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VA L U E S O F
ACADEMIC INTEGRI T Y
T H E C E N T E R F O R ACA D E M I C I N T E G R I T Y
October 1999
A N I N V I TAT I O N
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gathered by Who’s Who Among High School Students
indicating that 80 percent of high-achieving, college-
bound students have cheated, that they think cheating is
commonplace, and that more than half do not consider
cheating a serious transgression. New technologies have
also made it easier to cheat: the Educational Testing
Service notes that one website providing free term papers
to students has averaged 80,000 hits per day.
Nannerl O. Keohane
President, Duke University
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The following organizations have expressed support for
The Fundamental Values of Academic Integrity.
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W H AT I S A C A D E M I C I N T E G R I T Y
A N D W H Y I S I T I M P O R TA N T ?
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I. H O N E S T Y
Honesty
PRINCETON UNIVERSITY
1995
Honesty 5
II. T R U S T
trust
6
trust
III. F A I R N E S S
Fairness
Fairness 7
IV. R E S P E C T
Respect
and respects a wide range of opinions and ideas.
Respect
faculty must respect themselves and each other as individ-
uals, not just as a means to an end. They must also respect
themselves and each other for extending their boundaries
of knowledge, testing new skills, building upon success,
and learning from failure.
Students show respect by
“I have instructors who attending class, being on time,
are very good about citing paying attention, listening to
sources for their lectures. other points of view, being
Seeing faculty members prepared and contributing to
cite the work of their discussions, meeting academic
colleagues sets a good deadlines, and performing to the
example for members best of their ability. Being rude,
of the class.” demeaning, or disruptive is the
STUDENT AT CAI
antithesis of respectful conduct.
CONFERENCE
Members of the faculty show
respect by taking students’ ideas
“Academic dishonesty
seriously, providing full and hon-
is a corrosive force in
est feedback on their work, valuing their aspirations and
the academic life of a
goals, and recognizing them as individuals.
university.” All must show respect for the work of others by acknowl-
UNIVERSITY OF MARYLAND edging their intellectual debts through proper identifica-
COLLEGE PARK, 1997 tion of sources.
Once again, the interdependence of the values that
“As a scholar, one should constitute academic integrity becomes apparent. Part of
be generous in acknowl- respecting people involves fair and honest treatment, and
edging the work of other all of this supports an environment of trust.
scholars, for their work
makes possible one’s own.” Do students, faculty, and administrators demonstrate
respect for one another on your campus? In what ways?
Resp
“ACADEMIC HONESTY IN
THEWRITING OF ESSAYS
AND OTHER PAPERS”
CARLETON COLLEGE, 1990
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V. R E S P O N S I B I L I T Y
ponsibility
when suspected violations
come to their attention.”
STANFORD UNIVERSITY, 1996
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HOW TO DEVELOP A STRONG
P RO G RA M F O R ACA D EM I C
INTEGRITY
I
A
C
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AC K N OW LED G M EN T S
This publication was designed and produced for The Center for Academic
Integrity by the Office of College Relations at Oakton Community College,
Des Plaines, Illinois.
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