Pathways to a Culture of Academic, Personal, and Social Integrity by Claire A. Stiles, Ph.D. Eckerd College, St. Peters

1. Pathways to a Culture of Academic, Personal, and Social Integrityby Claire A. Stiles, Ph.D.Eckerd College, St. Petersburg, FL International Center for Academic Integrity Annual Conference February 28, 2014 Jacksonville, Florida

2. Trends and Extensions of AI Academic Integrity in the Classroom TO Integrity and Civility Across the Campus Community

3. Holistic Approach Honesty and Respect between Faculty and Students in Academic Settings TO Respect, Responsibility, and Consideration, i.e., CIVILITY among all members of the Campus Community in All Settings

4. State of Civility in the Academy • Prevalence of incivility, dishonesty, and disrespect in academic and non-academic activities across the campus culture in many institutions • New norm of cheating to get ahead, rudeness, disrespect, lack of consideration and disregard for right and concerns of others Examples: • Academic dishonesty, cheating, and plagiarism • Cyberbulleying, sexual assault, and fighting • Abusive language and behavior at sporting events • Vandalism and petty theft across campus • Disregard for classroom protocol – cell phone use • Disrespectful language and behavior toward faculty, staff, and students Weeks, K.M. (2011). In search of civility. New York: Morgan James Pub.

5. Challenges for campus community leaders To bridge the gap between the academic and non-academic dimensions of student lifeTo instill a viable culture of integrity and civility throughout the entire institution.

6. What Is An Institutional Culture? • Widely shared beliefs, values, attitudes, perceptions, and behaviors based on history and tradition • Reinforced by conformity of most community members • Formal Written Rules, Policies, and Standards • Informal Norms - “How we perceive, think, feel and do things around here.” 

7. How do We Create an Institutional Culture of Integrity • Support ethical and civil behavior by the entire campus culture • Recognize the interdependence of personal and academic integrity • Understand that ideals and needs of the larger community may be in conflict with individual self-interest *Moral thought and behavior is shaped by the “institutional ethos” [either intentionally or unintentionally] *Keller, P. A. (2011). Integrating Ethics Education Across the Education System, pp. 169-182. In T.B. Gallant (Ed.). Creating the Ethical Academy. New York: Routledge.

8. Earlier Efforts to Create an Ethical Campus Culture Creating Campus Community – Ernest Boyer’s work at the Carnegie Foundation for the Advancement of Teaching 1990 Campus Life: In Search of Community • Declining state of community in higher education • Inappropriate and uncivil student behavior • Lack of commitment to serious learning • Vestiges of sexism, racism, ethnocentrism, and classism

9. Boyer’s Recommendations Need for • Shared learning goals • Openness – freedom of civil expression • Justice and affirmation of diversity • Adherence to codes of conduct as well as to courtesy and privacy values • Sense of connection, caring, and service to others • Celebration of heritage and traditions

10. More Recent Efforts to Influence Student Development and Campus Climate NASPA & APCA (2004) “learning must be reconsidered – that new research, changing times, and the needs of today’s emerging generations of students require that our traditionally distinct categories of academic learning and student development be fused in an integrated, comprehensive vision of learning as a transformative process that is centered in and responsive to the whole student.” (p. 35) Keeling, R. (Ed). (January 2004). Learning reconsidered: a campus-wide focus on the Student experience. The National Association of Student Personnel Administrators and The American College Personnel Association. Retrieved from http://www.myacpa.org/pub/documents/learningreconsidered.pdf

11. Keeling Articulates a 21st Century Perspective for Higher Education • Intertwining of student learning and development • Transformative education with student at the center • Learning, development and identity formation as interactive processes shaping each other • Use of all resources on campus to support student learning and development Keeling, R. (Ed). (January 2004). Learning reconsidered: a campus-wide focus on the Student experience. The National Association of Student Personnel Administrators and The American College Personnel Association. Retrieved from http://www.myacpa.org/pub/documents/learningreconsidered.pdf

12. The Partnership ModelBuilding Bridges not Silos ” establishment of vibrant educational partnerships among members of the academic faculty and student affairs professionals in which all campus educators share broad responsibility for achieving defined student outcomes.” (p. 35) Keeling, R. (Ed). (January 2004). Learning reconsidered: a campus-wide focus on the Student experience. The National Association of Student Personnel Administrators and The American College Personnel Association. Retrieved from http://www.myacpa.org/pub/documents/learningreconsidered.pdf

13. Shared Responsibility on Campus to Support Student Development • Faculty members • Academic Affairs Administrators • Student Affairs Professional Staff • Student Leaders • Everyone!

14. The Next Step – Beyond Academic Integrity Tackling the larger questions and broader issue: • How do we extend integrity beyond the academic sphere to encompass the whole community and all of student life? • Who will take the lead and what best practices will develop? • What resources will be available and what constituents will engage in the process on each campus?

15. Few models exist • Minority of institutions of higher education seriously evaluating the ethical quality of programs and practices across the entire campus community • Beginnings of developing initiatives to promote ethical and civil behavior along with personal and social responsibility

16. Obstacles to Promoting Ethics Across Higher Education • Widespread failure to address systematically the ethical development of student • Career and employment focus of a degree undermines liberal arts/general education and more generalized character development • Difficult to know how college life shapes moral development – many confounding factors • Faculty incentives for tenure, promotion, and compensation oftentimes in conflict with addressing ethical development of students • Keller, P. A. (2011). Integrating Ethics Education Across the Education System, pp. 169-182. In T.B. Gallant (Ed.). • Creating the Ethical Academy. New York: Routledge.

17. A Way Forward College Learning for the New Global Century at website http://www.aacu.org/leap/publications.cfm

18. A New Model for 21st Century Higher EducationAssociation of American Colleges and Universities2006 Report from the National Leadership Council for Liberal Education & America’s Promise [LEAP], (2007). Washington, D.C. Spells out aims, learning outcomes, and guiding principles for a 21st century college education AAC&U (Association of American Colleges and Universities). (2007). College learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise. Washington, DC: AAC&U. Accessed at http://www.aacu.org/leap/documents/GlobalCentury_final.pdf

19. An Introduction to AAC&U and Liberal Education and America’s Promise (LEAP) http://www.aacu.org/leap/index.cfm

20. The Essential Learning Outcomes • Knowledge of Human Cultures and the Physical and Natural World • Focused on engagement with big questions, enduring and contemporary • Intellectual and Practical Skills • Practiced extensively across the curriculum, in the context of progressively more challenging problems, projects, and standards for performance • Personal and Social Responsibility • Anchored through active involvement with diverse communities and real-world challenges • Integrative and Applied Learning • Demonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems

21. Essential Learning Outcomes toPrepare for 21st Century Challenges Diagram From: Esther PerálezVice President for Student AffairsMissouri Western State University Partnering with Academic Affairs to Ensure Student SuccessNew Faculty LuncheonAugust 25, 2010 College Learning for the New Global Century. A Report from the National Leadership Council for Liberal Education & America’s Promise, (2007). Washington, D.C.: Association of American Colleges and Universities. AAC&U (Association of American Colleges and Universities). (2007). College learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise. Washington, DC: AAC&U. Accessed at http://www.aacu.org/leap/documents/GlobalCentury_final.pdf

22. What is Personal and Social Responsibility? • Civic knowledge and engagement—local and global • Intercultural knowledge and competence • Ethical reasoning and action • Foundations and skills for lifelong learning through active involvement with diverse communities and real-world challenges AAC&U (Association of American Colleges and Universities). (2007). College learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise. Washington, DC: AAC&U. Accessed at http://www.aacu.org/leap/documents/GlobalCentury_final.pdf

23. In other words - Educating Students for Personal and Social Responsibility is to • Foster students’ development of personal and social responsibility. • Focus national attention on the importance of students exploring their ethical responsibilities to self and others. • Help campuses create learning environments in which all students • reach for excellence in the use of their talents • take responsibility for the integrity and quality of their work • engage in meaningful practices to fulfill their obligations in an academic community and as responsible global and local citizens. June 21, 2006--AAC&U Announces National Initiative on Fostering Personal and Social Responsibility in Today’s College Students. Retrieved at http://www.aacu.org/press_room/press_releases/2006/CoreCommitmentsInitiative.cfm

24. Core Commitments Initiative Guiding Philosophy • Higher education institutions have an educational and civic obligation to unapologetically teach for personal and social responsibility. • Education for personal and social responsibility, to be intentionally fostered in all students, should pervade institutional cultures. • Student learning is the collective responsibility of all individuals and units responsible for the curriculum and co-curriculum. • Ethical, civic, and moral development should be closely tied to a substantive vision for student learning in the college years that is shared across constituent groups. • The development of personal and social responsibility is cumulative, builds on prior knowledge and experience, and should be assessed along the way. Association of American Colleges and Universities. (2012). Core Commitments: Educating Students for Personal and Social Responsibility. Retrieved from http://www.aacu.org/core_commitments/

25. Survey Research: Educating Students for Personal and Social Responsibility Leadership Consortium • Twenty-three institutions from across all sectors of higher education comprise the Core Commitments Leadership Consortium • Share promising institutional practices • Deepen and extend these efforts. • Selected from a pool of more than 125 applicants in 2007. • Administered in fall of 2007 the new Personal and Social Responsibility Institutional Inventory to students, faculty, student affairs administrators, and academic administrators. • To identify where different groups on campus see opportunities to foster learning about personal and social responsibility • To target areas in need of change Association of American Colleges and Universities. (2012). Core Commitments: Educating Students for Personal and Social Responsibility. Retrieved from http://www.aacu.org/core_commitments/

26. PSRI Survey • See link for more detail on inventory http://www.psri.hs.iastate.edu/ • Assesses five dimensions with input from • Students • Faculty • Academic Affairs Administrators • Student Affairs Professional Staff

27. Five Dimensions of PSR http://www.psri.hs.iastate.edu/dimensions.php • Striving for Excellence • Developing a strong work ethic and consciously doing one's very best in all aspects of college • Cultivating Academic Integrity • Recognizing and acting on a sense of honor, ranging from honesty, fairness, and respect for others and their work to engaging with a formal academic honors code • Contributing to a Larger Community • Recognizing and acting on one's responsibility to the educational community and the wider society, locally, nationally, and globally • Taking Seriously the Perspectives of Others • Recognizing and acting on the obligation to inform one's own judgment; engaging diverse and competing perspectives as a resource for learning, citizenship, and work • Developing Competence in Ethical and Moral Reasoning and Action • Developing ethical and moral reasoning in ways that incorporate the other four responsibilities; using such reasoning in learning and in life

28. Findings from PSRI- 2008 Should Colleges Focus More on Personal and Social Responsibility? Initial Findings from Campus Surveys Conducted for the Association of American Colleges and Universities as Part of Its Initiative, Core Commitments: Educating Students for Personal and Social Responsibility Survey Administered and Report Written By Eric L. Dey and Associates Center for the Study of Higher and Postsecondary Education University of Michigan School of Education 610 E. University Ann Arbor, MI 48109-1259

29. Initial Findings Data from the Core Commitments PSRII effort clearly demonstrate the importance of personal and social responsibility as a necessary component of a college education: • Across the board, students, faculty, administrators, and student affairs staff on the 23 campuses believe that personal and social responsibility should be a major focus of attention at their own college or university. • Despite the perceived value of attending to these issues, all surveyed groups reported that their campuses were not focusing enough attention on issues of personal and social responsibility. Dey & Associates (Center for the Study of Higher and Post Secondary Education at the Univeristy of Michigan School of Education). (2008). Should colleges focus more on social responsibility? AAC&U. Retrieved at http://www.aacu.org/core_commitments/documents/PSRII_Findings_April2008.pdf

30. Needs Echoed by Keller “evidence suggests that genuine success in promoting integrity in the academy requires a more extensive focus on ethics that pervades all aspects of an institution’s culture.” P. 170 Keller, P. A. (2011). Integrating Ethics Education Across the Education System, pp. 169-182. In T.B. Gallant (Ed.). Creating the Ethical Academy. New York: Routledge.

31. Developing a Moral Compass: What is the campus climate for ethics and academic integrity? Publication of the AAC&U (Washington, DC) – 2010 Online version https://www.aacu.org/core_commitments/documents/MoralCompassReport.pdf

32. PSRI Inventory Campus climate survey Part of the Core Commitments initiative Developed to assess perceptions about the opportunities for learning and engagement with issues of personal and social responsibility across an institution. Three types of questions about the five dimensions, tailored for each of the four constituent groups: ■ Attitudinal items: the degree to which they agree with a statement about the institution (choosing from Strongly Agree, Agree Somewhat, Disagree Somewhat, Strongly Disagree, No Basis for Judgment) ■ Behavioral items: the degree to which they experience a particular phenomenon at the institution (choosing from Frequently, Occasionally, Never) ■ Open-ended items: participants provide text related to experiences, programs, and practices at the institution that help students to develop personal and social responsibility Developing a Moral Compass. Online p. 39 at https://www.aacu.org/core_commitments/documents/MoralCompassReport.pdf

33. Data Gathering at Eckerd CollegeA Baseline and Wakeup Call • PSRI Survey for February-March 2014 • Building on previous survey of 2007 “Examining the Culture of Academic Integrity:  A Study of Risk Factors” http://journals.naspa.org/jcc/vol11/iss1/6/ • Involves Institutional Research, Student Affairs, Academic Honor Council, ECOS, Academic Affairs, and interested faculty • Online Administer of the PSRI

34. Protocol and Schedule for Administration of PSRI • Dates of survey • Beginning February 26 • Ending March 16 • Online administration • Handled completely by RISE at Iowa State • Link for survey send to all participants in multiple emails • Previous data files with names and emails of EC participants sent to Iowa • Takes approx. 20 minutes to complete survey • All data gathering and analysis done by RISE with report issued to the college

35. Shared Funding • ECOS - $500 • IR &A - 500 • Stud. Affairs - 500 (Annarelli) • HD Fac Dev - 500 • Acad. Affairs - 500 (Harrison) • Ctr. Spir. Life - 500 • AHC - 100 • Stud. Life -200 Multicultural Life $100, and International Stud. Life $100

36. Outcomes and Next Steps • July 2014 – Receive Full PSRI Results Report from RISE at Iowa State U. • Fall 2014 - Review findings by campus leaders and representatives from across campus • Identify strengths and areas needing improvement • Revisiting learning and developmental outcomes in current academic and student life programs and services • Set new goals and subgoals for future enhancement in all areas • Spring 2015 – Launch new initiatives on campus

37. Leading to New Organizational Structures • Intentional Collaboration between faculty and Student Affairs • Integration of academic and developmental experiences and learning • Connecting students’ lives with students’ learning in the classroom and academic area • Development and use of combined assessment of learning tools on campus Keeling, R. (Ed). (January 2004). Learning reconsidered: a campus-wide focus on the Student experience. The National Association of Student Personnel Administrators and The American College Personnel Association. Retrieved from http://www.myacpa.org/pub/documents/learningreconsidered.pdf

38. Extending Integrity Noticing the gap in ethical behaviors between academic and non-academic dimensions of campus life ACADEMIC LIFE vs. STUDENT LIFE Honor Code Shared Commitment Honor Pledge Signed Commitment Academic Honor Council Community Standards Bd. Actual Academic Honesty vs. Actual Student Civility and Respect

39. MAIN POINTS AND REALIZATIONS • Creating a culture of integrity at an institution of higher education: • Is rooted in the culture of the institution • Is a long-term, organic process – unpredictable at times • Requires ongoing data-gathering and assessment • Involves many stakeholders of whom some are in conflict or have very different perceptions • Must involve students at every stage • Requires collaboration between academic and student life professionals • Takes faculty buy in • Includes negotiation among ethical, legal, and institutional needs • Is an ongoing process

40. Final Thoughts • Communicate, Communicate, Communicate • Involve all sectors of the campus community • Keep faculty informed and involved • Appreciate that key players are the Dean of Faculty, Dean of Students, and Student Leaders

41. Questions and Answer • Future plans? • Other models? • Best practices?

42. References • AAC&U (Association of American Colleges and Universities). (2007). College learning for the New Global Century: A Report from the National Leadership Council for Liberal Education and America’s Promise. Washington, DC: AAC&U. Accessed at http://www.aacu.org/leap/documents/GlobalCentury_final.pdf • AAC&U (Association of American Colleges and Universities). (2012). Core Commitments: Educating Students for Personal and Social Responsibility. Retrieved from http://www.aacu.org/core_commitments/ • College Learning for the New Global Century. A Report from the National Leadership Council for Liberal Education & America’s Promise, (2007). Washington, D.C.: Association of American Colleges and Universities. Retrieved from http://www.aacu.org/advocacy/leap/documents/GlobalCentury_final.pdf • Dey & Associates (Center for the Study of Higher and Post Secondary Education at the Univeristy of Michigan School of Education). (2008). Should colleges focus more on social responsibility? AAC&U. Retrieved at http://www.aacu.org/core_commitments/documents/PSRII_Findings_April2008.pdf

43. References • Keeling, R. (Ed). (January 2004). Learning reconsidered: a campus-wide focus on the Student experience. The National Association of Student Personnel Administrators and The American College Personnel Association. Retrieved from • http://www.myacpa.org/pub/documents/learningreconsidered.pdf • Keller, P. A. (2011). Integrating Ethics Education Across the Education System, pp. 169-182. In T.B. Gallant (Ed.). Creating the Ethical Academy. New York: Routledge. • Kiss, E. (Spring 2003). Business Ethics & Why Culture Matters. The Kenan Institute for Ethics Connection. Durham, NC: Duke University.

44. References • McDonald, W.M. et al. (2002). Conclusion: Final Reflections and Suggestions for Creating Campus Community. -pp. 169-178. Creating Campus Community In Search of Ernest Boyer’s Legacy. San Francisco: Jossey-Bass. • Weeks, K.M. (2011). In search of civility. New York: Morgan James Pub.

45. Thank you! For further information contact Claire Stiles stilesca@eckerd.edu Or 727-864-8454

47. Worth Noting • Eckerd is one of the youngest colleges in the country to be awarded a chapter of Phi Beta Kappa. • Eckerd consistently ranks high by numerous publications for the high proportion of students studying abroad. • For the 2011-2012 school year, Eckerd students gave over 83,000 hours of service locally and globally. 19 spring break service projects took students all over the world. • Eckerd College appears in the Princeton Review’s Guide to Green Colleges. Eckerd is also one of the 128 schools listed who has a LEED certified building on campus. • Eckerd students have received 46 Hollings Scholarships from the NOAA, more than any other school in the country. • A fleet of over 150 yellow community bikes helps Eckerd students get around the 188-acre campus and stay green. • There are over 300 pets living on Eckerd’s pet-friendly campus. • Eckerd produces more Peace Corps volunteers than any other small college in the Southeastern U.S. http://www.ctcl.org/colleges/eckerd#character