The RAISE System for Academic Integrity Education

The RAISE System for Academic Integrity Education
Raising Academic Integrity Standards in Education

The RAISE System educates students about academic integrity and cheating. Training modules take approximately 55 minutes to complete. Students are tested and must view all sections and pass tests to successfully complete the module.

How does the RAISE system work?
Students progress through the 5 sections of the module. Students can work section by section, returning to the module after completing one or any number of sections, or they can complete the entire module at one time. At the end of each section students must pass a test to move to the next section. Tests are generated off a random data base of questions. Once the student reviews all the section materials and successfully completes the testing process, they have completed the module.

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What topics are covered?
• General Information
• Unauthorized Collaboration
• Technology Plagiarism/Copyright
• Decision-Making Guidelines

What student dilemmas are reviewed in this module?
• Lying to a professor
• Getting feedback vs. having others edit work
• Collaboration
• Managing and responsibility for group work
• Submitting class work to separate classes

How can I use the service on my campus?
• At home use by students during summer prior to arrival to campus
• Use by freshmen year experience programs during first year experience classes
• At home use by orientation programs prior to students coming to campus
• As a training program for students during on campus orientation
• Off-campus use by international students over the summer
• Use by academic advisors
• As an assignment by faculty during the start of a class
• For responsive use if needed

Who are the contributing authors?
• Teresa “Teddi” Fishman, Director, International Center for Academic Integrity (ICAI), Fellow, Rutland Institute for Ethics
• Glenn A. Steinberg, Co-Coordinator of Classical Studies, Associate Professor of English, The College of New Jersey
• Dennis Gregory, Associate Professor of Higher Education, Old Dominion University
• Ron Hicks, Assistant Dean, Office of Students Rights and Responsibilities, Educational Outreach and Student Services, Arizona State University
• David McKelfresh, Exec.Director of Assessment and Research/Program Chair, Student Affairs in Higher Education Graduate Program, Colorado State University

We implemented the RAISE system for all of our School of Business students in their freshman year. The results were so impressive...

Colorado Christian University

Dr. Gary W. Ewen

We have found the RAISE System to be easy to use, reliable, and student feedback has been positive... few students re-offend after completion of the course.

University of New Haven

Frederic "Ric" Baker

The RAISE System has been a valuable tool for our University as we looked to provide educational opportunities for students to increase their awareness of academic integrity.

Stevenson University

Tess Gillis

This system ensures all students understand our expectations for academic integrity regardless of prior experiences or cultural background.

Kansas State University

Roger McHaney, Ph.D.

Not only have our students benefited, but our office efficiency increased overall. Our investment into the product has solved many of our issues around cost and time savings.

Portland State University

Domanic Thomas

TESTIMONIALS

COLORADO CHRISTIAN UNIVERSITY
Dr. Gary W. Ewen - Dean of the School of Business and Leadership. Professor of Management and Leadership Studies
We implemented the RAISE system for all of our School of Business students in their freshman year. The results were so impressive that I have recommended the system be implemented for ALL incoming freshman at Colorado Christian University.

UNIVERSITY OF NEW HAVEN

UNIVERSITY OF NEW HAVEN
Frederic "Ric" Baker - Senior Associate Dean of Students
We have found the RAISE System to be easy to use, reliable, and student feedback has been positive. Our experience is that the depth and length of the course is appropriate for our student population, and we have seen few students re-offend after completion of the course.

STEVENSON UNIVERSITY

STEVENSON UNIVERSITY
Tess Gillis - Academic Integrity Officer
The RAISE System has been a valuable tool for our University as we looked to provide educational opportunities for students to increase their awareness of academic integrity. We have used it in both a pro-active and re-active approach. All Freshmen in the School of Sciences have been required to take it, but we have also required it for students found responsible for academic misconduct.

In a survey of students who took the course as a sanction, 73% of respondents indicated that it was an appropriate sanction, and that they have a better understanding of Academic Integrity after taking the course.

Freshmen who took the course in a pro-active setting indicated it clarified instances of academic dishonesty that they might have otherwise thought were okay (multiple submissions, for one). They commented that what was permissible in high school, is not necessarily allowed in college (working together without permission, for example).

We are grateful to have found The RAISE System to use as a tool to strengthen our culture of academic integrity.

KANSAS STATE UNIVERSITY

KANSAS STATE UNIVERSITY
Roger McHaney, Ph.D. - Professor and University Distinguished Teaching Scholar
Kansas State University’s College of Business Administration has been using RAISE for the last two years. This system ensures all students understand our expectations for academic integrity regardless of prior experiences or cultural background. RAISE covers the basics and clarifies many difficult gray areas. We have conducted pre- and post-surveys that reveal both increased awareness and a shift in attitudes regarding the importance of academic integrity. We are excited to continue with RAISE and believe it opens the door to higher levels of learning.

The RAISE system enables students to succeed during their university experience and on into the future.

PORTLAND STATE UNIVERSITY

PORTLAND STATE UNIVERSITY
Domanic Thomas - Director of Conduct and Community Standards
Our office was hit with reductions in staff and consolidation of duties like many others. Our ability to not only facilitate workshops but find available times to meet our non-traditional student population schedules was difficult. Because the topic of academic integrity is so vital to students’ success, we could not allow it to go by the way side.

We were fortunate enough to get in early on the RAISE system product. Not only have our students benefited, but our office efficiency overall. Our investment into the product has solved many of our issues around cost and time savings. We have chosen to use the product as a sanctioning tool and support the learning of students in the most need. We were able to set up a model where our office did not have to increase our budget request significantly and ask 28,000 students to contribute more to support this system. Instead, students who have been found responsible in the conduct process have been responsible for the cost of the course themselves with a small licensing fee paid for out of our budget. Our students have appreciated this model and reported similar learning and lower recidivism rates than years past.

Portland State University has been grateful for this product and the partnership built with the staff at RAISE.

RESEARCH
Case Study Summary and Findings

UNIVERSITY OF ARKANSAS
Paul Cronan - Professor of Information Systems
In March, 2013, Dr. Paul Cronan of the University of Arkansas presented at the International Center for Academic Integrity Annual Conference in San Antonio. His presentation was titled “Teachable Moments: Using Freshman Attitudes and Perceptions as a Potential Cultural Influence”.

The focus of the presentation was how influencing freshmen could effect change in the academic integrity culture on campus. The premise (based on a review of past academic integrity cases) is that many freshman simply are unaware of academic integrity issues and their importance. Survey results of university freshmen who were exposed to academic integrity learning (which included on-line learning using the RAISE System for Academic Integrity Education) were presented and discussed.

Research Summary
In fall 2012 some 2300 University of Arkansas freshmen participated in the study which included pre and post intervention surveys regarding their attitudes toward and knowledge of academic integrity and cheating. After completing the pre-survey, 900 students participated in either 1) one of approximately 60 one hour lecture sections regarding academic integrity and cheating or 2) they completed a 55 minute on-line tutorial offered through The RAISE System. This was followed by a post intervention survey.

Preliminary results of the research regarding academic integrity attitudes and perceptions using the pre/post survey data indicate that both the student's knowledge & understanding of academic integrity and their attitudes toward academic integrity significantly improved. Moreover, students learned equally as well from The RAISE System as they did from the one hour lecture sessions offered on campus. In effect, The RAISE System had a significant impact in changing students’ knowledge and understanding of academic integrity and well as changing students’ attitudes regarding academic integrity and cheating.

Based on these results, it is felt that student participation in any form of academic integrity education has the potential to change campus academic integrity culture - academic integrity knowledge & understanding as well as attitudes and perceptions significantly improved. The on-line RAISE system functioned as well as a lecture presentation format; its on-line format streamlined the work required to educate students about this important topic.

For more information on this research, contact Paul Cronan, Professor of Information Systems, at cronan@uark.edu.

Note: This summary has been approved by Paul Cronan for distribution by TLS On-Line Solutions. A partial grant to use the RAISE system was bestowed to Mr. Cronan to use as a part of this research.