Restoring Honor and Integrity Through Integrating Restorative Practices in Academic Integrity with Student Leaders

This article charges student affairs professionals who work with student leaders to become more intentional in how they and their students create and contribute to community. Towards that end, this article delineates a process called community-praxis that teaches students how to talk about, think about, and do community. Organization advisors who utilize community-praxis will help student members more deliberately conceptualize and create and recreate the type of community associated with their particular club, organization, or association. The process may have educational value for the advisors as well. By facilitating the community-praxis delineated here, advisors will be prompted to review the democratic theories and procedures that have long shaped educational communities. Additionally, they likely will be introduced to viable postmodern theories and practices that have not traditionally informed the ways educators conceptualize and operationalize their own campus communities.

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Heterosexual Student Leader Attitudes Regarding Lesbian, Gay, and Bisexual Students

NASPA Journal ◽

10.2202/0027-6014.1398 ◽

2004 ◽

Vol 41 (4) ◽

Cited By ~ 1

Author(s):

Sharon Horne ◽

N. Dewaine Rice ◽

Tania Israel

Keyword(s):

Student Affairs ◽

Campus Climate ◽

Student Affairs Professionals ◽

Student Leaders ◽

Careful Selection ◽

Positive Attitudes ◽

Student Leader ◽

Training And Supervision ◽

And Bisexual ◽

Lgb Students

This study examined student leaders attitudes towards lesbian, gay, and bisexual (LGB) students and compared resident advisors (RAs) attitudes to those of other student leaders. Despite careful selection, training, and supervision of RAs, results revealed no differences between RAs attitudes and those of other student leaders. The number of LGB family and friends reported by participants was the only factor significantly related to positive attitudes toward LGB individuals. Implications for student affairs professionals are discussed, and suggestions for improving campus climate for LGB students are provided.

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Effects of Trust and Threat Messaging on Academic Cheating: A Field Study

Psychological Science ◽

10.1177/0956797620977513 ◽

2021 ◽

pp. 095679762097751

Author(s):

Li Zhao ◽

Jiaxin Zheng ◽

Haiying Mao ◽

Xinyi Yu ◽

Jiacheng Ye ◽

...

Keyword(s):

Field Study ◽

Academic Integrity ◽

Large Scale ◽

Theoretical Foundation ◽

Empirical Evaluation ◽

Psychological Theory ◽

Field Studies ◽

Educational Institutions ◽

Academic Cheating ◽

College Classrooms

Morality-based interventions designed to promote academic integrity are being used by educational institutions around the world. Although many such approaches have a strong theoretical foundation and are supported by laboratory-based evidence, they often have not been subjected to rigorous empirical evaluation in real-world contexts. In a naturalistic field study ( N = 296), we evaluated a recent research-inspired classroom innovation in which students are told, just prior to taking an unproctored exam, that they are trusted to act with integrity. Four university classes were assigned to a proctored exam or one of three types of unproctored exam. Students who took unproctored exams cheated significantly more, which suggests that it may be premature to implement this approach in college classrooms. These findings point to the importance of conducting ecologically valid and well-controlled field studies that translate psychological theory into practice when introducing large-scale educational reforms.

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