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3. Evaluate existing Miami policies, statements, and programs relating to academic honesty; revie... more 3. Evaluate existing Miami policies, statements, and programs relating to academic honesty; review institutions with excellent academic integrity policies and cultures for new ideas 4. Develop a prioritized set of recommendations on actions that are needed to address the issue of academic integrity. The Subcommittee met every other week throughout this academic year. During this time, we have: • Consulted policies and procedures at other institutions • Reviewed articles and professional literature (see Appendix B: Selected Works Consulted) • Completed a survey of Miami's faculty and students • Hosted focus group sessions on the Oxford and regional campuses • Hosted a webcast on a plagiarism detection service that integrates into Blackboard. About Academic Integrity Academic integrity on a campus does not occur spontaneously. Academia and society in general are served by institutions of higher education that promote high standards of integrity as fundamental to the academic life of the campus. They provide a foundation for robust classroom and campus discussion, encourage rigorous scientific inquiry, and bestow upon the student body the ideals of an informed, ethical citizenry. Academic integrity embraces a commitment to honesty, fairness, respect, responsibility and trust on the part of faculty, students, and staff. These core values are integral to institutional and extracurricular activities. They must be accompanied by policies and procedures that promote and integrate these values into the everyday life of the campus community. The institutional values, policies and procedures must promote a culture that rewards academic integrity, while discouraging academic dishonesty.

support, and library services on college campuses were separated (some might say blissfully separ... more support, and library services on college campuses were separated (some might say blissfully separated). The library, basically a repository of books, served a warehousing function. The audiovisual center, which catered exclusively to the instructional needs of the teaching faculty, was primarily a pushcart delivery service. Television (TV) production ser-vices, if they existed at all, typically consisted of one black-and-white camera, no editing facilities and a few one-inch, old-style tape playback units. Interaction among these three independent academic support ser-vices was practically nonexistent. Each provided a distinct service and each was intent on developing its own program. Friction often resulted as the areas competed for available funds. In most cases the lion’s share of these funds went to the library. Television was in too embryonic a stage of development to be noticed or taken seriously. Audiovisual material was considered the unwanted stepchild or, perhaps more appr...

Wilson library bulletin, 1987

Abstract: Discusses ways in which new information technologies are creating change in the academi... more Abstract: Discusses ways in which new information technologies are creating change in the academic environment and in the roles of traditional knowledge centers, and describes a program in which three academic support services--the library, computer center, and ...

American Libraries, May 1, 1981

American Libraries, May 1, 1981

Telecommunications Policy, 1982

... Alice L. Haber (Senior Education Specialist). CTS, USA. Judith A. Sessions (Assistant Univers... more ... Alice L. Haber (Senior Education Specialist). CTS, USA. Judith A. Sessions (Assistant University Librarian for Administrative Services). Melvin Gelman ... During the academic year, CTS pro-vides telecommunications 'Forum' lectures and debates which feature experts on issues of ...

Performance Measurement and Metrics, 2002

This case study presents data generated from Miami University Libraries’ participation in LibQUAL... more This case study presents data generated from Miami University Libraries’ participation in LibQUAL+™ 2000-2001, a national service quality survey for libraries. Miami’s data are analyzed through a series of questions to identify client service needs, evaluate current service levels, and place local results within the broader context of aggregate scores and score norms from all participating institutions. Finally, questions are

3. Evaluate existing Miami policies, statements, and programs relating to academic honesty; revie... more 3. Evaluate existing Miami policies, statements, and programs relating to academic honesty; review institutions with excellent academic integrity policies and cultures for new ideas 4. Develop a prioritized set of recommendations on actions that are needed to address the issue of academic integrity. The Subcommittee met every other week throughout this academic year. During this time, we have: • Consulted policies and procedures at other institutions • Reviewed articles and professional literature (see Appendix B: Selected Works Consulted) • Completed a survey of Miami's faculty and students • Hosted focus group sessions on the Oxford and regional campuses • Hosted a webcast on a plagiarism detection service that integrates into Blackboard. About Academic Integrity Academic integrity on a campus does not occur spontaneously. Academia and society in general are served by institutions of higher education that promote high standards of integrity as fundamental to the academic life of the campus. They provide a foundation for robust classroom and campus discussion, encourage rigorous scientific inquiry, and bestow upon the student body the ideals of an informed, ethical citizenry. Academic integrity embraces a commitment to honesty, fairness, respect, responsibility and trust on the part of faculty, students, and staff. These core values are integral to institutional and extracurricular activities. They must be accompanied by policies and procedures that promote and integrate these values into the everyday life of the campus community. The institutional values, policies and procedures must promote a culture that rewards academic integrity, while discouraging academic dishonesty.

support, and library services on college campuses were separated (some might say blissfully separ... more support, and library services on college campuses were separated (some might say blissfully separated). The library, basically a repository of books, served a warehousing function. The audiovisual center, which catered exclusively to the instructional needs of the teaching faculty, was primarily a pushcart delivery service. Television (TV) production ser-vices, if they existed at all, typically consisted of one black-and-white camera, no editing facilities and a few one-inch, old-style tape playback units. Interaction among these three independent academic support ser-vices was practically nonexistent. Each provided a distinct service and each was intent on developing its own program. Friction often resulted as the areas competed for available funds. In most cases the lion’s share of these funds went to the library. Television was in too embryonic a stage of development to be noticed or taken seriously. Audiovisual material was considered the unwanted stepchild or, perhaps more appr...

Wilson library bulletin, 1987

Abstract: Discusses ways in which new information technologies are creating change in the academi... more Abstract: Discusses ways in which new information technologies are creating change in the academic environment and in the roles of traditional knowledge centers, and describes a program in which three academic support services--the library, computer center, and ...

American Libraries, May 1, 1981

American Libraries, May 1, 1981

Telecommunications Policy, 1982

... Alice L. Haber (Senior Education Specialist). CTS, USA. Judith A. Sessions (Assistant Univers... more ... Alice L. Haber (Senior Education Specialist). CTS, USA. Judith A. Sessions (Assistant University Librarian for Administrative Services). Melvin Gelman ... During the academic year, CTS pro-vides telecommunications 'Forum' lectures and debates which feature experts on issues of ...

Performance Measurement and Metrics, 2002

This case study presents data generated from Miami University Libraries’ participation in LibQUAL... more This case study presents data generated from Miami University Libraries’ participation in LibQUAL+™ 2000-2001, a national service quality survey for libraries. Miami’s data are analyzed through a series of questions to identify client service needs, evaluate current service levels, and place local results within the broader context of aggregate scores and score norms from all participating institutions. Finally, questions are