Abstract
This case study outlines issues with student academic integrity in an online undergraduate program and explains how faculty can play an important role in reducing the likelihood that students will decide to cheat. The study describes possible motivations for student misconduct, student acceptance of academic dishonesty, and administrative/faculty responses to violations of published academic integrity policies. It also presents a model of online course climate in which both faculty and students have responsibilities to the classroom and ethical facilitation of course content. This case looks at one institution’s effort to integrate integrity into a curriculum by instilling a culture of trust from which lessons beyond the classroom can be learned.
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