Conference centre Floor Plan
ii
iii
iv
v
ICAI Advisory Council
2010 - 2011
The ICAI thanks its advisory council
members for their continued insight,
Advisory
assistance, and support!
1
Karen Clifford, Council Chair, Academic Integrity Consultant
Tricia Bertram Gallant, Past Chair, University of California, San Diego
Mohamed Abou-Zeid, American University in Cairo
Ali Alkazemi, Kuwait University
Tracey Bretag, University of South Australia
Troy Brooks, Brock University
Deborah Eerkes, University of Alberta
William L. Kibler, Mississippi State University
James M. Lancaster, Appalachian State University
Pamela Law, Colorado Technical University’s Denver Campuses
James K.W. Lee, Queen’s University
Don McCabe, Rutgers University
Gary Pavela, University of Maryland
Daniel Wueste, Rutland Institute for Ethics, Clemson University
The International
Center for
Academic Integrity
Special Thanks. . .
. . . To the Conference Committee & Support
My “A” team: Aaron Monson & Helena Peace ICAI, Clemson University
Our Advsiory Board: Karen O. Clifford, Tricia Bertram Gallant, Mohamed Nagib Abou-Zeid,
Ali Alkazemi, Tracey Bretag, Troy Brooks, Deborah Eerkes, William L. Kibler, James Lancaster,
Pam Law, James K.W. Lee, Donald L. McCabe, Gary Pavela, Daniel E. Wueste
Conference Volunteers: Jeff, Daniel & Cassidy Fishman, Joe Rainwater-Cummings, & Kathy Wueste
Colleagues: Barbara Ramirez & Gail Ring, Clemson University,
Rutland Institute for Ethics & Technical Support: Jamie Brown, Brad Jones, Linda Gallicchio,
& Daniel Wueste- Director, Clemson University
Donna Bell,Ryerson University
Troy Brooks, Brock University
The University of Toronto: Christopher Lang, Lucy Gaspini, Edith Hillan
And to our Sponsors:
2
Organizational History of ICAI
3
OCTOBER 1995
FALL 1994
The second
CAI
conference
is held at the
University of
Pennsylvania.
By the time of
the conference
at Georgetown
University, the
membership of
CAI has grown
from twentyfour to sixty-six
schools.
The CAI receives
a two-year
$80,000 grant
from the William
and Flora
Hewlett
Foundation
to support its
work. The grant
funds new
reasearch and allows the CAI to
hold two board
meetings per
year.
JANUARY 1997
The new organization
chooses McCabe as its
first president, welcomes
twenty four schools as
charter members, and is
incorporated in Maryland.
Gary Pavela
becomes
the CAI’s
second
president;
Rice
University
hosts the
fall
conference.
SPRING 1995
The Center of Academic
Integrity is founded by
Don McCabe, Jim Lyons,
Bill Kibler, Sally Cole
of Stanford University,
Gary Pavela of University
of Maryland, and John
Margolis of Northwestern
University.
The first
official
Center for
Academic
Integrity
Conference
is held at
the
University
of
Maryland.
OCTOBER 1993
MARCH 1993
Donald McCabe
of Rutgers
University in
Newark, New
Jersey meets
with other future
founding
members to
discuss troubling
data concerning
cheating at 31
schools he has
surveyed.
OCTOBER 1992
MARCH 1992
The International Center for Academic Integrity traces its roots to a March 1992 conference at which Dr.
Donald McCabe of Rutgers University assembled a group of friends and colleagues to discuss the results of
his 1990 survey of academic integrity. This survey of 31 schools had revealed significant and troubling data
concerning both the extent of cheating and the attitudes surrounding it. At the conclusion of the meeting, Jim
Lyons of Stanford University asked, “Where we go from here?” During the ensuing dialogue, Bill Kibler,
then at Texas A&M University, proposed the creation of a Center for the Study of Academic Integrity . . . .
Duke
University
establishes
the
Kenan Ethics
Program that
evolves into
the Kenan
Institute for
Ethics under
Dr. Elizabeth
Kiss.
CAI moves from
Stanford University to Duke
University and
began a three-year
affiliation with
the Kenan Ethics
Program.
CAI receives funding
from The John
Templeton Foundation to develop and
test an Academic
Integrity Assessment
and Action Guide to
help schools assess
the effectiveness of
their campus academic integrity programs.
Twelve schools participate in a one-year
project, giving feedback. The final guide
is released in 2001.
2011
ICAI’s first
international
conference:
Toronto/Markham,
Canada
The CAI revises its
name to reflect what
has become an
international
presence, officially
becoming the International Center for
Academic Integrity:
ICAI
2010
2004-2006
The Templeton
Fellows Program
is established,
supporting a group
of one senior and
four junior scholars
in their academic
integrity-related
research and
established CAI
at the forefront of
academic integrity
scholarship.
JULY 2, 2007
CAI releases a report
on The Fundamental
Values of Academic
Integrity--Honesty,
Trust, Respect, Fairness, Responsibility-to 4,000 college and
university campuses.
1999
SUMMER 1997
OCTOBER 1999
1998
The CAI launches a
two-year program to
identify and describe
the “fundamental
values of academic
integrity” and their
implications for daily
campus life.
The CAI board votes
unanimously to accept
Clemson University’s
proposal to relocate the
organziation to its campus
in South Carolina. It
partners with the Eugene T. Moore School of
Education, Undergraduate
Studies, the College of
Business and Behavioral
Science, and the Pearce
Center for Communication.
The CAI begins to settle
in its new home within
the Rutland Institute for
Ethics.
4
The Center for Academic Integrity Past
Conferences and Presidents
1993 University of Maryland
Don McCabe
College Park, Maryland
Rutgers University
1993 University of Pennsylvania
Don McCabe
Philadelphia, Pennsylvania
Rutgers University
1994 Rice University
Gary Pavela
Houston, Texas
University of Maryland
1995 Georgetown University
Sally Cole
Washington, DC
Stanford University
1996 Duke University
Wanda Mercer
Durham, North Carolina
Tarleton State University
1997 Babson College
Mary Olson
Wellesley, Massachusetts
Oakton Community College
1998 Washington and
Patrick Drinan
Lee University
University of San Diego
Lexington, Virginia
1999 Duke University
Durham, North Carolina
Jim Lancaster
UNC, Greensboro
2000 U.S. Air Force Academy Jeanne Wilson
Colorado Springs, Colorado
University of California, Davis
2001 Texas A&M University
Bill Kibler
College Station, Texas
Texas A&M University
2002 University of Virginia
Charlottesville, Virginia
5
Margaret
Hogan
Kings College
2003 University of San Diego
San Diego, California
Dennis T. Johnson
Pueblo Community College
2004 Kansas State University
Manhattan, Kansas
2005 Virginia Tech
Blacksburg, Virginia
2006 UC Boulder
Boulder, Colorado
Nina Dulin-Mallory
LaGrange College
Timothy Dodd
Case Western Reserve Univ.
Mark Hyatt
The Classical Academy
2007 Christopher Newport University Catherine Meriano
Newport News, Virginia
Quinnipiac University
2008 Hosted by Clemson University
Myrtle Beach, South Carolina
Catherine Meriano
Quinnipiac University
2009 Washington University
Tricia Bertram Gallant
St. Louis, Missouri UC, San Diego
2010 Long Beach, California
Tricia Bertram Gallant
UC, San Diego
Save the Date...
...and join us in Princeton for our
20th Anniversary
Conference
November 2-4, 2012 at the
Hyatt Regency Princeton
For more details see www.academicintegrity.org
6
Dan WUESTE
8:30 a.m. - 10:00 a.m.
C
ollege and University Issues Round Table
Dr. Tricia Bertram Gallant
Evergreen Room
Abstract: Academic Integrity Author and Leader Tricia-Bertram Gallant will
begin the discussion with a short series of questions about academic integrity
policies and practices, designed to uncover some of the contradictions in current
academic integrity practices. Next, participants will engage in a discussion of
possible modifications and improvements to existing practices that would yield
more desirable results.
H
igh School Issues Round Table
Karen Clifford
Jasmine Room
Abstract: In this highly interactive session, participants will identify and discuss
some of the most pressing integrity issues facing secondary schools and then
consider and reflect on larger academic integrity trends. This session is especially
appropriate to those new to academic integrity as well as veterans with successful
approaches and strategies to share.
NOTES
7
Primrose Room
Abstract: The ability to make informed ethical decisions is a critical skill in
nearly every discipline, yet for many students, taking a course devoted solely to
ethics is a luxury in a curriculum already crowded with other requirements. How,
then, can we teach these important skills? Participants in this session will learn
ways to take advantage of “teachable moments” to teach ethical decision-making
within the context of other content area courses, using accessible language and
common-sense approaches that can be readily understood by both teachers and
students unfamiliar with philosophical language.
Friday
Pre-Conference Workshops
October 14
E
thics Across the Curriculum and Beyond
Pre-Conference
Workshops
T
echnological
Approaches
Friday October 14
Developments
&
10:15 am - 11:45 a.m
Challenges:
Gail Ring and Barbara Ramirez
Proactive
Evergreen Room
Abstract: For the past two decades Moore’s law explained and predicted the acceleration of
technology suggesting that it is doubling approximately every two years. With this power come a
number of challenges. Cloud computing, social media, and mashups pose a challenge to academic
integrity. This session will explore the ways that communication and classroom technology can
be used to support (or thwart) educational goals. The discussion will include popular plagiarism
detection software like Turn-It-In as well as ubiquitous technologies including web-based and cell
phone applications. In addition, we will explore the challenges presented by the rapidly changing
classroom and discuss ways in which the academic integrity community can work together to create
pedagogical approaches to address these issues.
C
reating a Culture of Academic Integrity:
Strategies for Secondary Schools
David Wangaard
Jasmine Room
Abstract: Join us for activities and discussion that focus on secondary school strategies to establish
and administer an Academic Integrity Committee (AIC). An AIC is recommended as a standing
committee for every secondary school to help develop awareness and commitment to behaviors
that demonstrate integrity in schools. Activities will be highlighted from a recently published
academic integrity toolkit. Participants will be asked to work in small teams, select from a menu
of activities and develop plans to implement the activity at their school. A workbook of notes
will be provided.
S
tudent Cheating: What’s Really Going On
Donald McCabe and
Julia Christensen-Hughes
Butternut/Holly Rooms
Abstract: Although open to everyone, this session is specifically designed for our Canadian colleagues
who wish to follow up on the nation-wide survey of academic integrity started ten years ago in
Canada by Dean Julia Christensen-Hughes of the University of Guelph in Canada and Professor
Don McCabe of Rutgers University in the U.S. Julia and Don will outline plans for this follow-up
survey, discussing both logistics and survey design. Current plans call for web surveys of students,
faculty, teaching assistants, and a special survey for first year students tying their expectations for
academic integrity issues at university to their experience in secondary school. This will be a
working session designed to introduce potential participants to the mechanics and objectives of the
survey. Although the focus will be on Canadian schools, U.S. schools contemplating participation
in the ongoing U.S. survey process will benefit from the general discussion.
8
Welcome
Keynote Address
Revising and Revitalizing
the Fundamental Values of
Academic Integrity - Part I
Elizabeth
Kiss
Elizabeth Kiss (pronounced “quiche”) is the eighth
president of Agnes Scott College. Before coming to Agnes Scott
in 2006, she was the Nannerl O. Keohane Director of the Kenan
Institute for Ethics and an associate professor of the practice of
political science and philosophy at Duke University. She has
Friday
served as interim director of the Center for Genome Ethics, Law,
and Policy, co-director of the Humanitarian Challenges at Home
October 14
12:15-1:45
and Abroad FOCUS program, a member of the Council on Civic
Engagement, and an elected member of the Executive Committee
of the Academic Council at Duke. Previously she taught politics at
Princeton University for eight years and also taught at RandolphMacon College and Deep Springs College.
NOTES
9
ICAI Session One
A
Friday October 14
2:00 p.m. - 3:15 p.m.
cademic Integrity: A Growth Opportunity for Character
and Learning in Secondary Schools
David Wangaard
Primrose Room
Abstract: Join us for activities that highlight strategies to advance integrity in secondary schools
and provide students an excellent opportunity to develop ethical/moral awareness, judgment,
commitment and behavior in support of integrity. A model secondary-school implementation
program will be described with resources and activities to encourage the school culture to support
academic integrity and resist the epidemic of cheating.
A
cademic Integrity Matters (AIM): Cultivating Integrity
Through Collaborative Learning
Eleanor Irwin, shehna Javeed, Heather Lynne
Meacock, Sheryl Stevenson, & Joanna Ying
evergreen Room
Abstract: Through productive collaboration, five academic and student life units at University of
Toronto Scarborough developed a jointly offered, interactive workshop, “AIM to Meet University
Expectations,” suitable for all first-year UTSC students. The workshop encourages collaborative
learning and represents a holistic approach to helping students understand and avoid academic
offences, specifically by addressing four areas: (1) cross-cultural and situated understandings of
plagiarism and intellectual property; (2) ways to understand and apply the university’s code on
academic matters; (3) writing skills for using sources responsibly; and (4) time-management and
motivation strategies that help students maintain their commitment to academic integrity.
A
Research Study that Explores the Benefits of Senior Students
as ‘Academic Integrity’ Instructors
Gail Forsyth & Eileen Wood
Jasmine Room
Abstract: Since 2004 Laurier has hired senior students to introduce the topic of academic integrity
and misconduct as part of their orientation week activities for its incoming class. It began as a pilot
project with its School of Business and Economics and has since become a campus-wide initiative with a significant component delivered by the residence dons. In 2010, a research project was
undertaken to assess the effectiveness of peer-to-peer instruction when don’s provided systematic
instructional sessions to their residence students. The impact of these sessions for don’s and students
will be discussed at this session.
10
ICAI Session One
R
Friday October 14
2:00 p.m. - 3:15 p.m.
eviving and Revisiting the Fundamental
Values of Academic Integrity
Elizabeth Kiss
Butternut Room
Fundamental Values Working Session #1
Abstract: Dr. Kiss will lead this first session as participants begin the process of examining, probing, and evaluating the first edition of The Fundamental Values as a first step toward its revision and
revitalization. Participation in the working sessions is open to all members and friends of ICAI; No
prior familiarity with the Fundamental Values Required; All are welcome!
F
rom PRINCIPLES TO POLICY: CODIFYING ACADEMIC INTEGRITY
AT AN INDEPENDENT SCHOOL
Bradley Zakarin
Holly Room
Abstract: This presentation is the sequel to the ICAI 2010 workshop “Halfway There? Institutionalizing Academic Integrity at an Independent School,” which introduced attendees to Windward
School’s long-term initiative to promote academic integrity on its campus. Soon after ICAI 2011,
Windward will roll out its new policy, advisory, and remediation programs to support academic integrity. How did the leadership of this independent school in Los Angeles get from a 2010 student
survey about academic integrity to a commitment to principles now codified in an organic system
for adjudication and education?
ICAI Session Two
S
Friday October 14
3:30 p.m. - 4:45 p.m.
tudent Behavior: Creating a Successful Classroom Code
Rebecca Wentworth
Primrose Room
Abstract: New teachers are often placed in large, low-level classes and face more discipline issues
than their veteran peers. To help facilitate a more successful first-year classroom experience, this
workshop will help pre-service teachers create a viable classroom behavior code that is theoretically
sound and defensible.
NOTES
11
ICAI Session Two
F
Friday October 14
3:30 p.m. - 4:45 p.m.
ostering Climate Change on Campus: A Framework Reviewed
Justin Louder , Sabrina Sattler & Drew Canham
Primrose Room
Abstract: This session will introduce and discuss a visual framework for fostering positive campus
climate change as it relates to academic integrity. The presenters will discuss pragmatic approaches
for assessing student perceptions on academic integrity. Participants will be able to evaluate their own
academic integrity outreach and education programs to measure whether those practices are being
approached purposefully and systematically. A discussion of the methods utilized to raise awareness
of academic integrity on the campus of a large Southwestern university will be included. This
session will be highly interactive. The audience will be encouraged to share their own experiences
throughout.
C
reating
Reader-Centered
Rules,
Instructions for Academic Integrity
Lucille Hautau
Regulations,
and
Evergreen Room
Abstract: Create reader-centered rules, regulations and instructions that are usable and persuasive.
Learn how to get people to do what you want them to do, find the information they need quickly,
understand it and use it correctly. Blend a few words with colorful graphics and meaningful usertests to influence your readers’ attitudes and actions. Learn how Miami University changed the
rules, streamlined processes and created a user-friendly procedure manual for addressing cases of
academic integrity.
T
he Visual Culture of Academic Integrity Websites and Ontario
Universities
Jane Griffith
Evergreen Room
Abstract: This paper examines the web content Ontario universities use to teach undergraduate
students about academic integrity, focusing specifically on the visual components of these websites.
Some universities’ visual presentation of plagiarism policies accord with their written policies, while
other web components may undermine the university’s educative stance through its use of punitive
images.
12
ICAI Session Two
F
saturday October 15
3:30 p.m. - 4:45 p.m.
rontline Workers in the Pursuit of Academic Integrity
Mike Follert & Christine Korte
Jasmine Room
Abstract: Graduate students play a key role in addressing the problem of academic integrity at
universities that rely on them to mark the bulk of undergraduate papers and run tutorials. This
session explores the range of pedagogical, institutional, and ethical issues routinely faced by teaching
assistants as the frontline workers in the detection and prevention of plagiarism.
F
aculty Success Stories: Using Digital Case Stories to Promote
Academic Integrity in Your Programs
Danielle Istl, Donna Bell, & Wendy Freeman
Butternut Room
Abstract: Many innovative pedagogical approaches to promoting academic honesty remain hidden
behind closed classroom doors. Through the project Digital Case Stories for Academic Integrity ten
faculty across four Ontario universities share their approaches to supporting academic integrity by
telling their stories digitally through video footage of the classroom experience and with faculty/
student interviews. Attendees will find out how this project developed, view a sampling of the
digital stories, and learn how they may be used in faculty development initiatives and by individual
instructors to promote academic integrity in their courses and within their programs.
W
hat if We Don’t Even Mention Plagiarism: How the
“Framework for Success in Postsecondary Writing”
Establishes the Value of Integrity
Stephanie Roach
Holly Room
Abstract: The aim of this individual presentation is to introduce the “Framework for Success in
Postsecondary Writing,” investigate its focus on fundamental habits of mind over rote skill, consider
its approach to integrity in writing without its ever mentioning “plagiarism,” and open a discussion
of the importance of how we frame discussions of our fundamental values.
NOTES
13
Dinner
Keynote Address
Revising and Revitalizing
the Fundamental Values
Part II
Legal Educator, Best-Selling Author, and recipient of the Meritorious Service
Medal Gus Lee will speak about fundamental values, character development, and
courage as it relates to integrity in and out of the academy. This talk will inform
the second working session on revising and revisiting the fundamental values.
Gus
Lee
Friday
October 14
5:45
14
Gus Lee is a nationally recognized authority on character and ethics, an author and character-centric leadership consultant, and Chair of Character Development at West Point, and Chief Learning Officer for Integware, which
is a character-centric Colorado Fast 50 corporation. Gus Lee has worked on
leadership development in 50 industries with executives from every continent.
8:30 a.m. - 9:45 a.m.
Saturday
ICAI Session 3
October 15
15
P
ublish or Perish: Ramifications for Online
Academic Publishing
Tracey Bretag
Primrose Room
Abstract: The presentation explores the current climate in higher education
whereby academics are under increasing pressure to publish, and how this
pressure impacts on standards of ethical conduct in academic publishing in
the online environment. I argue that to maintain integrity in online publishing
environments, there needs to be a multi-stakeholder approach that encompasses
each of the environmental levels, from educational policy makers, to senior
managers, to teaching academics and advisors, to editors and finally to
individual researcher/authors.
A
Process for Developing a Culture of
Academic Integrity
Paige Dickinson & Claire Stiles
Evergreen Room
Abstract: This presentation will describe a decade-long process for creating
and maintaining a unique culture of academic integrity at a small liberal
arts college in Florida. The presenters will discuss the development process
of an honor code and an academic honor council. Participants will receive a
sample Academic Integrity Constitution as well as creative ideas for programs
designed to promote a culture of academic integrity. We will share our overall
impressions of launching the Academic Honor Council and provide an
opportunity to address any questions arising during the presentation.
D
igging for Systematic Patterns in Code
Data
Mebs Kanji, Catherine Bolton, &
Butternut Room
Soheyla Salari
Abstract: The Faculty of Arts and Science at Concordia University in Montreal
Quebec has been archiving data on its academic misconduct cases for ten years.
In this paper, we begin to systematically dig through some of this evidence, in
attempt to assess what it reveals about the nature of our Code cases. Our hope
is that this project provides us with some empirically based insights on how
to better contend with and possibly even combat Code violations in the future.
ICAI Session Three
O
Saturday October 15
8:30 A.M. - 9:45 A.M.
n Interpreting Plagiarism Software Findings
Arthur Wilson
Holly Room
Abstract: A panel discussion where 3-5 researchers with experience with this or similar plagiarism
detection software briefly present their findings and then discuss interpreting them.
P
lagiarism is Not a Four-Letter Word: Rhetorical Perspective
for Old Man Plagiarism
Susan Bachman
Jasmine Room
Abstract: The session will be an “Attitude Adjustment Hour” for increasing class and institutional
joy in good, honest research writing. I anchor the argument in rhetorical theory and an interrogative
model of reasoning (Hintikka, et al.) that always yokes any “information” (answers to questions)
with sources whose suitability must also be argued. Researchers (students), then, see their role less
as boring parroting of “experts” (Macrorie) but more as active co-creators in thinking (Aristotle;
Hintikka). Students focus on revealing the threads of their reasoning more carefully as they expose
presuppositions of others and synthesize arguments themselves (Kimball).
H
ow Universities Deal With Faculty Research Misconduct
Hussein Abaza
Jasmine Room
Abstract: Most universities in the US have policies regarding dealing with research misconduct,
however, very few universities have policies and procedures that deal with issue related to other areas
of scholarly misconduct such as copyright infringement, copying materials for class use without
referencing, or copying ideas of peers that are not published. Universities have great differences
in their interpretation of plagiarism, and how they respond to it. With the new internet searchable
database, detecting plagiarism is much easier than before. This paper conducted a plagiarism check
on 50 articles that were published at Journal and conference proceedings. The researcher found
that 20% of these papers contain some kind of plagiarism. The paper also shows examples of how
universities around the world deal with research misconduct.
16
ICAI Session Four
saturday October 15
10:00 a.m.-11:15 a.m.
H
ow Can We Come Together?: Faculty, Staff, and Student
Engagement in British & American Academic Misconduct Panels
Muira McCammon
Primrose Room
Abstract: This session seeks to explore the effectiveness, institutional design, and evolution of
undergraduate misconduct panels that bring faculty, staff, and student representatives together.
Through case studies in American and British universities, we will look at how “mixed” councils
function in contrast to their student and staff-exclusive counterparts. Attendees will develop an
understanding of the procedural differences and ethical concerns that arise in such hybrid councils.
Combining her personal narrative as a student representative at Carleton College with fieldwork
at Oxford, Cambridge, and LSE – the speaker will explore how the composition of academic
misconduct panels can influence campus engagement and respect for academic integrity.
R
unning a Successful Disciplinary Conference
Michael Goodwin & Beth Kirsner
Primrose Room
Abstract: This session examines the informal disciplinary conference model used at Kennesaw
State University for resolving first offense academic misconduct cases. Presented jointly from the
perspective of faculty and student conduct administrators, this best practices approach integrates
restorative justice principles with practical accountability measures and centralized record keeping
to deter repeat offenses and maximize developmental opportunities for offenders.
NOTES
17
ICAI Session Four
S
Saturday October 15
10:00 a.m.-11:15 a.m.
potlight on Academic Integrity at the American University
of Sharjah
Cindy Gunn
Evergreen Room
Abstract: This presentation will focus on what is being done at the American University of Sharjah in
the United Arab Emirates to promote academic integrity at all levels. The presenter will first review
some of the literature regarding this issue with a particular focus on different cultural influences on
the understanding of academic integrity. The presentation will end with recommendations on ways
to appropriately, and with cultural sensitivity, instill a sense of academic integrity in all students.
R
evising and Revisiting the Fundamental Values of Academic
Integrity
Karen Clifford
Butternut Room
Fundamental Values Working Session #2
Abstract: ICAI President Karen Clifford will lead the group in considering courage and other
qualities as they relate to the fundamental values. Participation in the working sessions is open to
all members and friends of ICAI; No prior familiarity with the Fundamental Values Required; All
are welcome!
K
eeping Faculty Committed to the Processes Supporting
Academic Integrity
Sonia Jacobson, Katelyn Horn
& Jennifer Woolard
Jasmine Room
Abstract: Based on a drop by half in the number of cases reported to the Honor Council in 20102011, Georgetown’s Honor Council has engaged the faculty on issues why this might be. Have
outreach efforts to educate faculty and students about academic integrity been that successful?
Or are there latent reasons for fewer allegations? Are faculty not reporting cases - and thus not
following contractual policies and standard procedures? This presentation will describe the steps
to get accurate information and opinion in order to address problems and to advance the cause of
academic integrity in a manner based on both research and anecdote. Faculty support is critical to
the success of the Honor System at Georgetown.
18
ICAI Session Five
C
saturday October 15
ombating Ethical
Institutions
Misconduct
in
11:30 a.m.-12:45 p.m.
Research
Mohamed Nagib Abou-Zeid
Academic
Primrose Room
Abstract: This session presents the forms of misconduct encountered while conducting research
particularly in research-intensive institutions. This includes violations of integrity in graduate
student’s work, proposal writing, publications, handling of research funds as well as presentations
of research findings. The nature of violations and the compiled results of more than eighty cases of
violations are presented and discussed.
A
cademic Integrity as a Social Critique: A Performance/
Workshop on Student Academic Behavior
Troy Brooks & Joe Norris
R
Evergreen Room
Abstract: This interactive performance/workshop was devised by Mirror Theatre to initiate
discussion on student academic behaviour. The scenes performed represent relevant personal stories,
either experienced or witnessed, addressing academic integrity issues from a variety of perspectives
including cheating, authenticity, ignorance, peer pressure, and consequences. Audience members
will be lead through an example of forum theatre (see Boal 1979) by which audience members can
redirect scenes, further emphasizing the complexities of student academic dishonest behaviour and
the administrative policies and procedures institutions use to address issues of academic integrity.
esearch Writing’s “Glocal” Communities:
Countercultural Ethical Space
John Van Rys
Developing
a
Jasmine Room
Abstract: Given both the global and local (“glocal”) rhetorical context of research writing, ethical
questions about knowledge are at the heart of conducting research, doing research writing, and
sharing the results with an audience. The teaching of research writing should make it possible to
tease out these ethical issues, starting with but going beyond plagiarism by taking students into
a kind of countercultural territory where choosing to act with integrity makes radical sense. This
session proposes a means of doing so by embedding research writing in a community ethos and
praxis from inception to publication.
NOTES
19
ICAI Session Five
P
Saturday October 15
11:30 a.m. -12:45 p.m.
lagiarism in a Graduate Ethics Program: Uncommon Faculty
Responses
Jasmine Room
Robert V. Doyle
T
Abstract: The unique nature of graduate students, who often function as professionals, yields an
interesting discussion as to the limits of a standard, formulaic approach to plagiarism and the
goals of enforcing any plagiarism policy. Since the reach of any punishment may impact graduate
students beyond the scope of the academic institution is it reasonable to always follow the standard
plagiarism policy? This talk explores two such cases in light of faculty responses. It ponders the
goals of plagiarism policies in light of objective and subjective standards and the implications that
follow from each of these.
owards a Theory of Understanding the Decision to
Implement an Honor Code Policy: Punctuated Equilibrium
and Multiple Streams
Butternut Room
James Orr
Abstract: Researchers have noted that academic dishonesty in universities is prevalent. In an effort
to combat academic dishonesty, many institutions have implement honor code policies, as they
represent an effort by the institution to promote academic integrity. This case study presents the
theories of punctuated equilibrium and multiple streams as a framework for explaining how the
policy process can lead to opportunities for universities to implement honor code policies.
M
orality in
Perspective
Health
Detlef Prozesky
Science
Education:
A
Historical
holly Room
Abstract: This session will ‘revisit the past’, exploring some of the contributions of six great
educationalists and educational movements of the past 2500 years to ‘education for integrity’ particularly as it relates to the education of health professionals. Elements of the approaches of
Plato, the ancient Buddhist universities of India, St Thomas Aquinas, Jan Amos Komensky, John
Dewey and Paulo Freire are investigated. The practicality of ‘reviving these fundamental values of
integrity’ in 21st century health professions education in societies with great inequality are briefly
explored.
20
Welcome Remarks &
Luncheon Address
Karen O.
Clifford
tricia
Bertram
Gallant
ICAI’s 20th
Anniversary Projects
Karen O. Clifford is currently conducting research on high school programs for
promoting academic integrity and preventing and addressing cheating. Karen has
consulted with high schools and colleges in developing or revitalizing honor systems and has made numerous presentations about promoting academic integrity,
including webinars for high school teachers and administrators and workshops
for high school students. Karen earned a Ph.D. in Higher Education Administration from the University of Virginia, a M.Ed. in Counselor Education from the
University of Virginia, and a B.S. in Business/Marketing from Radford University.
Tricia Bertram Gallant is the Academic Integrity Coordinator for the University of
California, San Diego. She earned her Ph.D. in Leadership with a Higher Education
focus at the University of San Diego. She has served as a director on the board of the
Center for Academic Integrity, and has taught leadership and higher education administration at the undergraduate and graduate level. She focuses her work and writings
on encouraging higher education faculty and administrators to reconsider student academic misconduct beyond that of “students behaving badly” to a systemic and complex issue shaped by a multitude of organizational, institutional, and societal factors.
Saturday
October 15
1:00-2:00
NOTES
21
ICAI Session Six
T
Saturday October 15
2:45 p.m - 4:00 p.m.
apping into Tacit Knowledge: Generative Interviews as a
Tutoring Approach
Gail Ring & Barbara Ramirez
primrose Room
Abstract: Tutoring has long been an effective method for providing feedback and mentoring in
academic settings, leading students to increased understanding and new insights. However, one
problematic area involves maintaining the boundary between effective tutoring and prohibited
collaboration, a negotiation especially difficult for novice mentors. This session explores the use
of generative interviews as a way for a mentor to help students uncover and realize their tacit
knowledge, focusing on providing strategies as well as practice in using this technique.
D
ecades of Dishonesty: The Cheating Scandal of 1960
and the Creation of the Academic Honor Code at the
University of Alabama
Dave Aurich
Evergreen Room
Abstract: The University of Alabama fell victim to a widespread cheating scandal in 1960. Student
sentiment towards the scandal were high on both sides, some favoring the establishment of an Honor
Code while others excused the behavior. This paper explores the establishment of the Academic
Honor Code at the University of Alabama, using the cheating scandal of 1960 as the historical
reference point. This paper examines original historical documents including presidential papers
from the Archives at the University of Alabama library, and describes and evaluates the institutional
response to the academic fraud experienced on campus in 1960. It also uses extant secondary
literature, historical and non-historical, to contextualize the Alabama experience, to compare it to
the contemporary situation, and to discuss briefly the larger phenomenon of academic misconduct.
C
elebrating a Culture of Inclusion at a Historically Baptist
Institution
Evergreen Room
John Wells, Kathy Meacham, Barry Sharpe, &
Jason Pierce
Abstract: Mars Hill College is an institution located in rural North Carolina. Throughout much of its
history, its student population has been overwhelming white, first generation college, and working
class. In recent years, however, the institution has become increasingly diverse. This has not been
accomplished without difficutly. The College now boasts a strong GLBTQ community, a growing
number of African-Americans, evangelical Christians, members of the Eastern Band of Cherokee,
and a large segment of international students. This panel will examine how one small, churchaffiliated, liberal arts institution in the rural South has, using a Ford Foundation “Difficult Dialogues
Grant,” determined to move past an ethics of toleration to a condition of celebrating pluralism.
22
ICAI Session Six
P
saturday October 15
2:45 p.m - 4:00 p.m.
romoting Academic Integrity
Augustine Kyeremeh
Butternut Room
Abstract: Examination malpractices have become a social canker in most schools.This has resulted
to poor standards of education in my country and it is my strong desire to help alleviate this social
phenomenon in my country.The main aim of my partake in this conference is to come together with a
team to find a lasting solution to alleviate this challenges that exist in most schools.
A
voiding Plagiarism Before Punishment
Christina Jaquez
Holly Room
Abstract: This session will be a collaborative discussion on how to help students identify proactively and
avoid plagiarism before reaching a punitive stage. This will focus on the Writing Coach service and use
of plagiarism detection software for online and campus-based students requesting review and feedback
before turning in an assignment.
D
eveloping Scholarly Identity as an Antidote to Plagiarism
Michele Ninacs
Holly Room
Abstract: This presentation will articulate values and practices, particularly within the context of
composition courses, that encourage students to view themselves as members of scholarly communities,
and discourage actions, such as plagiarism, that are considered anathema within those communities.
NOTES
23
ICAI Session Six
I
ntegrity and
Commitment
Saturday October 15
Ethics
and
Citizenship
2:45 p.m - 4:00 p.m.
Education:
Our
Norma Velasco
Jasmine Room
Abstract: Tecnológico de Monterrey´s mission is “To form persons with integrity, ethical standards and
a humanistic outlook, who are internationally competitive in their professional fields; at the same time,
they will be good citizens committed to the economic, political, social and cultural development of their
community and to the sustainable use of natural resources” is being done through a main program Ethics
and Citizenship that promotes and forms through certain competencies that will enhance the commitment
to greater social development and the capability to make decisions based on ethical criteria, it is through
a credible and authentic system of assessment that these competences are evaluated.
m
ission and Marketing: Challenges to Institutional
Integrity
James Bachman
Jasmine Room
Abstract: North American culture has impacted church related universities by loosening ties between these
universities and their faith-based originating communities. As these universities reshape their missions
for a broader audience they have simultaneously entered the world of modern marketing and recruitment.
Mission imperatives and marketing pressures are not always well coordinated. A similar collision of
mission and marketing confronts most universities as they cope with the marketing of the academic
experience. I propose to discuss examples, both church related and academic, that I have experienced and
to invite conversation concerning ways to maintain institutional integrity despite collisions of mission
and marketing.
24
j
oin Us...
For an Excursion &
Reception in
Downtown Toronto
4:00pm - 10:00pm
Reception: 5:00pm-7:00pm
Reception will take place at the
University of Toronto Hart House
25
8:30 a.m. - 9:45 a.m.
Sunday
ICAI Session 7
October 16
26
O
n my Honor: The Interconnected Role
of Students and Faculty in Promoting Academic Honesty at a Liberal Arts College
Alexis Ramsey-Tobienne, Marissa Swain, Butternut Room
Heather Vincent, & Anthony Leigh
Abstract: This panel speaks to the conference threads of pragmatic approaches
to academic integrity, promoting cultures of integrity, and methods both
discussing and discouraging plagiarism. The goals of the panel are three-fold:
first, to showcase the role of students in the Honor Council and in the campuswide discussions of integrity and academic honesty; second, to offer examples of
successful educational and outreach programs carried out by the Council; third,
to engage with audience members about their own successful academic honesty
campaigns.
T
he Academic Integrity Council of Ontario:
A Case Study in Establishing a Regional
Academic Integrity Consortium
James Lee, Donna Bell, Troy Brooks,
& Danielle Istl
Holly Room
Abstract: This session highlights a new initiative that provides continuing
professional development in academic integrity with university/college peers and
colleagues at the regional scale. By examining the formation and development
of the Academic Integrity Council of Ontario (AICO), a regional consortium of
14 Canadian universities all located within the province of Ontario, attendees
will learn how a regional AI group can be successfully developed. In addition,
attendees will learn about the numerous benefits from the creation of such a
group to those involved in the administration of academic-integrity policies in
universities or colleges as well as to their institutions.
ICAI Session Seven
P
sunday October 16
8:30 A.M. - 9:45 A.M.
romoting Academic Integrity in Courses at York University
(Toronto, Canada) and Beyond
Rodney A. Webb, Vivienne Monty, &
Robert Kenedy
Holly Room
Abstract: York University has a Senate Policy on Academic Honesty. However, York University has
for more than decade taken a special focus on best practices in educating faculty, TAs and students in
appropriate academic processes that promote AI in courses. These best practices will be featured and,
where possible, quantitative assessment of activity/engagement/success will be noted. In particular,
the AI student tutorial and quiz which is being used by many national and international universities
will be outlined as will the York University Academic Integrity web site which many Canadian and
international universities and colleges have links to.
I
t’s the Whole Wrong Conversation!
Chuck Yoos
Evergreen Room
Abstract: For several decades, data have shown that a significant, even predominant number of
American high school and college students anonymously report having compromised their academic
integrity. Almost all of our conference presentations and discussions, which collectively I refer to as
our conversation, focus on improvement via didactics, examples, testimony and simulations … and
things don’t seem improved. I propose a new conversation, based on a valid model of human character
development.
C
reating a Shared Understanding of Integrity Through
Deliberative Dialogue
Joanna Dickert & Holly Hippensteel
Evergreen Room
Abstract: Piloted in August 2010, the College Conversation program at Carnegie Mellon University was
designed to provide an opportunity for departmental dialogue between students and faculty concerning
academic integrity. The deliberative dialogue model creates targeted and meaningful conversation by
allowing each department to focus on their most pertinent issues. The College Conversations provide an
effective vehicle to assess and enhance our community understanding of academic integrity. The goal of
this session is to explore the concept of deliberative dialogue as a mechanism for introducing incoming
students to institutional and departmental values and expectations concerning academic integrity.
NOTES
27
ICAI Session Seven
M
Sunday October 16
8:30 A.M. - 9:45 A.M.
ulticulturalism and INclusive Curriculum: Teaching Strategies
and Class Practices for Non-Native Teachers Who Teach English
as a Foreign Language
Kajalpreet Kaur
Evergreen Room
Abstract: The importance of English language teaching has increased in our times in which knowing
of a foreign language has deviated from being a specialty and it has become a common feature which
every one wants or must have. For this purpose teachers must be imbibed with the knowledge of the
basic characteristics of the learners very well as well as need to enrich the environment of the learners
with different techniques and accordance with the protocol of the existing environment facilities.
L
inking Academic Integrity and Classroom Civility: A Case Study in
Understanding Student Attitudes and Perception and Informing
Institutional Response
A
OrchidRoom
Troy Brooks, Jon Radue, Zopito Marini
Abstract: This presentation will discuss the preliminary findings of a research project designed to
examine the perceptions and attitudes of first-year students towards academic integrity and classroom
in/civility as they transition from high school to university; and, explore the notion that student
academic dishonest behaviour regarding and classroom in/civility may be linked. In addition, we will
investigate how methods and principles used to resolve classroom incivility may be used as a response
to student academic dishonest behaviour; and discuss how our institution has responded to the findings
to date.
Multicultural Approach to Academic Integrity
Mary Boevers
Primrose Room
Abstract: This session will introduce how the University of Denver is tackling the problem of making
sure international students from a variety of cultures and parts of the world are aware of the university’s
honor code and DU’s expectations of academic integrity in the classroom. Because of perceived
differences among cultures as to what constitutes cheating and academic misconduct, it is important
to define these concepts in a way that allows understanding of classroom culture and clearly identifies
what is not acceptable behavior. Additional time will be given for sharing what other institutions are
doing: what’s working and what is not.
28
ICAI Session Eight
A
sunday October 16
10:00 a.m - 11:15 a.m.
cademic Integrity Standards Project, Australia: The First
Year Results
Tracey Bretag
Butternut Room
Abstract: This presentation reports on the first year results of an Australian Learning and Teaching
Council grant, Academic integrity standards: Aligning policy and practice in Australian universities.
The paper provides a summary of the key findings relating to policy analysis, a student survey comprised
of over 10,000 responses, and interviews and focus groups of academic integrity stakeholders. It is
anticipated that the project deliverables (exemplars supported by teaching and learning resources) will
build on international best practice and contribute to the development of a shared culture of academic
integrity across the Australian higher education sector.
F
rom the Bottom Up: Students and Faculty Collaborating on
the Frontlines of Academic Integrity
William Burns, Danielle Sannito, Marissa Freking
& Daniel Linker
Holly Room
Abstract: This presentation will discuss the efforts of students and faculty at Suffolk County Community
College to create, implement, and assess an academic integrity workshop for the classroom. This
presentation will share the experiences of the SCCC Academic Integrity Committee members who
developed the workshop from idea to actuality as well as a faculty member that granted us access to his
class and could gauge the effectiveness of the workshop on his students’ progress.
D
o I Need Bifocals? Looking at Online Learning Tools
Through the Eyes of Students, Faculty, and Academic
Integrity
Rudy Peariso
Evergreen Room
Abstract: Online tools like wikis, blogs and social media software are used by both students and faculty
when constructing learning. Do these newer technologies pose problems for students and faculty when
it comes to academic integrity? A mid size Canadian university was the backdrop for a case study
of student and faculty perceptions about academic integrity and the use of these online knowledge
construction tools. Attend this session, listen to the findings and discover if you need to consider your
own use of these tools for student learning.
NOTES
29
ICAI Session Eight
Sunday October 16
10:00 a.m - 11:15 a.m.
O
nline Instruction and the Integrity of Presence in
Teaching
Paul Farber & Dini Metro-Roland
Evergreen Room
Abstract: With the rise and rapid expansion of online courses and programs in higher education,
significant issues arise as to the impact of such changes on teaching, learning, subject matter, and the
quality of educational experiences. The present work centers on a fundamental dissimilarity between
online and face-to-face instruction, namely the phenomenon of presence in teaching and learning.
We analyze a particularly salient aspect of traditional classroom settings involving what we call the
integrity of presence. The paper explores the nature, conditions, and significance of such integrity and
frames questions about its viability in online approaches to teaching.
T
he Responsibility of Faculty and Administration for Student
Academic Integrity Violations
Mark Sheldon
Violet Room
Abstract: Students often violate the academic integrity guidelines when they perceive their education in
instrumental terms, as just the means to something else that they regard as more valuable. The purpose
of my talk is to suggest the ways in which the faculty and administration contribute to developing this
attitude in students.
A
chieving Alignment: Students Assessing and Promoting the
Integrity of the Academy
Evangeline Litsa Mourelatos
& Damian Papadopolus
Orchid Room
Abstract: What happens when an instructor assigns promotion of academic integrity as a topic for an
analytical [business] report so as to engage students in dialog on AI in higher education, particularly at
their own institution, but one student team becomes so entrenched in the project that they move from
fulfilling course requirements to becoming assessors and ‘teachers’ on the integrity of the institution
to the broader college community? In this presentation, the course instructor and her AI student team
leader will present this unique process and outcome.
30
ICAI Session Eight
sunday October 16
10:00 a.m - 11:15 a.m.
F
unction of English Sub-tests of the INUEE for Male
Candidates
Maryam Javadizad
Primrose Room
Abstract: Man has always been concerned with measurement and evaluation. Evaluating and
measuring the progress of the students have always been an obsession for educators. As the goals
of education have become more complex and the number of students has enormously increased,
education has, accordingly, become much more difficult. Moreover, educators have always attempted
to revise existing programs and develop innovative ones. Because of the vital role that the Iranian
National University Entrance Exam (INUEE) plays in the life of Iranian students in terms of screening
applicants for higher education, the present study aimed to investigate if there is any highly positive
correlation between various English sub-tests of the INUEE for male candidates. The study utilized
Pearson Product Moment correlation to investigate correlation coefficient for a sample of 329 students
randomly selected out of a population of 90858 male candidates who sat for the INUEE. The results of
the study identified a high correlation between grammar and reading comprehension, vocabulary and
reading comprehension, vocabulary and grammar, and language functions and reading comprehension
sub-tests for male students.
Closing Brunch
11:30 a.m.
Revising, Revitalizing, and
Reporting Out
Spokespeople who have participated in the working groups will report on their progress and take suggestions and feedback as we close
out this year’s conference and set our sights on 2012.
NOTES
31
Presenter Bios
32
Abaza, Hussein
Assistant Professor
ahussein@spsu.edu
Southern Polytechnic State
Dr. Abaza is an Assistant Professor at The college of Architecture at Southern
Polytechnic State University, Marietta, GA. Dr. Abaza has 10 years of experience
in teaching Architecture Science and Computer Applications in Construction.
Aurich, Dave
dmaurich@crimson.ua.edu
University of Alabama
Dave Aurich is a doctoral candidate at the University of Alabama and is a
graduate research assistant for the Department of Educational Leadership, Policy,
and Technology Studies, in the College of Education. Dave has worked in the
field of Student Affairs for several years, both for local institutions and national
organizations. His research interests include the history/historical accounts of
cheating in higher education, institutional responses to cheating/organizational
change and culture, and student moral development. The focus of his dissertation
is the phenomenon of academic sabotage and student moral disengagement.
Bachman, Susan
Professor of Rhetoric;
Honors Program Director;
Assistant Dean School of
Arts and Sciences
susan.bachman@cui.edu
Concordia University
Irvine
Susan Bachman has had more than four decades of college teaching, student
affairs assignments, and research/writing. Having taught part or full time at two
community colleges, two state universities, two church-related universities, plus
one seminary adds up to at least one sequoia tree of graded papers spread across
the disciplines of German, English, philosophy, linguistics, and theology.
Bell, Donna
Academic Integrity Officer
dbell@ryerson.ca
Ryerson University
Donna Bell is the Academic Integrity Officer at Ryerson University and teaches
part time in the Faculty of Business. Her academic experience within Ryerson
has given her an important perspective on the academic integrity issues of the
University. Prior to joining Ryerson, Donna spent many years in the business
world where she gained experience in training, district managing and human
resources consulting that have proved valuable in her current position.
32
Presenter Biographies
Mohamed, Abou-Zeid
mnagbi@aucegypt.edu
Chair of theAcademic Integrity
American University in Cairo
Council
Mr. Abou-Zeid is a professor of Construction Engineering and Chair of the Academic Integrity Council,
the American University in Cairo (AUC), Egypt. He received his Ph.D with honors from the University of
Kansas in 1994 and has been active on the academic integrity front since 2002. Dr. Abou-Zeid worked with
his colleagues to prepare AUC’s first Code of Ethics to which students, faculty and staff pledge.
Bachman, James
Concordia University
Mr. Bachman has tracked mission statements and institutional faithfulness as a scholar/teacher at two state
institutions and three private, church related institutions. In addition to his work as scholar/teacher, he also
served for 12 years as Dean of Concordia University’s School of philosophy and theology. His areas of
expertise include research in theories of reasoning, especially as applied to health ethics and to the interface
between ancient philosophy and contemporary theology.
Boevers, Mary
Director, International Student
& Scholar Services
mboevers@du.edu
University of Denver
Mary Boevers earned her BA from Iowa State University in International Studies and German and a Masters
of Education from University of Virginia in Social Foundations of Education.She has been the Director of
International Students & Scholar Services, Office of Internationalization, University of Denver, since 2007.
Prior to that, she was a Senior International Student & Scholar Advisor in International Programs at Colorado
State University for 5 years. Mary has had many different positions within international education over the
years, to include living overseas as a student, an international exchange administrator, a teacher and a military
officer/diplomat’s spouse for over 15 years in Germany, Austria, Finland and the Republic of Korea.
While living in the US and prior to coming to Colorado, she was a high school exchange program regional
director in the Washington D.C. area, Assistant Director at the Office of International Programs at George
Mason University and a dedicated volunteer for numerous programs promoting international education
and exchange, to include: NAFSA, AFS International, George Mason University International Programs,
Visiting Military Spouse Programs at Fort Benning, GA and Fort Leavenworth, KS and Fairfax County ESL
community classes and Elementary After-school Foreign Language Programs.
Bolton, Catherine
Associate Dean,
Student Academic Services
33
cbolton@alcor.concordia.ca
Concordia University
Presenter Biographies
Bretag, Tracey
Senior Lecturer
tracey.bretag@unisa.edu.au
University of South Australia
Tracey Bretag, EdD teaches a range of communication, ethics and professional development courses at
the University of South Australia. She is the founding Editor of the International Journal for Educational
Integrity and Co-Chair of the Asia-Pacific Forum on Educational Integrity. Dr Bretag is the Project Leader
of an Australian Learning and Teaching Council research grant on the topic: Academic integrity standards
- Aligning policy and practice in Australian universities. Her research interests include intercultural
communication, online technologies, teaching practices, and all aspects of academic integrity.
Brooks, Troy
Academic Integrity Officer
tbrooks@brocku.ca
Brock University
Troy Brooks is the Academic Integrity Officer at Brock University, with a mandate focused on education,
awareness and research; developing academic integrity programming for students, faculty and teaching
assistants. His current research seeks to broaden our understanding of the nature of student academic
dishonesty by investigating the potential usefulness of the idea that student academic behaviour can be
conceptualized as part of the academic in/civility environment. Troy is a founding member of the Academic
Integrity Council of Ontario and a past president of CAISJA (Canadian Academic Integrity and Student
Judicial Affairs), a division of the Canadian Association of College and University Student Services.
Burns, William
Associate Professor of English
burnsw@sunysuffolk.edu
Suffolk County Community College
William Burns is an Associate professor of English and the Director of the Writing Center at Suffolk County
Community College. He is a member of the Academic Integrity Committee at SCCC.
Canham, Drew
Director, Ombuds Office
andrew.canham@ttu.edu
Texas Tech University
Drew Canham serves as the Director of the Ombuds Office and is a member of the Graduate Faculty at
Texas Tech University. The Ombuds Office is a safe place to bring concerns and find solutions. Ombuds
often have conversations with students, staff and faculty about doing the right thing. Discussion topics often
involve academic integrity, ethics, and responsible conduct. Drew earned his Ph.D. in Higher Education
Administration at Texas Tech and a J.D. at Ohio Northern University.
34
Presenter Biographies
Dickert, joanna
Coordinator of Student Affairs
joannad@andrew.cmu.edu
Carnegie Mellon University
Joanna Dickert serves as a Coordinator of Student Affairs in the Office of the Dean of Student Affairs at
Carnegie Mellon University. In this role, she oversees a variety of initiatives focused personal and social
responsibility. Joanna facilitates reporting and follow-up to academic integrity violations and serves as an
advisor for educational programs related to academic integrity. She is also responsible for curriculum design
and delivery for a course on privilege and agency in community life. Additionally, Joanna serves as project
manager for the Campus Conversations program, the nation’s first systematic use of deliberative polling
techniques at the college level.
Dickinson, Paige
Assistant Professor
dickinp@eckerd.edu
Eckerd College
Paige Dickinson, Assistant Professor of Human Development at Eckerd College, received her Ph.D.in
Clinical Psychology with a Specialization in Health Psychology from California School of Professional
Psychology, San Diego. She holds an MA in Drama Therapy from New York University. Dr. Dickinson
served as the Ethics Chair on the National Association for Drama Therapy Board of Directors and has written
several articles on ethical issues in the creative arts therapies. Her passion is the professional and ethical
development of students and creative arts therapists.
Doyle, Robert V.
Graduate Program Director
Robert.Doyle@lmu.edu
The Bioethics Institute
Robert V. Doyle is Graduate Program Director and Visiting Assistant Professor in the Bioethics Institute
at Loyola Marymount University (LMU) in Los Angeles, CA. Robert is currently working on a PhD in
Theology and Religion at Claremont Graduate University. Additionally, he has earned an M.A. in Bioethics
at LMU and an M.A. in Theology (also at LMU). Robert has taught courses in bioethics, philosophy and
theology at both the undergraduate and graduate level.
Farber, Paul
Professor
Paul.Farber@wmich.edu
Western Michigan University
Paul Farber is a professor of Education in the Department of Teaching, Learning, and Educational Studies,
Western Michigan University. His field of research and teaching is philosophy of education, with an emphasis
on the ethics and politics of teaching
35
Presenter Biographies
Follert, Mike
mikefollert@gmail.com
York University
Mike Follert is a PhD candidate in Sociology at York University in Toronto. He has also in recent years worked
as a researcher with the Culture of Cities Centre through the University of Waterloo. Mike’s dissertation
work is in early modern theories of sovereignty and statehood, but in the capacities of assistant teaching and
undergraduate course directing he has become a keen promoter of academic integrity in higher education.
Forsyth, Gail
Director, Learning Services
(Student Affairs)
gforsyth@wlu.ca
Wilfrid Laurier University
Gail Forsyth is the founding Director of Learning Services at Wilfrid Laurier University in Waterloo, Ontario,
where she oversees student academic success services. Prior to assuming this role, she spent several years
in registrarial services. Gail has been actively supporting initiatives designed to help the incoming class
learn about the importance of acting with integrity and the negative impact of academic misconduct. She is
an author/co-author of numerous research and funding proposals for grants to enhance student engagement
initiatives. Most recently Gail has co-authored a chapter called Student Affairs and SEM in Canada: Looking
Back and Moving Forward.
Freking, Marissa
Assistant Professor
frekm70@mail.sunysuffolk.edu
Suffolk County Community College
Marissa Freking is a student at Suffolk County Community College and a member of the Academic Integrity
Committee at SCCC.
Freeman, Wendy
Student
wfreeman@ryerson.ca
Ryerson University
Wendy Freeman is an Assistant Professor in the School of Professional Communication at Ryerson
University and was the Project Lead for Digital Case Stories for Academic Integrity. She teaches courses
in professional communication with a focus on new media. In her research she examines how technology
mediates community formation in post-secondary classrooms.
Goodwin, Michael A.
Academic Integrity Coordinator
mgoodwin@kennesaw.edu
Kennesaw State University
Michael A. Goodwin is Kennesaw State University’s first Academic Integrity Coordinator, having previously
worked for the department as a student panel member and student assistant from 1999 until assuming his
present responsibilities in 2003. In that time, he has studied and refined a restorative justice approach to
mediating informal resolution as an alternative to formal adjudication for first offense academic misconduct.
36
Presenter Biographies
Griffith, Jane
Graduate Student
Jane_Griffith@edu.yorku.ca
York University
Jane Griffith is a doctoral student in education at York University in Toronto. She is currently working on
museums and visual culture. Her MA concentrated on nineteenth-century visual culture and serialized fiction.
Gunn, Cindy
Director,
Faculty Development Center
cgunn@aus.edu
The American University of Sharjah
Dr. Cindy Gunn is an Associate Professor in the Department of English at the American University of
Sharjah (AUS). She is also the Director of the Faculty Development Center. Her main research paradigm
is Exploratory Practice focusing on the contributions teachers and learners make to classroom research.
Her main research interests are reflective teaching and learning, materials development and effective use of
technology in Education.
Hautau, Lucille
Assistant to the Provost
hautaula@muohio.edu
Miami University
Master of Arts-Miami University 1978 Bachelor of Arts-Miami University 1972 Assistant to the Provost,
2005-Present; Assistant Registrar, 1995-2005. Resource for students, parents, faculty and administrators
on academic policy and procedures. Responsible for recording and tracking records of student violations
of academic integrity standards in compliance with policy. Member of Ad Hoc Planning Committee on
Adjudicating Academic Dishonesty 2007-2009.
Hippensteel.,Holly
Assistant Dean of Student Affairs
hbh@andrew.cmu.edu
Carnegie Mellon University
Holly Hippensteel is an Assistant Dean of Student Affairs at Carnegie Mellon University where a portion of
her time is dedicated to academic integrity. Holly is responsible for oversight of the university procedures
for resolving and reporting violations of academic misconduct and for supporting educational efforts related
to academic integrity. Additionally her areas of responsibility include support for graduate students and the
coordination of cross functional initiatives such as assessment and risk management within the division of
student affairs.
37
Presenter Biographies
Horne. Katelyn
Student
Georgetown University
Ms. Horne is a senior in the School of Foreign Service at Georgetown University, majoring in International
Politics and Foreign Policy. A native of Charlotte, North Carolina, she will receive her Bachelor of Science
in Foreign Service in December 2011. Katelyn has served on Georgetown University’s Undergraduate Honor
Council since her freshman year as an appointed member and student consultant. She currently chairs the
Faculty Outreach Committee and sits on the Executive Committee of the Honor Council.
Irwin, Eleanor
Dean’s Designate
irwin@utsc.utoronto.ca
University of Toronto Scarborough
Eleanor Irwin was Associate Dean at the University of Toronto Scarborough from 1985 to 1993. One of her
responsibilities was the administration of the University of Toronto Code of Behaviour on Academic Matters.
She retired in 2001. Since 2004, she has been Dean’s Designate for academic integrity matters, and each year
has met with more than 100 students who were alleged to have committed academic offences. She has made
many presentations to faculty, administrative staff and students as well as providing advice to faculty and
staff.
Istl, Danielle
Academic Integrity Officer
istld@uwindsor.ca
University of Windsor
Danielle Istl is the academic integrity officer at the University of Windsor in Ontario, a position she has held
for seven years. Prior to this she taught at the University of Detroit Mercy School of Law in Michigan. Her
responsibilities include academic integrity educational initiatives, processing academic and non-academic
misconduct complaints, and serving as discipline counsel before the University’s tribunals. She hosted the
2007 Canadian Judicial Affairs conference, is a member of CAISJA (Canadian Academic Integrity & Student
Judicial Affairs), and is active within the Academic Integrity Council of Ontario.
38
Presenter Biographies
Jacobson, Sonia
Georgetown University
Ms. Jacobson has worked on academic matters in the Provost’s Office at Georgetown for more than ten
years, and hopes she has been a positive force in enhancing the intellectual life of Georgetown students.
Her participation was key to the development and acceptance of the current Undergraduate Honor System in
1996, and has served as its director ever since. Other academic interest related to her work in the Provost’s
Office include support for undergraduate research, liaisons with academic departments and facilities projects,
and other activities supporting the academic program. An ardent Midwesterner, Sonia holds degrees in
classical languages from Carleton College (A.B. 1975) and the University of Chicago (A.M. 1988) where she
also worked for many years prior to moving to Washington DC. She (and Georgetown!) was the recipient
of the CAI’s Donald McCabe Award in 2009.
Jaquez, Christina
Academic Resolution Administrator
christina.jaquez@rockies.edu
University of the Rockies
Christina S. Jaquez is the Academic Resolution Administrator for the University of the Rockies (UoR). UoR
is a graduate school offering master and doctorate degrees in the social and behavioral sciences both in
on campus and online modalities. These degree programs have been established in the UoR School of
Professional Psychology and the UoR School of Organizational Leadership. Prior to working in Academic
Affairs for UoR, Christina was an Admissions Manager, and before that a Learning & Development
Specialist. Christina started her career in higher education at University of Phoenix in both their Admissions
and Corporate Development departments. She has six years of experience in online higher education.
She specializes in grade dispute resolution, academic dishonesty issues, and manages the Rockies Writing
Center, specifically the live Writing Coach service.Prior to her career in higher education, Christina worked
in the banking industry. She received her undergraduate degree in Communications from the University
of California, San Diego, her Masters in Business Administration specializing in Human Resources from
University of Phoenix, and her Juris Doctorate from Whitter Law School.
Javadizad, Maryam
M.A. student
maryam_javadizad@yahoo.com
Islamic Azad University, Najafabad
Branch, Isfahan, Iran
Maryam Javadizad is a student at the English department of Islamic Azad University, Najafabad Branch, Iran.
Her areas of interest are testing and assessment, applied linguistics, sociolinguistics, and syllabus design.
39
Presenter Biographies
Javeed, Shehna
Manager of Advising and
Learning Skills Services
javeed@utsc.utoronto.caIslamic
University of Toronto Scarborough
Shehna Javeed is currently the Manager of Advising and Learning Skills Services at the University of Toronto
Scarborough. Her career spans 18 years of working at the University of Toronto, across two of the three
campuses, in a variety of different roles including academic departments as well as student development
settings. She holds a Master of Education
Kanji, Mebs
Code Administrator
code.administrator@artsci.concordia.ca
Concordia University
Mebs Kanji is an Associate Professor in the Department of Political Science at Concordia University. His
research interests include Canadian politics, comparative politics, value diversity, social cohesion, political
support and democratic governance.
Kaur, Kajalpreet
Lecturer
Kenedy, Robert
Associate Professor
kajalpreet@rediffmail.com
Lyallpur Khalsa College
rkenedy@yorku.ca
York University
Dr. Robert Kenedy is an Associate Professor of Sociology at York University and a member of York’s Ad
Hoc Working Group on Academic Integrity. He organized and was the major author of the booklet ‘Beware
- Says who? Avoiding plagiarism’ which was developed specifically to help educate students in appropriate
academic practices. He has a particular interest in students’ first year experience and has a central interest in
research on AI.
Kirsner, Beth
Assistant Professor of Psychology
bkirsner@kennesaw.edu
Kennesaw State University
Dr. Beth Kirsner holds a BA in Economics from Amherst College. She earned an MA in Clinical Psychology
and PhD in General Psychology from the University of Arizona and joined Kennesaw State University’s
faculty in the summer of 2006. While much of her research focuses on human sexuality with an evolutionary
emphasis, she incorporates a heavy academic integrity focus into her courses and has worked extensively
with the Department of Student Conduct and Academic Integrity on a broad range of cheating and plagiarism
cases.
40
Presenter Biographies
Korte, Christine
c_korte@hotmail.com
York University
Christine Korte is a 5th year PhD student in Communication and Culture at York and Ryerson Universities.
Her areas of emphasis include Critical Theory, Frankfurt School, German, Canadian and Performance
Studies. Her dissertation examines the processes of creating politicized theatre productions and the ways
in which participants experience the professed aims of political performance. Her case study theatres - the
Volksbuehne and the Berliner Ensemble - have necessitated a year of research in Berlin from which she has
just returned.
Kyeremeh, Augustine
Principal Superintendant
augustine7302@yahoo.com
Twene Amanfo Senior High School
Augustine Kyeremeh is an Information Technology tutor at Twene Amanfo Senior High School in Ghana
and holds a bachelor’s degree in Information Technology with keen interest in this topical issue as a teacher.
Augustine completed teacher training college in Ghana and have had eleven years teaching experience.
Kyeremeh also graduated from a university in Ghana with a burning ambition to promote discipline in the
Ghana Education Service.
Lee, James
Academic Integrity Advisor
to the Provost
Jim.Lee@queensu.ca
Queen’s University
James Lee is the Academic Integrity Advisor to the Provost and a professor of geology and geological
engineering at Queen’s University in Canada. He obtained his B.Sc. from Queen’s University, and M.A. and
Ph.D. from Princeton University. He currently serves as Associate Dean (International and Research) in the
Faculty of Arts and Science. He is a founding member of the Academic Integrity Council of Ontario (AICO)
& a consortium of universities in the province whose mandate is to promote AI principles and themes by
fostering the sharing of knowledge, best practices, and resources among universities in the province.
Leigh, Anthony
Student
Linker, Daniel
Assistant Professor of English
Eckerd College
linkerd@sunysuffolk.edu
Suffolk County Community College
Daniel Linker is an Assistant Professor of English at Suffolk County Community College.
41
Presenter Biographies
louder, Justin
Senior Program Administrator
justin.louder@ttu.edu
Texas Tech University
Justin Louder is the senior program administrator for the Texas Tech University Ethics Center/QEP. Justin
works with faculty, staff, administration, and students to further the “Campus Conversation on Ethics” and
Texas Tech’s Mission Statement. Justin holds a bachelors and masters degree in communication from Angelo
State University and is a candidate for the doctorate in education in instructional technology and higher
education administration from Texas Tech.
Marini, Zopito
Professor
zmarini@brocku.ca
Brock University
Zopito Marini is a Professor of Child and Youth Studies at Brock University, his commitment to the
scholarship of teaching and learning has been acknowledged with many awards from Brock University, the
Ontario Confederation of Faculty Associations (the OCUFA Teaching Award, 2006), and the 3M National
Teaching Fellowship (2010).
McCammon, Muira
Student (Representative)
mccammom@carleton.edu
Carleton College
An anticipated double major in Political Science and Religion, Muira studies Arabic, European Political
Economy, and International Relations at Carleton College. Her background includes two terms on both
Carleton’s Academic Standing and Education/Curriculum Committees. She received the Hanson Ethics
Fellowship to conduct research over the Summer of 2011 on British undergraduate models of academic
integrity in Cambridge, Oxford, and LSE. Muira previously consulted the Dean of the College on how to
best explain Carleton’s policies on academic integrity to incoming first-years. Someday soon, she would like
to end her losing streak in Scrabble.
Meacham, Kathy
Professor
meacham@mhc.edu
Mars Hill College
Has served as the Dean of Humanities as well as Professor of Philosophy and Religion. She is currently on
a one year sabbatical working on a project in medical ethics.
42
Presenter Biographies
Metro-Roland, Dini
Assistant Professor
dini.metro@wmich.edu
Western Michigan University
Dini Metro-Roland is an assistant professor of Education in the Department of Teaching, Learning, and
Educational Studies, Western Michigan University. His field of study is philosophy of education, with an
emphasis on hermeneutics and multicultural education.
Meacock, Heather-Lynne
Lecturer
meacock@utsc.utoronto.ca
University of Toronto Scarborough
Heather-Lynne Meacock is a lecturer with English Language Development at the Centre for Teaching and
Learning, University of Toronto Scarborough. English Language Development works with students to
develop their academic English and communication skills through a wide range of innovative courses and
programming. Her research interests include oral communication and rhetoric, English for academic and
special purposes, language and ideology, genre studies, discourse analysis, and medical discourse.
Monty, Vivienne
Frost Librarian
vmonty@yorku.ca
Glendon College of York University
Vivienne Monty is a librarian in the Leslie Frost Library of Glendon College of York University with a central
interest in promoting the education of our students in AI. She was the Chair of York’s Ad Hoc Working Group
on Academic Integrity and played a major role in the development of the York University AI web site. She
also played a major role in the revision to the AI Tutorial and Quiz and is continuing her central interest in
AI in conducting research on AI.
Mourelatos, Evangeline Litsa
Professor
emourelatos@acg.edu
The American College
of Greece, DEREE
(Evangeline) Litsa Mourelatos has been at the American College of Greece, DEREE, for the past 25 years.
Academic Writing, Public Speaking and Professional Communication are among the courses she teaches.
Raised in Canada, Litsa returned to her native Greece to find that an American institution of higher learning
in Athens offered her the means to combine the best of the two worlds that formed her past and to combine
them in a profession she is most passionate about: education. She has been interested in academic integrity
as a core principle of teaching and learning from the onset of her career.
43
Presenter Biographies
Ninacs, Michele
Director, College Writing Program
ninacsm@buffalostate.edu
SUNY, Buffalo State
Dr. Michele Ninacs is Director of the College Writing Program at Buffalo State College, the largest
of the SUNY colleges. Dr. Ninacs holds a Ph.D in Composition and TESOL from Indiana University of
Pennsylvania. In addition to her work for the Writing Program, she also serves as a member of the English
Education faculty and is a member of the English Department. In her spare time, Dr. Ninacs performs and
directs for various Buffalo theatre companies.
Norris, Joe
Professor
jnorris@brocku.ca
Brock University
Joe Norris, (Drama in Education & Applied Theatre, Department of Dramatic Arts, Marilyn I. Walker
School of Fine & Performing Arts, Brock University), advocates the arts as ways of knowing, doing and
being. His book, “Playbuilding as Qualitative Research: A Participatory Arts-based Approach” argues that
playbuilding is a legitimate research methodology. It documents how data generation, its interpretation, and
its dissemination can be mediated through theatrical means and was awarded the 2011 American Educational
Research Association’s Qualitative Research SIG’s Outstanding Book Award. Recently, he has directed
performance/workshops on violence in the workplace, reproductive rights, Diaspora/immigration issues and
teacher autonomy.
Orr , James
Director of Honor Code Office
jeo54@saffairs.msstate.edu
Mississippi State University
Mr. James Earl Orr, Jr. was recently appointed as the first full-time Director of the Honor Code Office
at Mississippi State University. Mr. Orr is currently completing a doctoral degree in Public Policy and
Administration. He holds a Masters degree in Public Policy and Administration as well as a Bachelor of Arts
degree in Economics. He believes that academic integrity is vital to the development of students.
Papadopoulos, Damian
Student
D.Papadopoulos@acg.edu
The American College
of Greece, DEREE
Damian Papadopoulos joined the ACG at the age of 21, as a parallel student majoring in Accounting at
the Technical Education Institute of Chalkis, a Greek public sector institute of higher learning. Bringing
his experience as an assistant accountant and logistics manager of a Greek S.A. company, Damian joined
DEREE with the intention of acquiring the best of his [American] higher education so as to develop into a
future leader of demonstrable character and integrity. Now at the age of 23, Damian is a senior in Finance and
Operations Management at the ACG; he is also a tutor for the college’s peer tutoring service.
44
Presenter Biographies
Peariso, Rudy
Online Learning Consultant
rpeariso@uwaterloo.ca
University of Waterloo
Rudy Peariso is an online learning consultant in the Centre for Extended Learning at the University of
Waterloo in Waterloo Canada. She designs and facilitates academic integrity workshops for undergraduate
students and provides pedagogical consultations for faculty members in the design of their online courses.
Her research interests lie in the area of academic integrity and online learning, particularly the use of Web
2.0 technologies.
Pierce, Jason
Associate Vice-President
for Academics
jpierce@mhc.edu
Mars Hill College
Serves as Associate Vice-President of Academics and Institutional Effectiveness. Has served in a variety of
capacities as chair of the English Department, Dean of Humanities, and Honors Director.
Prozesky, Detlef
Director - Centre for
Health Science Education,
Faculty of Health Sciences
detlef.prozesky@wits.ac.za
University of the Witwatersrand
Detlef Prozesky is a medical doctor with postgraduate degrees in community health and education. His work
experience includes 15 years in rural health programmes, consultancy work in health promotion and the
prevention of blindness, community based education, the reform of undergraduate health science curricula
and developing health science education as an academic discipline. His interest in academic integrity arises
from positive experiences in faith-based rural hospitals and, conversely, negative experiences involving staff
and students in academia.
Radue, Jon
Associate Professor
jradue@brocku.ca
Brock University
Jon Radue is an Associate Professor in the Department of Computer Science at Brock University. His research
interests are plagiarism and education, and software to help students.
Ramsey-Tobienne, Alexis
Assistant Professor of Rhetoric
45
ramseyae@eckerd.edu
Eckerd College
Dr. Alexis E. Ramsey-Tobienne is an Assistant Professor of Rhetoric at Eckerd College where she is
also Coordinator of the Writing Portfolio. She teaches courses in Analytic and Persuasive Writing and
Environmental Writing. Her areas of interest include research methodologies, particularly archival research,
digital archives, and environmental rhetoric. She is a founding member of the College’s Academic Honor
Council.
Presenter Biographies
Roach, Stephanie
Director of Writing Programs
smroach@umflint.edu
University of Michigan-Flint
Dr. Stephanie Roach is an Associate Professor of English and the Director of Writing Programs at the
University of Michigan-Flint. She has presented at NCTE and WPA conferences on approaches to plagiarism
and has published on her work in the writing classroom, as a writing program administrator, and in general
education reform. She is greatly interested in what stories we tell and how we tell those stories and contributes
to the work of the WPA Network for Media Action and the National Conversation on Writing.
Salari, Soheyla
Research Assistant
Sannito, Danielle
Student
sgsalari@gmail.com
Concordia University
dsannito@optonline.net
Suffolk County Community College
Danielle Sannito is a student at Suffolk County Community College and a member of the Academic Integrity
Committee at SCCC.
Sattler, Sabrina
Senior Analyst
sabrina.sattler@ttu.edu
Texas Tech University
Sabrina Sattler is an analyst in the Office of Planning and Assessment at Texas Tech University. She is
responsible for collection, analysis, and reporting of data and collaborates with faculty & staff on assessments.
Ms. Sattler earned her International MBA and M.S. in BA (emphasis in Marketing and Business Statistics)
from Texas Tech University.
Sharpe, Barry
Associate Professor
bsharpe@mhc.edu
Mars Hill College
Has served as an administrator and professor of law and political theory. Past institutions include Tusculum
College and Marshall University.
46
Presenter Biographies
Sheldon, Mark
Assist Dean, Weinberg College
of Arts and Sciences,
Distinguished Senior Lecturer,
Department of Philosophy
sheldon@northwestern.edu
Northwestern University
Mark Sheldon, Assistant Dean in Weinberg College, is Distinguished Senior Lecturer in the Department
of Philosophy, Weinberg College, as well the Medical Humanities and Bioethics Program in the Feinberg
School of Medicine at Northwestern. His PhD is from Brandeis University, where he was awarded the Sachar
Scholarship to study at Oxford University. He served as Adjunct Senior Scholar at the MacLean Center for
Clinical Medical Ethics at the University of Chicago, and Senior Policy Analyst at the American Medical
Association. He was appointed to a two year term on the Illinois Humanities Council Task Force on Genetics,
and has published and presented talks on a variety of issues including informed consent, confidentiality,
the forced transfusion of children of Jehovah’s Witnesses, children as organ donors, and disclosure. He is a
faculty member in the Program in Ethics at Rush University Medical Center where he does clinical ethics
consultations, and has served as guest editor of two journals: Theoretical Medicine and Bioethics, and The
Cambridge Quarterly of Healthcare Ethics.
Stevenson, Sheryl
lecturer
sstevenson@utsc.utoronto.ca
University of Toronto Scarborough
Sheryl Stevenson, PhD, is a lecturer and writing specialist for 2010-2012 in the Centre for Teaching and
Learning, University of Toronto Scarborough. She presents numerous workshops on topics related to writing,
as well as providing one-to-one instruction in the UTSC Writing Centre. In addition, she teaches a course
for Trinity College, University of Toronto, and works in the Trinity Writing Centre. Before immigrating to
Canada, she was an associate professor of English at The University of Akron, where her research focused on
intersections of critical theory, women’s studies, and contemporary literature.
Stiles, Claire
Professor
stilesca@eckerd.edu
Eckerd College
Claire A. Stiles, Ph.D., Professor of Human Development at Eckerd College, Ph.D. in Mental Health
Counseling, University of Florida. Dr. Stiles has served as the Chairperson of the Ethics Committees of
both the American College Health Association and the Society of Prospective Medicine. She has provided
consultation to the National Coalition of Health Education Organizations for rewriting a Code of Ethics.
Dr. Stiles has presented on applied and professional ethics both nationally and internationally. Her current
teaching and research interests focus on applied ethics and academic integrity.
47
Presenter Biographies
Swain, Marissa
student
Eckerd College
Van Rys, John
jvrys@redeemer.ca
Professor of English
Redeemer University College
John Van Rys is a graduate of Dalhousie University and a Professor of English at Redeemer University
College, where he is also chair of the Academic Standards Committee. In addition to scholarly work on
Canadian Literature, he has coauthored a number of writing textbooks for college and for the workplace.
Dr. Van Rys is the lead author of The Research Writer: Curiosity, Discovery, Dialogue, a research-writing
handbook published earlier this year by Cengage Wadsworth.
Velasco, Norma
Dean of General Education Office
norma.velasco@itesm.mx
Tecnológico de Monterrey
Norma E. Velasco was born in Saltillo Coah. Before attending Loyola University Chicago, she attended
Tecnológico de Monterrey, Monterrey Mexico, where he earned a Bachelor of Science in Community
Science in 1983. After graduating in 1983, she got her first job in a Northwestern Mexico public school
(Colegio Nacional de Educacion Profesional Tecnica) as a Human Relations and Ethics Professor. She also
worked at the National System for Family Development in Caborca, Sonora local government. In 1999, she
moved to a Northeastern Mexico private university (Tecnológico de Monterrey at Monterrey, N.L. Mexico).
She worked as Counseling and Support Coordinator for students and parents; also she was a Professor of
Philosophy, Ethics, and Human Relations. Recently in 2004, she went to Chicago, IL where she worked for:
Notre Dame University, as a Researcher in a “Study on the Social Impact of Latino Population in Chicago
Metropolitan Area” project; Loyola University Chicago, as a Researcher at the Social Work School in “A
diagnosis on the Mexican Family” and “A study on Religion and the Hispanic Population” projects, also as
a Healthcare, Ethics Teacher Assistant at CCOM of Chicago, and as Dentistry and Ethics Teacher Assistant
at UIC, finally as Healthcare-Ethics, and Ethics Professor at the Philosophy Department. Currently, Norma
is a dean of General education office and Ethics professor at Tecnológico de Monterrey, Monterrey Mexico.
Wangaard, David
Executive Director
dwangaard@ethicsed.org
The School for Ethical Education
David B. Wangaard, Ed.D., has been the director of The School for Ethical Education (SEE) in Milford, CT
since its founding in1995 as a non-profit educational agency. He developed SEE’s Integrity Works! program
to support a school-wide focus on academic integrity. Before joining SEE, David was a math teacher and
school principal and has spoken successfully at regional, national and international conferences.
48
Presenter Biographies
Webb, Rodney A.
Professor
raw@yorku.ca
York University
A Professor of Biology since 1977, Dr. Webb was Associate VP Academic when he convened York’s Ad Hoc
Working Group on Academic Integrity and spearheaded the development of the York University AI web site
(www.yorku.ca/academicintegrity/). Dr. Webb has Chaired York’s Student Appeals Committee and has been
involved closely in the development the Senate mandated Academic Honesty Policy. He brought Turnitin to
York University and conceived and organized an Academic Integrity Conference (delegates came from across
Canada and the US) in 2004. He also sent out an AI annual letter to all academic administrators, faculty (full
time and part-time) and TAs. He is the author and organizer of the Council of Ontario Universities AI web
site.
Wells, John
Executive Vice-President
jwells@mhc.edu
Mars Hill College
Executive Vice-President and Chief Academic Officer of Mars Hill College. Has served as a professor of
political science and theory for 15 years and an administrator for 7.
Wentworth, Rebecca
PhD Candidate
rebecca.a.wentworth@hotmail.com
Colorado State University
Rebecca is a PhD Candidate in Colorado State University’s Educational Leadership program and a 13 year
veteran teacher of high school English. She, also, has experience instructing graduate and undergraduate preservice teaching students. She believes better preparation is a critical key to success as a first year teacher.
Wilson, Arthur
Associate Professor
ajw1@gwu.edu
George Washington University
Arthur J. Wilson was born in Chicago long ago, during the last ice age, and being lazy, attended college
(biology) and then graduate school (Economics) at the University of Chicago. After working at First Chicago,
and teaching part-time at DePaul University and Roosevelt University, and full-time at the University
of Connecticut, Case Western Reserve University, he came to teach Finance at the George Washington
University. He has been there since 1995. I’m stuck! His teaching interests include intermediate finance,
financial institutions, futures and options, fingame, and in the future, financial history. His research interests
include Financial Market Micro-structure, Financial Derivatives and Financial History, and now Academic
integrity(!) The latter interest was provoked by getting the same papers handed in several semesters in a row.
His students know he has an odd sense of humor.
49
Presenter Biographies
Wood, Eileen
Professor
ewood@wlu.ca
Wilfrid Laurier University
Eileen Wood is a professor in the department of Psychology at Wilfrid Laurier University. She has written/
edited 12 books, 7 manuals and over 58 refereed research publications with two books receiving a “Book
of the Year” award. Dr. Wood received both the University Research Professor Award and the Teaching
Excellence Award. Her research examines how children and adults acquire, retain and understand information
presented through traditional text-and lecture-based delivery systems and digital media. She has worked with
the academic integrity officer to investigate effective instruction in this domain.
Woolard, jennifer
Associate Professor
Georgetown University
Dr. Wollard is an associate professor of psychology at Georgetown University and research fellow at the Center
for Social Justice. She obtained her Ph.D. in developmental and community psychology from the University
of Virginia. Her research focuses on adolescents and families in legal contexts, including police interrogation,
culpability, the attorney-client relationship, and the role of parents in adolescents’ legal decision making. She
also works with local nonprofit agencies to study community change and youth violence prevention. Dr.
Woolard has also published on the prevention of child abuse and neglect, policy regarding female delinquency,
and mental health needs of juvenile delinquents. Her recent research collaborations include membership on
the John D. and Catherine T. MacArthur Foundation Research Network on Adolescent Development and
Juvenile Justice. She has presented her research findings to a wide variety of academic, legal, and policy
audiences, and won several awards for undergraduate teaching
Ying, Joanna
Coordinator, International Students & Study Abroad Programs
jying@utsc.utoronto.ca
University of Toronto Scarborough
Joanna Ying is the Coordinator of the International Student Centre at University of Toronto Scarborough. She
also coordinates UTSC’s Study Abroad Programs.
Yoos, Charles
Professor
yoos_c@fortlewis.edu
Fort Lewis College
Chuck Yoos is Professor at Fort Lewis College and Professor Emeritus at the United States Air Force
Academy, where he was heavily involved in honor and character development programs for many years.
50
Presenter Biographies
Zakarin, Bradley
Associate Director-- Office of Fellowships
Northwestern University
Brad Zakarin is Associate Director of Northwestern University’s Office of Fellowships. He has been
Windward School’s university partner for its ongoing academic integrity initiative since 2009. In Spring
2009, he acted as Assistant Dean for Academic Integrity for Northwestern’s Weinberg College. As a Resident
Dean at Harvard College (2003-07), Brad served on the Administrative Board, which reviews academic
dishonesty cases, and co-authored Writing with Internet Sources.
NOTES:
NOTES:
53
Hilton Suites Toronto/Markham
Map of the Area
54
Save the Date...
...and join us in Princeton for our
20th Anniversary
Conference
November 2-4, 2012 at the
Hyatt Regency Princeton
For more details see www.academicintegrity.org
55
56