we want people to make their own choices. when they have been doing that, they have been improving efficiencies. host: a discussion about the energy policies with david kreutzer and gene karpinski. >> the first of the president took the bait, live on c-span. next, the president of the university of virginia on student cheating the debate about student athletes in higher education. then kathleen turner on women's health and productive rights. >> now a discussion on cheating on college campuses. you va has the nation's oldest student-run on system. president sullivan talks about who cheat, why they do it and

how many students cheat. the chautauqua institution event is about an hour and 15 minutes. [captioning performed by national captioning institute] [captions copyright national cable satellite corp. 2012] [applause] >> dr. teresa sullivan is the eighth president of the university of virginia, home of the older student-run honor system under which students pledge not to lie, cheat or steal. dr. sullivan was previously the provost and executive of private affairs. and an executive vice chancellor for academic affairs for the university of essex system. she focuses on labor force tomography, with particular emphasis on economic marginality and consumer debt. the co-author of six books and numerous scholarly articles.

her most recent work explores the question of who filed for bankruptcy and why. in addition to her service to institutions of higher learning, she has also served as chair of the u.s. census advisory committee, secretary of the american sociological association, and as a fellow of the american association for the advancements of science. her lecture this morning is "how can we maintain a culture of honor and integrity?" those who cheat and those who might come up please welcome another texan to chautauqua. [applause] >> good morning to all of view. for those of you who are uva

alumni, wahua. [applause] i am pleased to have this opportunity to speak at the chautauqua institution. let me again by saying how much i admire all of you for your dedication of the principles of lifelong learning. plenty of americans choose to spend their summers dozing on the beach or relaxing on some other vacation spot. there's nothing wrong with the dozing on vacation. but when you came here, you may be different choice. by spending your time at chautauqua, engaged in education and the arts, as well as in the study of religion and recreation, you embody the principles of self improvement and lifelong learning. the principles that motivated the founders of the chautauqua institution to create this place in 1974. this is a productive way to spend your summer and i am pleased to be part of your

program. those of you who attended this lecture series all week have heard from several distinguished speakers. all of them have addressed this game "ethics of cheating" in bringing a variety perspectives on the topic. as a teacher and university professor as well as being a university president, i take a special interest in cheating. as you might imagine. and i have some strong opinions about it. in case you're wondering, i am against it. [laughter] this morning, i want to frame the question that will help us examine the topic of cheating from a constructive perspective. the question is -- how can we build and maintain a culture of honor and integrity? being a university president for the past two years and a college

professor and the administrator for more than three decades, i am best qualified to talk about honor and integrity in the context of the college campus. but i will also discuss some ways that a campus culture of honor carries over to the real world beyond the ivory tower. to start our discussion, i wanted to consider a word. this word did not really exist until 2005. it was popularized by a tv host in the pilot episode of his new prime-time comedy program. it quickly enter the public consciousness and took its place in the lexicon of popular language. it was written about in newspapers and magazines. and it was talked about on news programs. it was named "word of the year"

by the american dialect society. and the executive secretary of the american dialect society get very worked up when describing it. like astronomers witnessing the birth of a nova, he wrote, we are watching the infancy of a new word the has the possibility of becoming a permanent addition to the vocabulary. global language monitoring organizations that track trends and languages around the world named it one of the talk pt buzz words of the year. it was the most looked up word in merriam-webster is on-line dictionary in 2005. and five years after its debut, it received the ultimate stamp of approval when it entered the new oxford american dictionary. the word, of course, was "

truthiness"introduced by maughan funded steven colbert in his program "the colbert report." he said truthiness is what you want the facts to be as opposed to what the facts are. what feels like the right answer as opposed to what reality will support. [laughter] global language monitor defined it more simply as truth unencumbered by the facts. [laughter] the idea of it seem to capture the zeitgeist in 2005. over the years, it has continued to resonate as the perfect description for not the truth exactly, but the facsimile of

truth. the approximation of truth that we sometimes allow to pass for genuine truth. if anyone holds a vote for the word of the decade, i'm sure that truthiness will be at the top of the list. so how do we create a culture of honor and integrity in the age of truthiness? as you know, i am the president of the university of virginia, a top tier of the university in central virginia. in two weeks, an annual rite of passage will occur when about 4000 families will bring their first-year college students to charlottesville to begin their undergraduate studies at uva. the same thing will happen at colleges and universities all over the country. these new college students were

10 or 11 years old in 2005 when steven colbert calling his new word. this means these young people have come of age in the age of truthiness. two historians, william sousstrs and neil house, have written extensively about this generation, which includes everyone born since 1980. through their research, they found a few key traits that characterize students in this age group. let me share some of the streets. they are -- some of those traits. they are confident. in recent decades, children have become much more involved in the lives of their kids, as many of you know, i'm sure. this has given young people lots of support and, as a result, fostered their self-confidence.

they are a team-oriented and tear-oriented. the milan else have grown up in a diverse american population -- the millennials have grown up in a diverse american population and are less me-oriented than generation andn are more likely to look to their peers for approval. they are pressured. there are over-scheduled, over- tutored, over-coached, over- managed and over-driven to succeed among their peers. in large part, this is because of the increased pressure to get into a top tier college. and finally, they are high achieving. they are future-oriented and focused on long-term career success, even at the ripe age of 18. most of these characteristics can be positive when properly

directed. but you can see how the tendencies and attitudes could drive college students to succeed at any cost, even if it means cutting corners in college or sacrificing their principles of right and wrong. teachers and administrators at america's colleges and universities want to create a culture of honor at on our campuses, but it is a tall task because our students are facing tremendous societal pressures that can push them to cheat because new technologies are making it easier for students who choose to cheat and because we live in a culture in which the supremacy of truthiness is so widely acknowledge that we made it the word of the year. we will look at who cheats on our college campuses, how they cheat and why they cheat.

how emerging technologies have made cheating easier and have college leaders are working to stop cheating. that is the dark side of the honor question. but we will also look at the bright side. i will discuss how honor codes and other student-run on our initiatives create communities of trust in which communities are driven to act honorably and honestly on their own without administrators peering over their shoulders. let me begin by quantifying the number and type of college students to cheat. way back in 1964, william barr's conducted a groundbreaking study of college cheating. he surveyed over 5000 students on 99 devore campuses and his results probably scared the daylights out of an entire generation of teachers and parents. he reported that three-fourths of the students had engaged in some form of academic dishonesty. three professors, donald mccabe

of rutgers, linda trevino of penn state, and another from washington state had been dusted research for the past decade to -- had conducted research for the past decade to follow-up on william bowers research. they became interested in college cheating because they wanted to understand the ethical inclinations of today's college students, the very people who will become tomorrow's business leaders. in 1997, there replicated the 1964 study and found only a modest overall increase in cheating. they found dramatic increase in three areas cheating on tests and exams, cheating among women, and collaborative cheating on written assignments. other large-scale studies have reinforced the notion that cheating is rampant.

in a met analysis of 107 cheating studies conducted between 1970 and 1996, 70% of students on average had engaged in various cheating behavior's, including 43% who admitted to cheating on exams and 47% who admitted to plagiarism. other smaller studies have delivered similar results. in a survey at santa clara university, 83% of students admitted to some form of cheating. by the way, santa clara is a catholic university run by jesuits. [laughter] research has shown that, while most students believe cheating is wrong and ought to be punished, most of these same students still cheap. a study published this spring by a student fares professional group highlighted this double standard -- by a student affairs professional group highlighted

this double standard. these students seem to believe that cheating offenses should be measured on a sliding scale. they say they do most of their cheating on homework, not tests and integrity and honor should be applied differently to hallmark as compared to exams. of those who cheated, 60% of them indicated they had cheated on homework. while only 19% had cheated on an exam. the 30% said they cheated on both. the arizona study also revealed some interesting cultural classifications among students to cheat and those who don't. for example, the survey found the highest rates of cheating among fraternity and sorority members and among international students. cheating was least widespread among three groups -- students receiving need-based aid, non- degree seeking students, and

first-generation students. here is one survey that steven colbert can have fun with. the more highly educated the students' parents work, the more likely he or she was to cheat. [laughter] this seems to suggest that a sense of entitlement plays some role in cheating. those who feel most entitled to cheat will do so. while those who feel least entitled do not. it would be interesting to do a follow-up study to find out how many highly educated parents of college cheaters were cheaters themselves when they would -- when they were in college. talk about a legacy. [laughter] here is another interesting fact. the students who reported the lowest lof cheating or the newest students, the freshman. after that first year, the likelihood that students had cheated increase from year to year at an almost liberate. this seems to suggest that, --

and almost linear rate. this seems to suggest that, if we can instill honor and accountability earlier in their college years, it might help us to trade the culture of water that we desire. so why do students cheat? seeking an answer to this question, mccabe and trivia conducted a step in -- a study of 61,000 students at 31 college universities. they found that pierre behavior was the strongest variable when -- that peer behavior was the strongest unbearable when students chose to achieve. it may suggest that academic dishonesty not only is learned from observing the behavior appears -- of peers, but that peer behavior provides a normative approach cheating may come to be viewed as an

acceptable way of getting and staying ahead. in other words, students who start cheating doucette to level the playing field with their classmates who are -- do so to level the playing field with their classmates who are already cheating. a cheating student ever to cheats in order to keep up to cheating student number one. then chiemsee and no. 3 sheets in order to keep up with a cheating stood no. 2. imagine a student going to and examine economics 101 and going to a multiple drawers question to which he has no clue. it would seem acceptable because he considers world dominance as his natural birthright and god- given destiny. [laughter] and so begins the process of

rationalization and creative excuse-making, a process known as the neutralization deviance. in the 1950's, two sociologists studied juvenile delinquents to find out why they do the bad things they do. they discovered that the delinquents often realized that the laws they routinely break are correct and necessary. but they develop sophisticated rationale to excuse their own mischief. the researchers named five neutralization techniques that delinquent used to explain away their behavior and to protect themselves from guilt and self blame. the justifications are -- denial of responsibility. in this scenario, the delinquent believes that is deviant acts are the result of outside forces beyond his control, such as

overbearing parents, for high school teachers, and so on. it is not his fault. it is their fault. the nile of injury -- hear the delinquent believes that nobody is really hurt by his misbehavior. so what is the harm? denial of the victim -- the delinquent believes that come even if other people are being hurt by his deviant behavior, they somehow deserve it. they were asking for it. fourth, condemnation of the contenders -- in this technique, the delinquent shifts technique from his own axe to those who disapprove of the acts, blaming them for the situation. and finally, the appeal to higher loyalty -- in this situation, the building would feels justified in ignoring the rules of society at large in order to meet the demands of a smaller social group to whom he

feels loyal, friends or siblings, for example. the delinquent may recognize that society's rules are reasonable, but his higher lotis compel him to break the rules anyway -- is higher of loyalties compel him to break the rules anyway. i am not suggesting that college students hoochy are comparable to delinquent, stealing hubcaps and shoplifting the bbs at the shopping mall. but college cheaters use most of the same neutralization techniques to justify their behavior. this last technique, the appeal to higher loyalty, was evident in the steady and mentioned that santa clara and university when 75% of the students who cheated said it was because they wanted to please their parents by getting good grades. the delinquency researchers found that the neutralization techniques were not powerful enough to overcome ingrained

moral values because juvenile delinquents frequently suffer guilt and shame on their filing called to account for their behavior. the same is probably true for college students who get caught cheating and called before judicial boards. by then, ladies usually too late to make amends. -- usually -- by then, it is usually too late to make amends. so how do students cheat? let me count the ways. researchers conducted a 1993 study that tallied in the cheating activities reported by students in various surveys through the years. the laundry list includes -- copying from another student's exam, taking an exam for someone else, purchasing term papers, copying papers without the noting, baking a list to avoid an exam, using notes or books during an exam when prohibited,

reviewing a selling copy of an exam, giving test questions to students in another class, developing a personal relationship with the instructor for the purpose of getting test information, downright bribery and blackmail, hiring a ghostwriter, altering or forging official university documents, and collaborating on homework or take-home exams when the instructions required independent work. this last points to a common gray area for students. at uva and at most colleges around the country, we promote collaboration as a desirable and productive way to work. we want everyone to break down silos, reach across disciplines and work together, to collaborate. but the distinguished -- but

the distinction is difficult for some students and some do not understand the fundamental concept of fair use, plagiarism, and legitimate collaboration as opposed to academic dishonesty, masquerading as collaboration. discrepancies between the studys of bowers's 1964 and mckay venturing out shows the attitudes about how collaboration has changed over the years. when asked if they worked together on assignments when the professor had explicitly forbidden such cooperation, 49% said yes in 1993. does it mean that fewer students participated in for been collaboration back in the 1960's? or does it means that more students nowadays admit doing it simply because they think it is acceptable? i think inadequate

communication is a part of the problem. faculty members rarely discussed their expectations of academic dishonesty in the classroom. even if the university has clear policies on cheating, individual instructors handle cheating on an individual basis. one study showed that 60% of faculty members to observe some kind of cheating, only 30% complied to the policy of the university level. i will talk more about the need for faculty and administrators to communicate effectively about cheating and honor in a few minutes. first, i want to continue my list of ways to cheat by turning to the internet. the rise of the internet and other new technologies has presented opportunities for cheating that would have been inconceivable to my generation.

smart funds have become the new crib sheets -- smart phones have become the new crib sheets. the university testing center at the university of central florida is a good example of a new hard-line tactics. at the testing center, students are not allowed to chew gum during exams. why? because gum chewing could disguise a students mouth movements when he is overly speaking into a handsfree cellphone to an outside cheating accomplice. [applause] the two hundred plus computers in the testing center are reset into the project are recessed into the desk. if a student tries to photograph the tests with a hand-held device, he will be

easily caught. all the students are monitoring by i guess in-the-sky video cameras with a test proctor keeping a close eye on the bank of the images in the next room. if the proper sees a student doing something suspicious, he instantly begins recording the student's computer work in real time and directs an overhead camera to zoom in on the student. all of these images and data are burned onto a cd for possible future use as evidence. this testing situation sounds more like the cia interrogation room. [applause] the sophistication of technology for students to cheat has forced administrators into a prison guard mentality. one simple innovation made cheating much easier than it used to be. until about 13 years ago, in order to plagiarize, students

had to copy somebody's work, word for word, sentence for sentence. but in 1981, apple released a new computer called aliso which had a graphical user interface. prior to lisa, you had to type in the commands. but lisa came with a mouse that allowed the user to click on graphics and highlight text on the screen. this feature, combined with standardized keyboard shortcuts, made it easier for users to cut and paste or copy and paste. suddenly, plagiarizing was a breeze. now, in the span of 2 minutes, it is possible to search for an online copy of the "war and peace," copy and paste the text into your own document, and slap your name on to the page. take that, tolstoy. [laughter]

in this short cut, with limited unlimited -- combined with unlimited information on the internet, companies have formed a whole new cottage industry in the last few years. 55% of colleges and universities now use one of these services. for-credit courses offered online can become easy pickings for tech savvy cheers. -- tech savvy cheaters. out in the spring semester of 2012, last semester, a student received an a on an on-line science course. he managed to do this in spite of the fact that he never read the course materials and never studied the textbook.

the only time he spent on the class was the 30 minutes he spent taking the required weekly test. the professor used in testing system that probe questions at random from a pool of possible questions. students could take the test anywhere, but had only a short window of time in which to take them. a window small enough, the professor believed, to keep the students from looking of the answers on line. the resource will student, together with his four friends, found a way to cheat by using google.com a web-based word- processing file that all of them to share what taking the tests. the student and his friends took the test, pasted the questions into the shared google doc including the answers. they went through the questions one at a time. the first student often did poorly since he had never seen the material before.

but the next student usually did better thanks to the google doc g sheet. and the next students did even better. in this course, the students were allowed to take the test twice. each of the tudors took turns going first. sec -- each of the cheaters took turns going first. so they all ended up getting good grades. they were all guaranteed in a at the end. the anonymous student told "the chronicle," we are doing very well. professors are using technology to their own advantage to catch cheaters. in 2001, university of virginia professor named louis blues failed realize that students in

his introductory physics class were turning in identical 15--- 1500-word papers over the course of several semesters. the introductory class was so large, with 300-500 students each semester. once he became suspicious, he created a computer program. after running the papers through the program, he realized that as many as 122 students may have plagiarized their papers. uva aggressively prosecuted the legend played dreiser's and agiariplayed your -- plea zers and expels one-third of

them. it was an especially big story for one reason. uva has a longstanding and why did mired code of honor. so i will spend the next few minutes talking about honor codes and how they affect students and their attitudes about academic cheating. most honor codes following standard formula with slight variations. students take a pledge to not lie, cheat or steal and to not allow students to do so. students who run afoul of the system usually face a student- run judicial process. uva established in 1842. when our students arrive as first-year students, they sign a pledge not to lie, cheat or steal, which includes

charlottesville, the surrounding county or where they represent themselves as university students. because of this commitment, there is a strong degree of trust within our community. you can go to the library and leave your laptop sitting unguarded on a desk when you go looking for a book in the stacks. when you return, your laptop will still be there. it harks back to the innocent days when people could leave their cars unlocked in their driveways. some of us remember those days. one of the distinctive qualities of honor systems is that they are run by students, not by faculty or admistrators. our board of visitors have delegated responsibility for the honor system to the students. i play no role in that system, except that i can be asked by the honor council to convene the general faculty to revoke the degree if it has already been granted. in the two years i have been at virginia, i have done that twice. in both cases, the graduating

students cheated on a final exam in every last semester. they were granted the degree, but the honor committee was aware of the violation, subsequently held a trial and convict them and it was upheld on appeal and the university did revoke those two degrees. but that is the only role i play, when the decree has already been granted. otherwise, the honor fences are presented to the honor committee, which is a judiciary body composed completely of students. students are recruited and trained by the audit committee to serve as advisers and provide counsel to the committee. students also investigate monarch allegations, and work with accused students in their defense at the trial. the jury is composed of students. while anyone can initiate the honor proceedings by filing an accusation, the process itself is administered completely by

students. on a side note, some people seem to think that thomas jefferson created the honor system when he created the university. but that is not true. self-government's began with an ugly incident in the uterus these early years, several years after thomas jefferson's death. on the night of november 12, 1840, after a while a student shenanigans, a masked students shot and killed a popular law -- law professor named john davis who had come outside to try to get the students under control. ashamed of their misbehavior, the students agreed to a plan for which they accounted for themselves and each other. in the same spirit, the faculty established an honor pledge on examinations, agreeing to trust students when they pledged that they had been received nor give assistance on their school work. other schools have the honor code, including military

academies. many colleges and universities across the country have tier--- have peer-enforced codes of honor. of course, many of our colleges and universities do not have honor codes or systems of self- government. instead, they rely on faculty and administrators to try to impose honor and integrity on the students. so how successful are these respective approaches to creating a culture of honor and integrity? william bowers's study found lower rates of cheating at schools with honor codes. one study found that students at honors -- arco schools were less likely to sheet or rationalize any cheating that did manage to and more likely to talk about the importance of integrity.

students in honor codes schools seem to honor the freedoms and privileges of the honor code environment. in 1999, mccabe and colleagues conducted a study determining whether honor codes made a difference in levels of cheating and why it on a committee difference. they found that they have a profound impact on student attitude about academic honesty. they wrote, "students at institutions with honor codes frame the issue of academic integrity in a fundamentally different way from students at non-code institutions. although on a code students feel the same pressures from a larger society from their non- colleagues, they are significantly less likely to use such pressures to rationalize or justify their own cheating. rather, they refer to the honor

code as an interval part of a culture of integrity that permits there institution -- as an interval part of a culture of integrity that permeates their institution." it builds a sense of community in which students feel accountable for their own behavior and accountable for the integrity of the entire school. students who cheat me believe they are leveling the playing field in a cheating-for-all environment. students who had here to an honor code believe they are leveling the playing field with an honesty-for-all environment. honor codes can have long-term effects on the behavior of students. years after they leave their campuses and embark on a professional careers. one study showed that dishonest behavior in the workplace was lower for participants who had graduated from honor-coat

schools. the results also showed that -- honor code schools. results also showed that dishonesty in the workplace could also be reduced by having a code of conduct. another study has reinforced the idea that the code of conduct has a significant impact on employee behavior. in this survey, 62% of employees who work with a company with a code of conduct believed it had helped shape their behavior or directed their decision-making. 76% said the code helped employees understand the company's values 0.82% said they apply their knowledge of the code of ethics in their job. just as the campus honor code shapes student behavior, a corporate code of ethics can shape employee behavior. this is much needed today because our college examples get a bad example from the ranks of the business people whose ranks they plan to enter after graduation. consider enron, for example.

no wonder students cheat in college if they see ceo's and other b at p's cheating. about three weeks ago, i received a letter on how uva's code of honor can have a ripple effect on people's lives. a woman who is not an alumna, a parent or a student connected to uva knew about the honor system. she knew because the mayor of her town is a uva graduate and she admired his leadership. she knew because one of her business clients was an alumnus of uva's graduates school. in the letter, she said she had recently agreed to take the stranger entered her home. the young man was and americorps vista member who needed a place to stay for a month. when she heard about his situation, she immediately invited him to stay with her.

she invited him, she said, because he was a uva graduate and she knew he had lived under the honor code. that alone was sufficient enforcement for her to take this total stranger into her home. uva is kind of like scamming, she wrote in her letter. once you are a scout, -- uva is kind of like scouting, she wrote in her letter. once you are a scout, you are a scout all your life. two interesting anomalies were found and they tell us a story about the true foundation of the community of trust. the researchers found one of the lowest levels of cheating at a school that did not have an honor code and one of the highest level said cheating at a school but did have long-lasting on a code. the first school did not have a formal honor code, but its leaders had managed to develop and foster a deeply ingrained culture of academic integrity

over the years. at this school, administrators and faculty clearly and frequently articulated their ideas about cheating and honor. they talked about their expectations regarding high standards of integrity and they encouraged their students to follow the rules of proper conduct. in contrast, the second school, which had a century-old monaco tradition had done little to communicate the principles of the code to students. they failed to make the honor code a real and deeply ingrained part of the campus culture. and the students cheated in droves. simply having an honor code is not an effective deterrent to campus cheating. an honor code will not make a difference unless it is embedded in the campus culture and clearly communicated to students so they can embrace it and hold one another accountable for it. conversely, college leaders can build a culture of honor without

having an honor code if they can explain their expectations regarding academic honesty and nurture a sense of community based on the moral principles of honor and integrity. the thousands of new college students who will arrive on america's college campuses in a few weeks are beginning an acute phase of their moral development. over the course of the coming years, they will cultivate their beliefs about honor and integrity that will guide the beavers for the rest of their lives. today's college students are tomorrow's business leaders, teachers, investment bankers, and politicians. so this is an opportune moment for our college and university leaders to take the necessary steps to create a culture of honor in the ways we have discussed today. i would like to close by telling you an anecdote about a dinner i had with the university of virginia graduates last fall. i was in dallas, texas to meet

with a number of honor alumni. about eight of us went out to dinner at one of the very best restaurants in dallas. a lovely restaurant and a great chef. pretty pricey meals. and our host spare no expense. we had cocktails, appetizers, very nice entrees, desert, cappuccino. next to us was a table for two with a young couple gazing deeply into each other's eyes. by looking at them, you could tell that this was probably the one night this month that they would do what to a fancy restaurant and they both had hamburgers. [laughter] so i noticed them. then the waiter came with the check and handed it to our coast who looked at the check and it was a bill for to hamburgers. [laughter] he called loiter back and said,

you know, we all went to the university of virginia and you gave us the wrong check. [laughter] that is why i believe an honor code build a long-lasting culture of integrity and honor. thank you for your attention. [applause] >> you know what to do if you have questions. given to the ushers and they will bring them to sophie. cn die will do our best to represent the questions -- she and i will do our best to represent the questions from the audience. i will start by asking you the question about the students who will appear on campuses in a few

weeks. say they are our child or grandchild and they call us in october and say i don't know what overcame me, but i did cheat on this test. what do i do now? right? >> is an important question. it is a moment to learn to take responsibility for your actions. the fact that a student can conceptualize that as "i.t. did" shows they have overcome the rationalization and the neutralization -- "i cheated" shows that they have overcome the rationalization and the neutralization of the behavior. the need to go to the teacher and said, here is what i did. we have a process of this ad virginia called informed

retraction. you can go to the honor committee and say i wish to make an informed retraction. i cheated it and i'm willing to take the consequences. you go to the professor until the professor would you did. that professors punishment sticks, whatever it is. if you go through the honor committee and you are convicted, there's only one sanction, which is expulsion from the university. so we do try to give some benefit to the student who is willing to take responsibility for their own behavior. >> in today's society, what does it mean if you take "responsibility" for some type of an ethical action? >> i think it means, first, that you have to own it and that is hard to do. most of us become skilled at rationalizing our behavior or

what they called neutralizing the behavior. admitting it and owning it is something that is the first step in doing it. i am catholic. we have a highly organized way of doing this. [laughter] it is called the examination of conscience, which is a regular program of looking and what you have done that may have fallen short of your own standards. we need to challenge ourselves to maintain high standards. one way of doing that is by acknowledging and admitting or you have fallen short of the mark, even though the consequences may be hard to take. >> is taking a less technically cheating? and how so? >> i will tell you a true story about a university of virginia now-graduate. he was a young man, a fourth year student, accepted to medical school. he got the flu and he told the professor, i'm sorry, i cannot take the test. the professor said fine. let's do it next tuesday it your

feeling better. next tuesday came and the student actually felt much better, but had not quite steady and called a professor and said, i'm sorry, i am still sick, i cannot take it yet. then he thought about what he had done and he went to the room of the chair of the audit committee and walked in and said, i have done something terrible and i have to make it right." and the chair of the honor council said what did you do. he said, i said i was sick and a wasn't. it was i -- it was a lie. i did it because i had not studied enough. so the process of informed retraction was explained. the young man went to see the professor with great trepidation. he had already been accepted to medical school. it was the same medical school that his father and his grandfather had gone too. this course was required for medical school. so he went to city professor and said, i told you i was sick. that was a lie.

i was not sick. i just was not ready for the test. and the professor gave him an f for the course. and the medical school withdrew his except in spirit but they had an appeals process -- withdrew his acceptance. but they had an appeals process. there were five physicians in white coats and they brought him into a room and said what is your story. so he told them the story. they said, fine, will you please leave the room and we will let you know what we decide. so he left the room, of course come in great anxiety and maybe a little despair. when they called him back in the room, all five of the physicians' stood up and they said, young man, you're the kind of person we need in medicine. you are readmitted. [applause] >> is their research or evidence of cheating among

professors or otherwise among the academy, especially among non-tenured faculty? >> there is a great deal of concern about scientific misconduct. one form of scientific misconduct is plagiarizing, taking the work of another without attribution appeared in another form is making up the data, which is a really serious form of lying. particularly in the medical field, bad decisions might be made about someone's held based on data you made up. so every university now has methods for dealing with allegations of scientific misconduct. we do seek to police it. it does happen. there are journalists that retract articles because they have been found to be plagiarized or the data has been found to made up, whatever. there is pressure on non-tenured faculty to produce as much published work as they can, but

unlike undergrad the students to get good grades. the pressures are certainly there. on the other hand, the penalties are quite serious, too. i believe that most scientists do their best to maintain honest work of high integrity. most delegations of scientific misconduct are even shall not borne out. sometimes -- the plagiarism cases are different. those are usually easier to prove. but data often results are comes from a legitimate error that was made in a computer calculation or something else rather than just making up the data. but there are, unfortunately, cases of people who have fraudulent data and it is a serious issue that we care a lot about with our faculty. >> how does one go on assessing the word of a student that has expressed an ethical behavior?

>> -- unethical behavior? >> part of it is for you to be able to define clearly in your own mind the nature of the behavior and how it affects your relationship with this person. if you can bring yourself to talk about it, i think that helps to clear the air. you may find that what you viewed as unethical, the other person did not. there's often a difference of expectations, a difference of definitions, or maybe that neutralization going on. in the case of an employer- employee, it is different because the issue of continuing to trust this person working for your company is very serious. sometimes, i have to say, it justifies termination. if it is something that is integral to the core values of your company. furthermore, a manager who will not take that step is often jeopardize in natalie his or her position, but also that --

not only his or her position, but also that of the company. if people had taken a stand earlier, they would have prevented a much more serious and difficult situation than what they had to be eventually deal with. >> how does the uva honor code play in your recent crisis? [applause] i think you have some support for [laughter] you] -- for you here. [laughter] >> in my case, the board of visitors ask me to resign. and i did. .it was important me i made in my public announcement solely the things that i would be to the benefit of the university and i did not talk about me because i thought it would not be constructive and it would not help.

[applause] rather, to my surprise and complete ratification, every constituency of the university rallied. [applause] and was reinstated 16 days later by unanimous vote of the board. what role did the honor code play in this? well, the honor council raised the issue of community of trust and if this was consistent with the community of trust. it did not suggest that anybody had violated the honor code, but the talk about what it meant to have a community of trust. i also made allusions to the community of trust and said that it was not just for the students, but all this, that we must able to trust each other. the other thing i did when some

of the people at the university began to get abusive in their be heated to the dean who had been named in the interim president, i sent a message to the entire community saying that civility is the way we behave but the receipt of virginia and i expect that to continue. the board held an all-night meeting before naming the interim president and that meeting broke up at about 3:00 a.m. and number of people who were protesting were still there on the lawn. and one of the associate deans talk with the one police officer who was there. he said this must have been a terrible night for you. he said, no, not at the university of virginia. if this had happened on the west coast, we would have had riots here and gas masks on. but this is the university of virginia. i was the only police officer on duty tonight. and i do think that tells you something about our community of civility and trust. >> do you believe that millennials need to understand

prior generations work ethics or develop their own? >> i think it is very understand -- it is very important for them to understand because it is likely that there balls will not be in monilial and it is important for them to understand the reactions of other generations to them and their somewhat different take on things. i teach a class in the january term called sociology of working which i work with 164-year students. one group of my students did a study of the millennials in the workplace. in one case, they really are having trouble because they do not understand the baby boomer or younger managers have. so there probably is room for more cross-generational understanding that we have right now. >> what happens to students who have their diplomas rescinded? >> first of all, let me say that

the honor code is not a capricious process. it is in fourth with a good bit of due process. eventually, the student receives a letter that says your transcript will note that your degree has been revoked and you may not represent yourself as a graduate of the university of virginia. that is it. for a student who is expelled in the course of study, we will try to help them relocate to another college or university on the theory that, although they have broken trust with our community, they deserve to have a second chance at another community. we explain the circumstances and the of the college has to understand and accept them. >> how does the academic honor could translate into issues of alcohol and drug abuse and date rape? >> that is a great question. i would like to say that students are perfectly

congruent in their behavior when they are on the university grounds and when they are not. but that is not true. we still have problems with both drug abuse and alcohol abuse, which students tend not to see as falling within the lie, cheat, steal continuing. students do not -- i think most faculty members would. one other area in which i think we have a real difference of opinion in terms of is downloadg copyrighted material. many of our students do not see that as stealing. they don't understand why we do. so, there are areas where we have struggle over the moral high ground. that is true in virginia as it is elsewhere. >> how do university presidents maintain and safeguard what should be their absolute

authority over head coaches and athletic directors? [applause] >> gee, i wonder why that question came up. when i came to uva, i changed the report in line of the athletic director so he reports directly to me, which did not happen in the previous administration. i thought i needed to know what was going on in the athletic program. i also make it a habit to sit down with the head coaches and talk with them one-on-one about the issues they have, and also my expectations for the academic program their student athletes follow. i found the coaches welcome this, enjoy talking to me about it, and i will tell you about my last such interview with mike london, our third-year head football coaching. -- coach.

i sat down with him. he said, do you think you'll be changing the times class is made? i said i did not think we would need to do that. he said, i went to meet the registrar. i made a mental note, head coach knows where registrar is. he asked to see how many glasses were being offered at every hour. what i saw was that, because we were having practiced in the afternoon, my guys were being cut out of electives they wanted to take. there were few classes offered at 8:00 in the morning. we moved practice from the afternoon to 8:00 a.m. the guys all have to be there for breakfast at 6:30, and by 10:00, they're finished and ready to go to class. they have the highest gpa the football team has had.

the coach often visits classes the players are supposed to be in. if they are not there, bad news for them. they will do extra physical exercise. i think he communicates that their students first and then athletes. he brings me to meet to the recruits -- meet the recruits and their parents. the parents are particularly interested in what i have to sit. my message to the parents is, look, when you leave this place, people can take away your job, they can take away your car, they can take away your house, but they cannot take away your education. that is what we want your young men to get all they are here. it is great if they have a wonderful playing career, if they want to go professional, god bless them, but it is important they leave here with a degree. athletes who have exhausted eligibility are graduating at a rate of 93%.

[applause] >> how do you protect whistleblowers? >> really good question. one of the problems, retaliation can often be subtle. what you want to do is protect the subtle kinds of retaliation. when i hear something, and i will say, people who are whistle-blowers will often e- mail me directly or copy me on any now they have sent to somebody else. the first thing i do with that is to send it to the general counsel's office. i want to preserve the rights of the whistle-blower against retaliation. i think letting people know that that is what you will do is really your best policy. i will also say sometimes people falsely claim whistleblowing because they are in a genuine discipline problem over something they have done in the workplace, and they want to use this as a rationalization. there are people who do need

that protection. >> for three years in college, my father proofread and edited my papers. i never thought of this as treating and highly doubt he did. what do you think? >> i think it depends on the professor. in my own glasses, i say to students, it is fine with me if you consult with librarians are writing tutors or others, people who edit your work or give your suggestions about writing. i don't have a problem with that. but, the ideas and the final expression of those ideas, must be your own. in my class, that would not have been cheating. one of the things that is important is professors have to explain what their expectations are to the students. a problem we see pretty often happens in engineering class is for the students have been divided up into workgroups through the semester, then you get to the final exam, and a professor understands that is to be independent work, but the students understand they can

still work with their groups. those conflicting assumptions need to get addressed. we try to actually spend time training faculty as well as students about the honor code. the faculty know they have a serious responsibility to explain to students what they consider to be dishonest in this class. >> could you comment on grade inflation? isn't that a form of teacher cheating? is somethingation people of traced to the vietnam war. there's a fear that people who flunked out of college would immediately get drafted. i think it also had something to do with how good the quality of the entering students is. they genuinely are getting better. at least some faculty also are seeking to take a mastery approach to the class. they want everybody in the class to learn the spanish conjugations.

they want everybody to learn the calculus. they're willing to give students lots of rehearsal and practice to get them to that level of mastery. that may mean the grades will be higher in that class and otherwise. sometimes, faculty members are lazy about their grading. when they are, they're not giving students the preparation they need to go out in the world. shoddy work is not well received in the marketplace. a student to consistently submits shoddy work and gets a good grade for it is being sent the wrong message about what the world is like. i will say that it is not the complaint i get. i never got anything below an a in my life. what do you mean i am getting -- ? >> is there a gender difference among cheaters?

women are far less likely to cheat. they appear to be moving up, so to speak. men are still ahead in terms of those who admit to cheating. >> hard-working with your fraternities to emphasize honorable behavior? >> question. i had a meeting with the presidents of the fraternity this spring. in virginia, hazing is against the law. the university president is required to inform the, the attorney of the president is aware of an incident of hazing. i informed the printer -- the president that i had the, fraternity on speed dial and there would be no question if i heard about something that sounded like hazing, i would turn them in. we had a serious discussion about what membership is and what pacing is. no one is willing to put up with facing these days. all alumni from their fraternity talk about what it is like in

the old days. we had a very frank discussion about hazing. a lot of them knew the right thing to do. we had a good discussion about leadership. part of that leadership is academic integrity. i do think the honor code is prized by the members of our fraternities. i think we probably got somewhat less of an issue of the paternity test file, were all the tests are passed from brother to brother. i would not say it never existed. i also meet with the presidents of the sororities. i have a somewhat different message for them. the behavior of worry about with sorority women is their lack of

awareness when they are walking alone past midnight. when the bars closed at 2:00, there are a certain number of young women who would walk alone to their sorority house. even in charlottesville, which is pretty safe, that is not a completely safe behavior. that message was, people should walk in groups at night and not alone. it is for your own protection. we also talked about leadership with them. they also have their own issues. in terms of behavior problems, fraternity outranks a sorority almost any day of the week, especially saturday. >> why do so many colleges require essays on their application when it is so easy to cheat on? >> that is a really good question. you sometimes look of the students in -- student and say, how did you get admitted? who wrote that for you? we have fought to overcome that with the writing portion of the

s.a.t. it is done in the testing environment. you don't have the opportunity. some colleges have started evaluating that one more rigorously in terms of writing ability. the essay is also used for the student to reveal something about their background that does not appear in the application anywhere else. so, it is read as a way to learn more about the students as to learn about their writing ability. i agree that the notion of carefully tailored and edited and prepackaged essays is a real problem. >> how can we get an honor code for our politicians? [laughter] [applause] >> that is a great question and i wish i knew the answer. i think it is very difficult in

today's political climate. i admire the people willing to run for political office today because the vilification starts immediately. it is so personally destructive. thomas jefferson had the same problem in his election. as a result, he stopped reading newspapers in his second term as president. it is not a new problem with us. the notion of exaggeration if not downright lying, i think, is a real issue. i noticed some journalists have come to our assistance by producing truth meters in which they assess the relative degree of truth, or truthiness, of various political ads. that is one way we can try to put a check on the politicians. i agree we have a serious issue with it. >> last question, how can we as parents or grandparents create an honor code in your family?

>> that is a great question. you know, i think one of the best things you can do is to talk with children and grandchildren about what is important and why. it is important to us that the engineers were honest in the building bridges. otherwise, the bridges will fall in. it is important to us that the people we work for are honest in terms of payroll. we can get the money we need to get groceries. there are lots of ways a young child can understand why being honest is important. young children are often bothered by dishonesty and would like to talk to about it, but if you have not legitimate to the conversation, they won't bring it up. people like to follow baseball but they are troubled about steroid use. they see that as teaching but they don't know if it is ok to talk about that because sports writers and others seem not to

want to address a straightforwardly. you as a parent certainly can. i think talking about things that have happened in the press that raise issues of integrity or honor is a great way to get kids thinking along those lines. of course, if you have an option in terms of where they go to school, you can talk to the school administrators about how they inculcate the culture of integrity and what their policies are. these ways are very effective. a show by your own behavior that it is important to you. it might be the single best thing you can do. i thank you very much for being such a wonderful audience. [applause] >> ladies and gentlemen, dr. teresa sullivan. >> in four weeks, the firf