by William J. Niles

Introduction
The Center for Academic Integrity noted recently on its Web-site that "Academic integrity is a fundamental value of teaching, learning and scholarship. Yet there is growing evidence that students are cheating and plagiarizing in record numbers" (2002). The Center believes that tackling the issue of honesty and integrity requires a commitment and focus of the entire academic community. Towards this end, Adelphi University recently developed the Committee for Academic Honesty. The Committee is charged to "promote an atmosphere of academic honesty … (and to) develop and distribute materials including guidelines for promulgating the code of academic honesty through course syllabi, class discussions and written guidelines to students on matters such as plagiarism". In response to this mandate the University has offered a lecture to students and faculty by a noted authority in the field of academic plagiarism; developed an Honor Code; and established procedures for handling violations of the Code of Academic Honesty. However, little doubt exists that establishing, implementing and sustaining an atmosphere of academic pursuit that embodies honesty and integrity and punishes unethical behavior is a complicated and demanding endeavor (Hauptman, 2002). The impact of Web-driven plagiarism (Murray, 2002) elevates the task to daunting.

Procedure
In order to get a sense of the state of student views on plagiarism, the author embedded the following in the syllabi expectations on academic honesty in Fall 2003 Academic Honesty course outlines: "If you have read this section email me the word normal before the next class. You will receive extra credit on an assignment of your choice". The academic honesty section is entitled "University Statement on Academic Honesty and Integrity" and is standard for course outlines in the School of Education. The Statement is located in graduate and undergraduate catalogues.

Subjects
Three classes were involved in the exercise. The first was an introductory level course including a majority of first-time graduate students seeking a degree in special education (n=17). The second class included students approximately half way through their degree requirements (n=9). The third class, a degree capstone course, was comprised primarily of degree candidates who had essentially completed the classroom dimension of their studies (n=13).

Results
Only one student in the capstone or last class emailed the proper acknowledgment.
After the window of opportunity passed, I brought the embedded phrase to the attention of students in each class and initiated a discussion. The focus of the interchange was the boilerplate section on academic honesty and reasons why this section was not read. Most who commented noted that they had "seen that/read that" before either in other classes at Adelphi or at the undergraduate level. Second, students mentioned that instructors, as a rule, do not discuss or explain the boilerplate section which includes definition and consequence issues. Additionally, students noted that professors do not prioritize or establish the importance of academic honesty in their classes; therefore students weigh academic honesty issues against demands in other areas of the course outline. However, as one student noted, everyone knows the rules and the consequences.

Discussion
What can we conclude from the results of this descriptive study? First, it is difficult to draw any conclusions other than that new, through seasoned graduate students do not read the full syllabus in the author's classes. Second, coupling the findings here with the author's previous experience with students who claimed ignorance of course outline requirements carefully developed in course syllabi, suggests that students believe that not reading something makes them immune from consequences: "I didn't know that!" equates to "I expect another chance".

Implications
Given the growing concern in the academy to a variety of unethical behaviors exhibited by students and faculty, Adelphi has taken an important step in establishing and promoting an atmosphere of academic integrity. Now faculty must educate students on this important issue and to hold them accountable for their behavior. Based on the results of this study, a good place to begin is to have a syllabus section devoted to academic honesty, to discuss with students what behaviors constitute violations of the University's Code of Academic Honesty, to outline the consequences for violations of the Code, and to demonstrate a commitment to integrity in our classes.

References
Center for Academic Honesty (2002). Announcement: The academic integrity assessment guide. Retrieved January 2002 from http://academicintegrity.org/assessGuide.asp
Hauptman, R. (2002). Dishonesty in the academy. Academe, 88(6), 39-44
Murray, B. (2002), Keeping plagiarism at bay in the internet age. Monitor on Psychology, 33(2), 22-24