring the integrity and credibility of work. It is especially important for us to help students connect academic integrity to professional success.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 2
DEFINING EXPECTATIONS LAYS FOUNDATION FOR EFFECTIVE
INTERVENTION
Close the gapSet goals to take
act ion
Illuminate
disconnect
between
performance and
expectat ions
Define
expectat ions
Defining Expectations Lays the Foundation for
Effective Intervention
“Define Expectations” serves as the feed forward step. This is important for laying a strong foundation for later intervention through which we can help struggling students recognize disconnects between performance and expectations so we can coach them to set goals for taking action to close the gap (Rangel, Camerer, & Montague, 2008).
Without the “Define Expectation” step, any intervention attempt is mostly reactionary, mitigating potential efforts to help students develop success competencies. This is why it was so good to see that almost all School of Business faculty say they are taking necessary steps to define expectations at the start of a class.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 11
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 3
HOW SCHOOL OF BUSINESS FACULTY DEFINE EXPECTATIONS
92% use Inst ructor Policies
to increase awareness of the
Student Code of Academic
Integrity
74% Require that students
acknowledge that they
understand and will adhere
to the Student Code of
Academic Integrity
Best Pract ices
Provide links
to student
resources for
APA and
plagiarism
Review and
demonst rate
APA and
plagiarism
resources
Integrate
resources into
classroom
act ivit ies
Emphasize
benefits,
communicate
consequences
How School of Business Faculty Define
Expectations
92% of School of Business faculty include verbiage in their Instructor policies document that reinforces the Student Code of Academic Integrity, while 74% require students to acknowledge that they understand and will adhere to the Student Code of Academic Integrity in the classroom.
In addition to this, other faculty:
Provide students with links to student resources for APA and plagiarism, like the Plagiarism Guide and Plagiarism Tutorial in the Center for Writing Excellence.
Review and demonstrate those resources in the classroom.
Integrate the resources into classroom activities.
Some faculty have noticed that their emphasis needs to shift from “preventing plagiarism” to “assuring integrity” by emphasizing benefits along with the consequences. Which takes us to the next step…
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 12
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectations | Explain Consequences | Monitor Work | Reinforce Standards 4
HOW SCHOOL OF BUSINESS FACULTY EXPLAIN CONSEQUENCES
75% explain
possible
consequences at
the start of class
Best Pract ices
Explain
professional
risks
Emphasize
benefits
• Learning
• Value
• Career success
How School of Business Faculty Explain
Consequences
75% of School of Business faculty communicate possible consequences of cheating practices at the start of classes. Their explanations tend to be in line with university training, which includes a bad grade for a paper, a failing grade for the course, a warning letter, suspension, and expulsion (University of Phoenix, 2010). A limitation of this approach is that it focuses on academic consequences, without helping the students understand the risks of developing bad practices that can harm their careers.
Some faculty help students understand how such behaviors not only undermine the value of their diplomas, they can also threaten their careers. But, negatives can only go so far as motivators. So, some faculty emphasize the benefits of developing integrity as an academic competency for professional success. For example, by assuring the credibility and integrity of their work, students will:
Develop the knowledge, skills, and practices they are paying for.
Put legitimate value into a diploma that can help to advance their careers.
Build a foundation for career success.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 13
Brent Duncan, PhD Dean of Faculty School of Business
Monitor Work
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 1
Monitor Work
School of Business faculty pract ices for fostering
academic integrity for professional success
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Monitor work
• Check for plagiarism
• Increase awareness of
cheat tools and resources
• Leverage tools to
investigate
• Engage with University
Under “Monitor Work,” most faculty are using basic monitoring tools, like Plagiarism Checker, to catch incidental and unsophisticated cheating. Let’s also consider how we might increase our awareness of cheating tools and resources, leverage some of these tools to investigate potentially problematic content, and connect with university resources and personnel for guidance and support.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 2
WHY MONITORING IS IMPORTANT
Monitoring fosters ethical pract ice
Intense goals can mot ivate
unethical behavior
• Goals are good
• Monitoring necessary to inf luence and
reinforce posit ive behaviors
Percept ions of observat ion
inf luences behavior
• Boss is watching, so look busy
• Support at tent ion events with
feedback monitoring to inf luence
last ing change
(Schweitzer, Ordonez, & Douma, 2002) (Aronson, 2008)
Why Monitoring is Important
Goals theory research helps us understand the importance of actively monitoring student performance to assure ethical practices that lay the foundation for academic and professional success. In short, demanding, goal-driven environments can drive increases in unethical behavior (Schweitzer, Ordonez, & Douma, 2002). That does not mean that goals are bad; goal-setting is the most research-supported motivation tool we have. However, awareness that intense, goal-driven environments can influence unethical behavior helps us understand the importance of monitoring performance in academic and professional settings.
Social psychology research helps us to understand that even the perception of observation influences behavior (Aronson, 2008). When individuals think they’re being watched, they tend to do what they think they’re supposed to do. This can also result in the Hawthorne Effect—“the boss is watching, so look busy.” It is important to make sure the attention event, the monitoring, is accompanied with substantive feedback or coaching that influences permanent changes in behavior (Duncan, 2013).
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 14
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 3
FACULTY USE OF PLAGIARISM CHECKER
70% use Plagiarism
Checker to monitor
similarity and enforce
integrity standards0% 10% 20% 30% 40% 50%
Every paper
One set of papers per course
Suspected papers
Never
Not applicable
How often do you use Plagiarism Checker
for student work?
Turnit in usage
Faculty Use of Plagiarism Checker
70% of School of Business faculty use Plagiarism Checker to monitor similarity. While that sounds good on the surface, let’s dig deeper to see how faculty are using Plagiarism Checker to monitor student work. 35% of faculty run through Plagiarism Checker every paper in a course. 15% of faculty run one set of papers per course through Plagiarism Checker. 45% of faculty only use Plagiarism Checker for papers they suspect of containing plagiarism. About 5% never use Plagiarism Checker.
It is important to consider which approach might be more effective? Obviously, the Never category is not the solution. But, does “one set of papers per course” offer a “just right” feeling between “every paper” and “suspected papers?”
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 4
LIMITATIONS OF PLAGIARISM CHECKER
70% use Plagiarism
Checker to monitor
similarit y and enforce
integrit y standards
64% require students
to submit Plagiarism
Checker report with
paper
Limitat ionsDoesn’t catch
egregious and
intent ional
• Accidental, incidental,
unsophist icated
Misinterpretat ion,
misunderstanding
• Clean report does not
mean clean paper
• Confusion, host ility
Limitations of Plagiarism Checker
Many faculty seek a common ground by placing responsibility for checking on the student, with 64% saying they require students to submit a Plagiarism Checker report with their papers. While this can be a highly effective tool for helping honest students avoid accidental plagiarism and develop effective proofing practices that can enhance integrity of their work, understanding the limitations of Plagiarism Checker can help illuminate practices for improving monitoring.
In short, all Plagiarism Checker does is compare the submitted work to content on the Internet; the faculty report also includes a comparison with other student papers (University of Phoenix, 2014b). This makes Plagiarism Checker a good tool for catching accidental, incidental, and unsophisticated cheating. However, it does not catch the most egregious forms of intentional cheating, like paying someone to write an original paper, feeding papers through a paraphrasing tool, or colluding to help others cheat.
Also, some students can misinterpret the results, thinking that their clean report means the paper is plagiarism free. When faculty confront these students with a faculty report that shows high amounts of similarity with other student papers, the student reaction can range from confused to hostile, and even belligerent.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 15
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 5
BEST PRACTICES IN MONITORING
70% use Plagiarism
Checker to monitor
similarit y and enforce
integrit y standards
64% require students
to submit Plagiarism
Checker report with
paper
Best Pract icesExplain
monitoring
process during
the “Define
Expectat ions”
phase
• Plagiarism Checker
Manual
Spot check posts
with Internet
search engine
• Copy a set of posts
into Microsoft Word
document
• Run through
Plagiarism Checker
Run f irst set of
papers through
Plagiarism
Checker
• Students know
you’re helping
• Ident ify
intervent ion
opportunit ies
Best Practices in Monitoring
This leads to one of the best practices for improving monitoring effectiveness and the potential interventions that follow. In short: Explain the monitoring process during the “Define Expectations” stage. This helps assure potential problems are at least covered in your feed forward. This can help anticipate and reduce cheating behaviors, while providing a more solid foundation for later interventions. The Plagiarism Manual in the Center for Writing Excellence is a good tool you might consider introducing to students during your “Define Expectations” stage.
Other practices faculty recommend for improving monitoring include:
Spot check posts with an Internet search engine. This is especially important for online environments, in which an increasing number of students and faculty are copying content directly from the Internet and pasting it as their participation posts.
When we find a suspect post or recognize a pattern, we can copy a set of student posts into a Microsoft Word document and run it through Plagiarism Checker.
While only 15% of faculty are running the first set of papers for a course through Plagiarism Checker, this seems to be an effective practice for identifying potential problems early in a course so faculty have time to conduct interventions to support student success. The practice can also help students understand that faculty members are actively working to support the integrity of their work and the classroom. Put another way, this helps the students know you’re watching, so they should be on their best behavior. And, if we follow up such attention events with substantive coaching and support, that best behavior can become habit.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 16
Brent Duncan, PhD Dean of Faculty School of Business
Reinforce Standards
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 1
Reinforce Standards
School of Business faculty pract ices for fostering
academic integrity for professional success
Define
expectat ions
Explain
consequences
Monitor work
Reinforce
standards
Reinforce standards
• Control
• Feedback, intervent ion tools,
engagement tact ics for
correct ing at -risk behavior
• Apply concepts to develop
and intervent ion st rategy
The most powerful car won't go far without a steering wheel
and breaks.
In this section, we're going to look at the steering wheel and
brake elements of integrity strategy, including, faculty
practices in feedback, intervention, and engagement to
correct at-risk behaviors and support student success. At
the end, we’ll ask you to apply the lessons and practices to
develop and share an intervention strategy for helping an
at-risk student in your class. So, from here, let’s take a look
at how School of Business faculty say they reinforce
standards to foster integrity in their classrooms and student
work.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 2
REINFORCEMENT IS THE “CONTROL” OF INTEGRITY STRATEGY
Lack of effect ive
control inhibits
st rategic success
and learning(Hit t , Ireland, & Hoskisson, 2016; Schermerhorn & Bachrach, 2015)
Reinforcement is the “Control” of Integrity Strategy
“Reinforce Standards” is essentially the “control”
mechanism of integrity strategy. As we know from strategic
management practices in business, lack of effective controls
can undermine even the best laid plans, inhibiting strategic
success and learning (Hitt, Ireland, & Hoskisson, 2015;
Schermerhorn & Bachrach, 2015). Looking at the survey
results, this seems to be an area where we have the
greatest opportunity for improvement. This could be
illuminating discovering why some at-risk students can
advance through the program without correction.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 3
FACULTY REINFORCEMENT PRACTICES
88% provide students with
feedback related to integrity issues
34% regularly
use Early Alerts
13% use Academic Violat ion Tracker
• 60% never, 25% rarely f ile AVT
Faculty Reinforcement Practices
88% of faculty say they’re using developmental feedback to
help students recognize and correct practices that
undermine the integrity and credibility of their work.
However, the limited use of university intervention tools
indicate that most faculty may feel they’re alone in fostering
integrity of student work.
While the Early Alert System is designed specifically for
faculty to engage the university to support in-class
interventions (University of Phoenix, 2014c), only 34% of
faculty submit Early Alerts for students. Fewer than 13% of
faculty occasionally use the Academic Violation Tracker
system. 60% of faculty report that they never file AVTs,
while 25% rarely file AVTs. It is important to note that any
classroom sanctions beyond a warning should result in an
AVT so that the student can get university-level support
beyond the classroom. Sanctions that should trigger an AVT
include assignment resubmission, deducted points, and
reduction of grade.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 17
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 4
FACULTY REINFORCEMENT PRACTICES
88% provide students with
feedback related to integrity issues
34% regularly
use Early Alerts
13% use Academic Violat ion Tracker
• 60% never, 25% rarely f ile AVT
Feedback Intervent ion
Engaging
University
What this seems to suggest is that we may be good at
providing students with feedback on integrity issues, but we
have an opportunity to learn more about organizing and
conducting interventions to realign some students with
performance expectations.
Let’s dig deeper into these areas to see where we might
improve, and to explain more of what is happening behind
the scenes when a faculty member engages the university
to support in-class interventions for at-risk students.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 5
FACULTY USE OF EARLY ALERTS
0 1 2 3 4 5 6+ NA
Early Alerts/ Course 28% 27% 23% 4% 2.50% 2.30% 2% 1.20%
0%
5%
10%
15%
20%
25%
30%
How many Early Alerts do you submit in a course?
Faculty Use of Early Alerts
The Early Alert System and Academic Violation Tracker are
essential tools for organizing and conducting interventions
to support struggling students, but, they seem to be highly
underutilized:
Nearly 60% of faculty say they either never or rarely
use the Early Alert System.
27% say they occasionally use it at a rate of 2 to 3
times a course.
Only about 7% of faculty seem to regularly use the
Early Alert system, from 4 to 6 times a course, while
2% use it quite frequently, more than 6 times a course.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 6
0 1 2 3 4 5 6+ NA
Early Alerts/ Course 28% 27% 23% 4% 2.50% 2.30% 2% 1.20%
0%
5%
10%
15%
20%
25%
30%
How many Early Alerts do you submit in a course?
MISSED BENEFITS OF EARLY ALERT SYSTEM UNDERUSE
Early, coordinated
intervent ion vital for
correct ing behaviors
that inhibit success
Coordinat ing efforts
among faculty and
counseling fosters
success competencies
Benefits for engaged faculty
• Enlists allies in support ing student success
• Assures student receives support outside class
• Provides guidance, feedback, support
Missed Benefits of Early Alert System
The limited use of the Early Alert System is unfortunate,
because student success research generally shows that
early intervention is a key to helping students overcome
behaviors that could inhibit academic and professional
success, and interventions are more effective when we can
coordinate efforts of faculty and university to connect
students with resources and training (Bean, 2005).
The Early Alert System is especially important for engaged
faculty, for the following reasons:
Help us know that we’re not alone in helping the
student.
Help assure that the student will get university-level
support outside of our classroom, even when we’re no
longer working with the student.
When used correctly, the Early Alert System can also
provide us with guidance, feedback, and support for our
in-class intervention efforts.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 18
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 7
WHY FACULTY DON’T USE EARLY ALERT SYSTEM
0.00% 10.00% 20.00% 30.00% 40.00% 50.00%
Students don't need it
In-class intervent ion suff icient
EAS form irrelevant to student needs
Student responsibility to contact counselor
Don't know how to use EAS
Ineffect ive
Other
Why do you not use the Early Alert form?
Faculty Response
Why Faculty Don’t Use the Early Alert System
If an Early Alert System is such an important intervention
tool for supporting struggling students, then why don’t so
many School of Business faculty use it?
50% of faculty believe their students don’t need it.
45% say they believe that in-class interventions are
sufficient.
22% say the Early Alert Form does not include options
relevant to student needs.
8% say it’s not their job; that the student should take
responsibility for contacting their counselor.
3% say they don’t know how to use it.
15% say that they believe the EAS is ineffective.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 19
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 8
MYTH BUSTING EARLY ALERT SYSTEM
Too late once problem is
not iced
• Early Alerts are important even if faculty ident if ies issues while processing
f inal grades
• The Early Alert is a means to engage the University to support the student
outside of the classroom
Not aware of the form
• Essent ial tool for engaging counseling to support faculty intervent ions
• Syllabus > Classroom > Performance > Select the Alert icon next to the
student ’s name
Not my job• A fundamental role of faculty is to support student success, which includes
fostering integrity and credibility of student work
Doesn’t do any good
Black hole,
never hear back
No followup
• Counselors connect with the student within 24 hours
• Legal barriers inhibit counselor<>faculty communicat ion
• Follow up early alert with email to [email protected]
• Liaison between faculty and counselor
Myth Busting the Early Alert System
Let’s individually address and dispel each myth driving
these perceptions.
Too late once the problem is noticed
Early Alerts are important even if a faculty member
identifies issues while processing final grades. Even
engaged faculty can only do so much for students who are
struggling with integrity and ethics issues. By processing an
early alert late in a class, we can help assure the student
continues to get support beyond our class.
Not aware of the form
The Early Alert System and Academic Violation Tracker
forms are available through the Performance link in the
course syllabus. Within the syllabus, go to the Classroom
home page and select Performance. Select the Alert icon
next to the student’s name. Select the most appropriate
option and send the form. If you don’t feel the form contains
a sufficient option or want to provide additional information,
send an e-mail to [email protected].
Not my job
For faculty who feel it’s not their job to engage the
university to support student success, fostering integrity
and credibility of student work is a fundamental role of
School of Business faculty. In our mission to develop
leaders for business excellence, we should implement
intervention steps when we discover students are engaging
in behaviors and practices that could threaten their careers.
In-class interventions can include using the Early Alert
System to engage counselors to support your in-class
efforts to support student success.
Black hole
Legal and institutional barriers prohibit direct contact
between counselors and faculty, so, by design, the Early
Alert Form is a one-way information flow with legally-
approved descriptors. But, please understand that
counselors DO receive and respond to the Early Alerts. You
can open a two-way dialog with counselors through the
Academic Help Desk, which can serve as a liaison between
you and the counselor. Let me show you how this works.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 20
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 9
COORDINATING INTERVENTIONS THROUGH EARLY ALERTS
Counselor Faculty
Early Alert
Auto Response
Student? !?
Coordinating Interventions Through Early Alerts
Because legal and structural barriers prohibit direct
communication between faculty and counselors, each party
can be unaware of what the other does, yet both are on the
front line in their roles to support student success. The Early
Alert System provides the legally approved process through
which faculty can engage counselors to support in-class
interventions. However, as we saw earlier, some faculty
perceive that the Early Alert form is ineffective, while others
are not aware of the form.
For their part, counselors can be frustrated when they
receive an early alert, because the form tends to provide
insufficient information for helping them understand what
needs to be done to support the student.
Fortunately, the process includes a solution that almost
everyone tends to miss: An e-mail option through which
faculty can provide details that cannot be communicated
through the form. The following it the recommended
approach to engaging counseling to support in-class
integrity intervention efforts using Early Alerts:
1. Send the Early Alert. Check your faculty e-mail for the
auto-response from the Academic Help Desk. This e-
mail provides the contact information for the Academic
Help Desk.
2. Send an e-mail to the Academic Help Desk with details
that can help the counselor know what is wrong, what
you’re doing about it in class, and what you hope the
counselor can do. The Academic Help Desk will filter the
e-mail for any possible information that might be
considered a FERPA violation, then forward it to the
counselor. The Academic Help Desk representative
typically also follows up with the faculty member.
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 10
EARLY ALERT PROCESS
Select “Classroom
Performance Link”
in Syllabus
Select the “Alert ”
but ton next to the
student ’s name
Select the “Early
Feedback Alert ”
opt ion
Select the opt ion
closely matches the
student ’s needs
• Academic Help Desk
For integrity issues
• “Student needs plagiarism
resources”
• “Student needs APA
format t ing resources”
Check email for
auto response
conf irmat ion
Send details to
academic.helpdesk
@phoenix.edu
Cont inue to support
student in class
Early Alert Process
For easy reference, here is the recommended Early Alert
process I described in the prior slide.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 21
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 11
FACULTY USE OF ACADEMIC VIOLATION TRACKER (AVT)
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
0 1 2 3 4 5 6 8 10+
AVT/ Course
AVT/ Course
95% of faculty feed
papers through
plagiarism checker
13% regularly
report plagiarism
issues through AVT
• 60% “never ”
• Not serious
• No problems
• Hassle
• Not my job
• Don’t know how
Faculty Use of Academic Violation Tracker (AVT)
A huge gap seems to exist between the number of papers
faculty feed through the Plagiarism Checker and the
number of plagiarism issues faculty file through the
Academic Violation Tracker. While nearly 95% of faculty say
they either occasionally or often feed student papers
through Plagiarism Checker, only 13% report that they
regularly file plagiarism issues through the Academic
Violation Tracker.
Reasons faculty give for not filing AVTs include:
They are able to correct integrity issues in class so they
don’t feel it’s necessary to escalate to the university.
The violations are not egregious enough to justify
intervention.
They don’t identify any integrity issues.
It’s too much of a hassle.
It’s not their job.
They don’t know how.
This would be acceptable if it reflected a reality in which
virtually no cheating is occurring. However, external
research in general higher education trends and internal
classroom audits suggest a different reality in which we
must ask to what degree we as faculty contribute to student
integrity issues through inattention, unawareness, and
unintentional modeling.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 22
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 12
FACULTY BEST PRACTICES IN REINFORCEMENT
88% provide students
with feedback related
to integrit y issues
34%
regularly use
Early Alerts
13% use Academic
Violat ion Tracker
• 60% never, 25% rarely f ile AVT
Best Pract icesReach out for help
• EAS
• AVT
• Academic Help
Desk
Empowered in
support student
success
• Prepare leaders
• Build value into
diploma
• Strengthen
program
viability
Documented
intervent ion
• Engaged faculty
Commitment to
student success
Faculty Best Practices in Reinforcement
Let’s wrap up this section by returning to the initial findings
that illuminate opportunities for improving our reinforcement
practices, and review some best practices some faculty
recommended through the Integrity Survey.
Some faculty feel they’re alone in supporting student
success. This is only the case if we don’t know how to reach
out for help. The university has well-established processes
for supporting faculty in their effort to foster student
success. This includes the Early Alert System and
Academic Violation Tracker system we already discussed.
But, it is also important that we recognize that the Academic
Help Desk is always ready to answer our questions and
guide us through challenging situations in class and with
students.
As faculty, we should feel empowered in our efforts to
assure the integrity and credibility of student work, even if it
creates uncomfortable situations. Our job is to prepare
future leaders for business excellence—and the school
applauds faculty who support student success through the
university framework.
That student who graduates lacking basic competencies in
academic integrity and professional ethics may become
poised for business failure, which reflects on the university
and faculty. In other words, fostering integrity and credibility
of student work helps assure the value of the diploma, while
strengthening our credibility as faculty. It is also important
for us to recognize as faculty that documenting intervention
efforts through Early Alerts, AVTs, and outreach to the
Academic Help desk communicates to the university that we
are engaged in supporting student success.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 23
Brent Duncan, PhD Dean of Faculty School of Business
Brent Duncan, PhD
Dean of Faculty
School of Business
Faculty Pract ices for Fostering Academic Integrity: | Define Expectat ions | Explain Consequences | Monitor Work | Reinforce Standards 13
REFLECTIVE ACTIVITY
Review the “Plagiarism Guide” and other “Avoiding Plagiarism (Former Avoiding Plagiarism” resources in Center for Writ ing
Excellence
Complete the “Avoiding Plagiarism Mastery Test ” in the Plagiarism Guide
Considering an integrity issue from one of your courses, do the following:
Develop an intervent ion approach
that integrates the following
• “Avoiding Plagiarism” resources
• Your verbiage for init iat ing a dialog with
the student
• Early Alert
• Academic Violat ion Tracker, if egregious
Address these quest ions
• What are the intervent ion steps you would
take to help the student recognize and
change pract ices?
• What is the verbiage you would use to
init iate a dialog that helps the student
recognize and correct the pract ice
• At what point would you file an AVT?
• What do you do if the student drops after
you init iate an intervent ion?
Post your response and discuss
with your colleagues
Reflective Activity
Let’s work together to develop and share specific practices
for conducting interventions for supporting academic
integrity as a competency for professional success.
For this exercise, do the following:
1. Review the Plagiarism Guide and other Academic
Integrity resources in the Center for Writing Excellence.
Consider taking the Plagiarism Mastery Test in the
Plagiarism Guide to test your knowledge.
2. Consider an integrity issue from one of your courses.
3. For this situation, develop an intervention approach that
integrates the Academic Integrity resources, your
verbiage for initiating a dialog with the student, an Early
Alert, and an Academic Violation tracker (if egregious).
4. Answer the following questions:
a. What are the intervention steps you would take to
help the student recognize and change practices?
b. What is the verbiage you would use to initiate a
dialog that helps the student recognize and correct
the practice?
c. At what point would you file an AVT?
d. What do you do if the student drops after you
initiate an intervention?
5. Post your response and discuss with your colleagues.
Study Guide: Faculty Practices for Fostering Academic Integrity for Professional Success 24
Brent Duncan, PhD Dean of Faculty School of Business
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