but the problem is that you will just have to get over it. because we can help you, too. [laughter] [applause] >> politics of side, do you think clint eastwoods and the chair was a stroke of stagecraft of brilliance? what would molly say? [laughter] she could beink polite about that. you got me, guys. i get home from the show in time to catch some of that and i couldn't believe it. i am in front of the computer and i tried to pull it up. i have no idea what he was doing. he looked disheveled. he looked disoriented. i'm thinking, no, i don't know what i'm thinking. [laughter]

but i do think that it was a damn shame because he is a good man and he has done a great deal in this country and in his life. and this is a terrible thing to be remembered for. i'm so sorry. [laughter] >> besides our the, how do we come back the distincti anti- planned parenthood and the negative legislation against women's health? that we knowuth is -- >> the truth is that we know that the health of a woman is the help of family. the health of the family creates the health of the community. and so on and so on. the truth is that we are still the primary caregivers and i don't see that changing any time in the near future.

what one must say is that it is not specifically about any one organization. the truth is that we desperately need planned parenthood because it is the only national source of quality health care available to women across the country who cannot afford their own individual doctors and/or insurance. there is nowhere else to go but planned parenthood, in the state and most communities. if you take that away, you take away women's ability to care for herself, which means always to care for others. this is what we have to drill into people's heads, not so much that it is any one organization. it is the well-being on women. and part of that will be now is a strong planned parenthood.

[applause] >> regarding employers, such as catholic hospitals who say they should not be forced to include abortion or birth control in their insurance coverage, how is this different from employers who have insurance policies that have financial disadvantages for smokers? >> one is religious and one is not. i think that would be the first glaring -- if i ended and the question correctly -- i mean, the point is that it is a religious institution that wants to choose not to provide services as opposed to a secular institution that is restricted because of a person's choice to smoke. is that what i am understanding? i don't think they are comparable, really. first of all, as i said and as

we know, contraception is a basic health care right. it is a basic necessary health care right. smoking is not, not at all. so religious or not, it should be part of the package of a woman's health care. to really getow into the whole church business. i don't want to. i believe that everyone is belief in this country are personal and you don't need -- we have freedom of religion in this country. it is not my place to question anyone else's nor allow mine to be questioned. but i don't think these issues are comparable at all.

whoever asked that, there you go. >> is there not a better way to discuss political issues then to assume that all women share the same point of view? >> 0, for god's sakes. [laughter] of course, don't expect all women to share the same point of view. of course, i don't expect all women to approve of the choice of abortion. but i will reiterate what i said before, common ground. let's eliminate the problem of choosing an abortion by providing the education and access to contraception that we need. [applause] >> what would you do to change the emphasis from restricting women's rights to restricting mensch reproductive abilities with children? after all, they do have

biological parents. >> you know, i have thought about this. [laughter] if we make -- you know, you could take is really far appeared i mean, brigid really far. i mean, what if it were illegal for a man to ejaculate unnecessarily. [laughter] is that not a form of birth control? should we not protested this? does the bible not say don't waste your seated us? [laughter] -- don't waste your seed thus? [applause] i can see that going into the legislature. [laughter] that's never got to happen. the truth is that we will never have full protection until we have equal representation and until we have a judiciary system, again, with the the

same equal interests toward women. we are controlled -- we have 17% representation in the government, in the congress and the senate -- in the house and the senate. 17% represents our interest, supposedly. we are way out numbered. the only real effective answer is to get more representation. that is what has to be done. [applause] burqa >> have you ever considered running for office? >> i have actually been asked. i have to say that i think i do a much better job acting. i really do. first of all, i love it. i am passionate about it today as i was when i was 12 and decided that that is what i wanted to do with my life.

don't ask me why i knew that well because it made no sense whatsoever. i was living in caracas, venezuela. i don't think i had never even been in a theater in my life, but that is what i was going to do. i was going to be an actress. i would earn a living as an actress. but i have the same, if not more, passion for it today. it is the study of human behavior. why you choose that word? why that fought why that move? why is that important? this is fascinating stuff. there is no end to it. every year that i get older, i learn more about my age and other people of my age. until i cannot walk and talk and think, i intend to be doing this. [applause]

>> what do you think that margaret sanger would say about the backsliding of women's health taxes and family planning? >> i don't know if you know the beginning of margaret sanger and the beginning of planned parenthood. she opened a clinic in brooklyn and what that clinic did was it taught women the rhythm method. it taught women when they were ovulating and when they were not. when it was said to have intercourse and when it was probable that they would get pregnant. the response was the comstock laws, which was to make any such teaching illegal. and margaret sanger was arrested simply for this. she was not passing out any contraception. she was teaching women about their own menstrual cycle and

the ovulation that goes with it. that is all. and that was considered forbidden knowledge when margaret sanger first thought up and started planned parenthood. is it so very different today? i'm not going to say any more on that. >> stemming from your work on meals on wheels, saimany states spend a lot more of their funding on nursing homes than sending bills to homes where people can live in their own homes longer. >> in new york, we provide over two million meals a year. we have 17,000 full-time clients and this does not count the added holiday meals and

summer and winter emergency packages that we provide in case of power outages and that sort of thing. but one of the things we learned that it depends so drastically on the typography. we can do this in new york city because we will have -- oh, my area, you can kind of adopt an area -- my area is what was hell's kitchen. that is where a lot of the old dancers and performers retired to because it is around the theater district. the problem is that the rent controlled apartments are now on the fourth or fifth floors of a walk up. they cannot get out. if you have some money in new york, you can have something delivered, which is nice. about mostot talking people with that kind of luxury.

so they are essentially trapped. they can i give up their apartment because they cannot afford anything else. but they cannot leave. they are literally trapped. in a suburban or a wider area, where we are talking about deliveries that are widespread, you're getting into gas, scheduling, a whole mess of stuff that we don't have to deal with in new york city because we are so close to each other. i would assume it would depend hugely on what the circumstances of community are. >> we are almost out of time. but before i get the last couple of questions, we have a couple of housekeeping matters. i would like to remind you of some upcoming speakers. tomorrow, we have ruth allen,

the general manager of the washington redskins. on september 12, tony perkins, president of the family research council will discuss the roles and values in the november elections. and of september 13, the president of international brotherhood of teamsters will discuss the fighting patriotism, protecting a map that and the american worker. second, i would like to present our guest with our traditional press club mug. great for coffee when you're trying to get going in the morning. >> great, thank you. [applause] >> a couple of last questions for you. when you filled "the body heat," were you aware that it would become a classic and then an -- and that an entire generation of young when -- young men would not forget you? [laughter] [applause] >> i want to point out regretfully in a way that film is now 31 years old.

i'm sorry. [laughter] however, i am told that the break-in of the glass is still the no. 1 sexiest moment in fell. [applause] -- in film. [applause] [laughter] >> finally, i would like to ask you what is your favorite molly ivins quote. >> i will tell you one that is becoming more and more part of my everyday life. she says, you see? i am an optimist to the point of idiocy. [laughter] [applause] thank you. >> thank you all for coming today. i would also like to thank the national press club staff, including the journalism institute and the broadcast center for organizing today's event. finally, a reminder that you can find more information about the national press club on our

website. also, if you would like to get a copy of today's program, please check out our website at www.pres.org. thank you and we are adjourned. [applause] >> in four weeks, the first of the presidential debates live on c-span, c-span radio and c- span.org. next, the president of the university of virginia on student cheating and then a debate on student athletes and higher education. after that, actress kathleen turner on women's health and reproductive rights. >> i am just angry. it is offensive to have people take on a position of public trust and then and use it. and -- and abuse it. and then to do it in such a way as to thumb their nose at individuals.

you can tell that to me. i am a journalist and i do what you do and you do what you do but in terms of your supporters, people really believe and say that the government is wrong. they are lying. they are out to get me. they're trying to do it because i am black. they're doing -- there try to do it because i fight for poor people. and their supporters believe them. to me, that is despicable. >> sunday night, colbert king looks at corruption in the district of columbia's government at 8:00 p.m. on c- span. >> now look at the student cheating, why the cheat and how

they cheat. this is one hour and 15 minutes. [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 [applause] 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 levels of 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 administrators. 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. capricious process.