The Senate has been discussing the issue of academic dishonesty. This meeting was initially focused on a review of a software-based response system, the MITT system (Multimedia Integrity Teaching Tool). This system is in current use at Ball State University.

Rod Fowers directed an introduction to the software, showing a variety of modules including pages of "content" about forms of cheating and "tips and comments" to help students avoid the behaviors. Rod reported that a student working through a set of modules leading up to a quiz might take six to eight hours.

Phil Droke posed the question of whether or not the group felt that such a system should be purchased and applied at Highline. The discussion began with a review of current practice in cases of academic dishonesty.

Toni Castro noted the increased demand that would be placed on faculty and staff to implement such a project. She observed that at Ball State U. there were adequate resources to run the system but it may be more challenging to do so at Highline with our resources.

Additional feedback regarding the MITT system was given. The consensus was that there was not support for purchasing the system. The discussion turned to other practical ways to deal with and to try to prevent cases of academic dishonesty.

Mike Cicero raised the question of the legal status of accusations of cheating and Toni reminded the group that it is important to be sure that due process is afforded to the student. She agreed to send further information to the Senate regarding due process.

Gloria Rose Koepping suggested that a standard statement might be included in syllabi regarding academic dishonesty. Some such statements already appear in syllabi but faculty were to be encouraged to discuss their cheating response strategies with peers and to communicate with classes early in courses to define expectations. Gloria and Phil were to work on a syllabus statement that would be available for faculty to use if they wished.

Toni also noted that it would be productive for faculty to read the Student Rights and Responsibilities manual to be familiar with its policies regarding academic dishonesty. Ivan Gorne noted that information shared with students might go beyond cheating to address the code of conduct in general and its location in the HCC web site could be better publicized.

Glen Avantagio emphasized the preference to work on preventative strategies instead of punitive ones.

The next meeting was to focus on the discussion of A.A.S.T. degrees.

submitted by Judy Johnson-Wise