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