Hi TIPsters
Several faculty members would very much like to institute an honor code at our
small liberal arts college (1000 students). However, first we need to convince
the adminstration of all the wonderful consequences such an honor code would
have (the faculty are supportive). I'm looking for research showing the
positive consequences in terms of cheating and overall conduct. I've searched
PsycInfo and only found a few relevant articles (listed below). Do you know of
any others? What about articles or books outlining how honor codes are
typically adminstered and enforced. Maybe I could even be so lucky that some
of you have gone through this process at your school recently?!
Thanks
Marie
Marie Helweg-Larsen
Assistant Professor of Psychology
Transylvania University
Lexington, KY 40503
TITLE Examining academic dishonesty policies.
ABSTRACT Academic dishonesty policies appearing in the student catalogs of 110
colleges and universities contained 1 or more of the following 8 themes:
definition of academic integrity/statement of expectations for academic
conduct, the reponsibility for academic dishonesty, definition(s) of dishonest
acts, an honor code, procedures for handling suspected academic dishonesty, an
honor committee, punishment, and the appeals process. Rigorous representatives
of each theme were combined into a composite to help readers formulate or
evaluate their academic dishonesty policies. ((c) 1999 APA/PsycINFO, all rights
reserved)
AUTHOR Weaver, Kenneth A.; Davis, Stephen F.; Look, Christine; Buzzanga,
Victoria L.; et al
AFFILIATION Emporia State U, KS, USA
SOURCE College Student Journal. 1991 Sep Vol 25(3) 302-305
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TITLE Academic dishonesty: The honor system and students' attitudes.
ABSTRACT Examined the incidence of college cheating among 177 undergraduates
at a university with a student honor system (HS) and compared the results with
those of V. J. Haines et al (see record 1988-12171-001). Haines et al surveyed
the incidence of cheating at a university without an HS. The relationships
between Ss' attitudes toward the HS and their own personal code of honor (PCH)
and Ss' PCH and their self-reported incidence of cheating were also examined.
Data support the conclusion that the existence of an HS is associated with
increased academic honesty: 23.7% of Ss under the HS reported cheating in any
form, while 54.1% in the Haines et al study had cheated. ((c) 1999
APA/PsycINFO, all rights reserved)
AUTHOR May, Kathleen M.; Loyd, Brenda H.
AFFILIATION U Virginia, USA
SOURCE Journal of College Student Development. 1993 Mar Vol 34(2) 125-129
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TITLE Academic dishonesty among males in college: A thirty year perspective.
ABSTRACT Compares self-reported cheating among male college students from 2
sets of data obtained 30 yrs apart: data from (1) W. J. Bowers (1964) and (2)
D. L. McCabe (1992, 1993), and McCabe and L. K. Trevino (1993). The Bowers data
were gathered from 5,422 students at 99 institutions and the McCabe data from
6,096 students at 31 schools. Nine primary cheating behaviors were found to be
comparable between the 2 studies. In both studies, significantly lower levels
of self-reported cheating were found at schools with honor codes. Despite
recent news reports to the contrary, comparison of the 2 studies found no
overall increase in self-reported cheating. A small but significant increase in
self-reported test and exam cheating among honor code students and a rise among
all students in unpermitted collaboration on written assignments was seen. ((c)
1999 APA/PsycINFO, all rights reserved)
AUTHOR McCabe, Donald L.; Bowers, William J.
AFFILIATION Rutgers U, Graduate School of Management, NJ, USA
SOURCE Journal of College Student Development. 1994 Jan Vol 35(1) 5-10
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