Journal Entry Assignment

First, make sure you go over the file titled “Instructions for this Assignment” which I have uploaded for you. I have also uploaded some additional files which you will need for completing this assignment. As you are working on the assignment, please be meticulous in following all the guidelines assignment (since this is what the grade will be based off of).
instructions_for_this_assignment.pdf

the_web_links_video_links_for____disability_discrimination____.pdf

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succes_strategy.pdf

journal_rubric.pdf

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Journal Entry General Guidelines:
As part of your journal, you must share personal thoughts and feelings that
emerge throughout the topic
? Your reflections must address the topic as well as pre-conceived ideas that
were reaffirmed, challenged, and changed.
? The journal entry should include the date of entry and response.
? Each journal should be a minimum of 2 double-spaced pages formatted in APA
style. Please see the Journal Rubric for additional information guiding your
writing and subsequent grading.
?
ATTENTION:
In writing your journal entry for this week:
!. Use the guidelines above to reflect on the overall topic of “Disability
Discrimination,” sharing your personal thoughts and feelings on the
information in the web links and video links presented for the topic. Be
sure to include any pre-conceived ideas that were reaffirmed,
challenged, and/or changed as a result of your review of this topic.
#. In addition, please briefly go over the information on academic integrity
presented in the uploaded PDF file titled “ Success Strategy” . And then
use this information to write your own reflection on how you intend to
utilize the student success strategy of “Academic Integrity” to
successfully navigate and complete the online masters degree in
psychology.
Here are the Web links/Video links For the Topic of “Disability
Discrimination” :
American Experience: FDR on lying, hiding a disability (2011, November 1).
http://video.pbs.org/video/2155196119
American Psychological Association. (n.d.). Enhancing your interactions with
people with disabilities. http://www.apa.org/pi/disability/resources/publications/
enhancing.aspx
American Psychological Association. (2012). Guidelines for assessment of and
intervention with persons with disabilities. http://www.apa.org/pi/disability/
resources/assessment- disabilities.aspx
Cafferty, J. (2010). TSA treats 4 year disabled boy like a terrorist (2’02”). [Video
file].

ABC News. (2012). TSA humiliates child in wheelchair. Retrieved from

What’s disability to me? (n.d.) In World Health Organization.
http://www.who.int/disabilities/world_report/2011/videos/en/
T H E F U N D A M E N TA L
VA L U E S O F
ACADEMIC INTEGRI T Y
T H E C E N T E R F O R ACA D E M I C I N T E G R I T Y
October 1999
A N I N V I TAT I O N
A
s this document on The Fundamental Values of
Academic Integrity makes clear, academic integrity is
essential to the success of our mission as educators. It
also provides a foundation for responsible conduct in
our students’ lives after graduation. The Center for
Academic Integrity, a consortium of 200 colleges and
universities, seeks to encourage campus conversations
about this vital topic. Since 1997, the Center has made
its home at Duke in affiliation with our Kenan Ethics
Program. Its presence has been a wonderful asset to the
efforts of Duke students, faculty, and administrators in
promoting academic integrity on our campus. I am
especially pleased, therefore, to have the opportunity to
share the Center’s work with colleagues in higher
education across the country.
It can be difficult to translate values, even widely-shared
values, into action—but action is badly needed now to
promote academic integrity on our campuses.
Researchers agree that rates of cheating among
American high school and college students are high
and increasing. Professor Donald McCabe of Rutgers
University, founder of the Center for Academic
Integrity, has found that more than 75 percent of
college students cheat at least once during their
undergraduate careers. Particularly alarming is research
continued
1
gathered by Who’s Who Among High School Students
indicating that 80 percent of high-achieving, collegebound students have cheated, that they think cheating is
commonplace, and that more than half do not consider
cheating a serious transgression. New technologies have
also made it easier to cheat: the Educational Testing
Service notes that one website providing free term papers
to students has averaged 80,000 hits per day.
Not all the news is depressing. The Center for Academic
Integrity’s research shows that campus norms and
practices, such as effective honor codes, can make a
significant difference in student behaviors, attitudes, and
beliefs. The organizations listed here join me in urging
our colleagues in higher education to read and discuss
this document and to pursue its recommendations for
institutional action. All of us—faculty, administrators,
students, trustees, and concerned alumni—have a
responsibility to get involved. Raising the level of student
academic integrity should be among our highest priorities
on college and university campuses.
Nannerl O. Keohane
President, Duke University
2
The following organizations have expressed support for
The Fundamental Values of Academic Integrity.
Alliance for Higher Education
American Association for Higher Education
American Association of University Administrators
Association for Student Judicial Affairs
Association of Catholic Colleges and Universities
Association of College Honor Societies
Association of College Personnel Administrators
Center for Applied and Professional Ethics,
Central Missouri State University
Center for Ethics in Public Policy and the Professions,
Emory University
Center for Professional Ethics, Manhattan College
College Board
Educational Testing Service
Institute for Global Ethics
John Templeton Foundation
Kenan Ethics Program, Duke University
King’s College Center for Ethics and Public Life
National Association of State Universities and
Land-Grant Colleges
National Association of Student Personnel Administrators
National Collegiate Athletic Association
National Consortium for Academics and Sports
National Institute for Native Leadership in Higher Education
National Intramural-Recreational Sports Association
North Central Association of Colleges and Schools,
Commission on Institutions of Higher Education
Program on Ethics and Public Life, Cornell University
William and Flora Hewlett Foundation
The Values Institute, University of San Diego
3
W H AT I S A C A D E M I C I N T E G R I T Y
A N D W H Y I S I T I M P O R TA N T ?
Higher education and society benefit when colleges and
universities have standards of integrity that provide the
foundation for a vibrant academic life, promote scientific
progress, and prepare students for responsible citizenship. Many institutions, however, have neither
defined academic integrity nor expressly comCADEMIC INTEGRITY
mitted to it. Others explain academic integrity
IS A COMMITMENT, EVEN
merely by listing behaviors that are prohibited
IN THE FACE OF ADVERSITY,
rather than by identifying values and
behaviors to be promoted.
TO FIVE FUNDAMENTAL
A
VALUES: HONESTY, TRUST,
FAIRNESS, RESPECT, AND
RESPONSIBILITY. FROM
THESE VALUES FLOW
PRINCIPLES OF BEHAVIOR
THAT ENABLE ACADEMIC
COMMUNITIES TO
TRANSLATE IDEALS
INTO ACTION.
The Center for Academic Integrity (CAI)
defines academic integrity as a commitment, even in the face of adversity, to five
fundamental values: honesty, trust, fairness,
respect, and responsibility. From these
values flow principles of behavior that
enable academic communities to translate
ideals into action.
An academic community flourishes when its
members are committed to the five fundamental
values. Integrity is built upon continuous conversations about how these values are, or are not, embodied in
institutional life. As these conversations connect with
institutional mission statements and everyday policies and
practices, a climate of integrity is sustained and nurtured.
Vigorous academic integrity policies and procedures, with
faculty and student support, promote the learning process
and the pursuit of truth. This also helps create a stronger
civic culture for society as a whole.
Research by CAI members and many others shows that
student cheating is on the rise and that the pressures and
opportunities for dishonest behavior are increasing in
many academic and professional contexts. Thoughtful,
wide-ranging, and effective action is required to reverse
these trends. The CAI invites educators, students, and
citizens to contribute to this effort.
4
I. H O N E S T Y
An academic community of integrity advances the
quest for truth and knowledge by requiring intellectual
and personal honesty in learning, teaching, research,
and service.
Honesty is the foundation of teaching, learning, research,
and service and the prerequisite for full realization of trust,
fairness, respect, and responsibility. Campus policies
uniformly deplore cheating, lying, fraud, theft, and other
dishonest behaviors that jeopardize the rights and welfare
of the community and diminish the worth of academic
degrees.
Honesty begins with oneself and extends to others. In the
quest for knowledge, students and faculty alike must be
honest with themselves and with each other, whether in
the classroom, laboratory, or library, or on the playing field.
Cultivating honesty lays the foundation for lifelong
integrity, developing in each of us the courage and insight
to make difficult choices and accept responsibility for
actions and their consequences, even at personal cost.
How do faculty and
administrators demonstrate
honesty and integrity on
your campus?
What effect do their
examples have on student
behavior?
Honesty
“Most of my professors
give honest, truthful
feedback in response to
my assignments.”
STUDENT AT CAI
CONFERENCE
“The ability of the
university to achieve its
purposes depends upon the
quality and integrity of
the academic work that its
faculty, staff, and students
perform. Academic freedom
can flourish only in a
community of scholars
which recognizes that
intellectual integrity, with
its accompanying rights and
responsibilities, lies at the
heart of its mission.
Observing basic honesty in
one’s work, words, ideas,
and actions is a principle
to which all members of
the community are required
to subscribe.”
“RIGHTS, RULES,
RESPONSIBILITIES”
PRINCETON UNIVERSITY
1995
Honesty
5
II. T R U S T
An academic community of integrity fosters a climate of
mutual trust, encourages the free exchange of ideas, and
enables all to reach their highest potential.
People respond to consistent honesty with trust. Trust is
also promoted by faculty who set clear guidelines for
assignments and for evaluating student work; by students
who prepare work that is honest and
thoughtful; and by schools that set
clear and consistent academic standards and that support honest and
impartial research.
“This semester a professor
excused me from taking a
test at the normal time
and allowed me to choose
the time and date when I
could make it up. Mutual
trust was built from day
one of this semester and
has influenced the way I
approach the course. I feel
an obligation to my teacher
to perform to the best of
my ability, which I credit
to the respect we have
for one another in our
different roles.”
Only with trust can we believe in
the research of others and move
forward with new work. Only with
trust can we collaborate with individuals,
sharing information and ideas without fear that
our work will be stolen, our careers stunted, or our reputations diminished. Only with trust can our communities
believe in the social value and meaning of an institution’s
scholarship and degrees.
What is the general climate of trust that exists on your
campus?
What specific behaviors indicate the presence or absence
of trust?
STUDENT AT CAI
CONFERENCE
trust
trust
6
III. F A I R N E S S
An academic community of integrity establishes clear
standards, practices, and procedures and expects fairness
in the interactions of students, faculty, and administrators.
Fair and accurate evaluation is essential in the educational
process. For students, important components of fairness
are predictability, clear expectations, and a consistent and
just response to dishonesty. Faculty members also have a
right to expect fair treatment, not only from students but
also from colleagues and their administration.
All campus constituencies have a role in ensuring fairness,
and a lapse by one member of the community does not
excuse misconduct by another. Rationalizations such as
“everyone does it” or “the curve was too high” do not
justify or excuse dishonesty.
Are students on your campus
treated fairly?
What specific behaviors
indicate the presence or
absence of fairness?
In what settings are issues of
fairness discussed?
“Our definition of…
academic dishonesty… is
clearly [spelled] out and
easily understood. Therefore,
if a case should arise, there is
an equally set standard, fair
process, and sanction.”
ADMINISTRATOR AT
CAI CONFERENCE
“Students expect their
academic work to be fairly
and fully assessed. Faculty
members should use—and
continuously revise—forms
of assessment that require
active and creative thought,
and promote learning
opportunities for students.”
“MESSAGE FOR NEW
STUDENTS: THE IMPORTANCE
OF ACADEMIC INTEGRITY ”
SYNFAX WEEKLY REPORT
SEPTEMBER 1, 1997
Fairness
Fairness
7
IV. R E S P E C T
An academic community of integrity recognizes the
participatory nature of the learning process and honors
and respects a wide range of opinions and ideas.
Respect
Respect
To be most rewarding, teaching and learning demand
active engagement and mutual respect. Students and
faculty must respect themselves and each other as individuals, not just as a means to an end. They must also respect
themselves and each other for extending their boundaries
of knowledge, testing new skills, building upon success,
and learning from failure.
“I have instructors who
are very good about citing
sources for their lectures.
Seeing faculty members
cite the work of their
colleagues sets a good
example for members
of the class.”
STUDENT AT CAI
CONFERENCE
“Academic dishonesty
is a corrosive force in
the academic life of a
university.”
UNIVERSITY OF MARYLAND
COLLEGE PARK, 1997
“As a scholar, one should
be generous in acknowledging the work of other
scholars, for their work
makes possible one’s own.”
“ACADEMIC HONESTY IN
WRITING OF ESSAYS
AND OTHER PAPERS”
CARLETON COLLEGE, 1990
THE
8
Students show respect by
attending class, being on time,
paying attention, listening to
other points of view, being
prepared and contributing to
discussions, meeting academic
deadlines, and performing to the
best of their ability. Being rude,
demeaning, or disruptive is the
antithesis of respectful conduct.
Members of the faculty show
respect by taking students’ ideas
seriously, providing full and honest feedback on their work, valuing their aspirations and
goals, and recognizing them as individuals.
All must show respect for the work of others by acknowledging their intellectual debts through proper identification of sources.
Once again, the interdependence of the values that
constitute academic integrity becomes apparent. Part of
respecting people involves fair and honest treatment, and
all of this supports an environment of trust.
Do students, faculty, and administrators demonstrate
respect for one another on your campus? In what ways?
Resp
V. R E S P O N S I B I L I T Y
An academic community of integrity upholds personal
accountability and depends upon action in the face of
wrongdoing.
Every member of an
academic community
— each student,
faculty member, and
administrator —
is responsible for
upholding the
integrity of scholarship and research. Shared responsibility distributes the
power to effect change, helps overcome apathy, and
stimulates personal investment in upholding academic
integrity standards.
Being responsible means taking action against wrongdoing,
despite peer pressure, fear, loyalty, or compassion.
At a minimum, individuals should take responsibility for
their own honesty and should discourage and seek to
prevent misconduct by others. This may be as simple as
covering one’s own answers during a test or as difficult as
reporting a friend for cheating, as required by some honor
codes. Whatever the circumstances, members of an
academic community must not tolerate or ignore
dishonesty on the part of others.
On your campus, do students understand their
responsibility for honest academic work?
How do you know?
Is there a shared understanding of students’ responsibility
to take action in the face of misconduct by others?
How do you know?
“Blaming, blaming,
blaming!! Many faculty
blame lack of integrity on
student apathy. Many
students blame faculty for
not upholding policy. Both
don’t uphold their own
responsibilities out of fear
or lack of trust in the other
group. Each group needs to
uphold [its] own
responsibility and do it
well, without making
excuses, for academic
integrity to truly flourish.”
STUDENT AT CAI
CONFERENCE
“A primary responsibility
assumed by students is to
discourage violations of the
Honor Code by others.
Various methods are
possible. Drawing
attention to a suspected
violation may stop it.
Moral suasion may be
effective. Initiating formal
procedures is a necessary
and obligatory remedy
when other methods are
inappropriate or have
failed. Faculty members
have like responsibilities
when suspected violations
come to their attention.”
Responsibility
ponsibility
STANFORD UNIVERSITY, 1996
9
HOW TO DEVELOP A STRONG
P RO G RA M F O R ACA D EM I C
INTEGRITY
The call to promote academic integrity places responsibility upon everyone in the educational community to balance
high standards with compassion and concern. From its
study of the processes and practices of successful academic
integrity programs, the Center for Academic Integrity has
developed seven recommendations that are appropriate to
every institution of higher education.
An academic institution should:
1. Have clear academic integrity statements, policies, and
procedures that are consistently implemented.
2. Inform and educate the entire community regarding
academic integrity policies and procedures.
3. Promulgate and rigorously practice these policies and
procedures from the top down, and provide support to
those who faithfully follow and uphold them.
4. Have a clear, accessible, and equitable system to
adjudicate suspected violations of policy.
5. Develop programs to promote academic integrity
among all segments of the campus community. These
programs should go beyond repudiation of academic
dishonesty and include discussions about the
importance of academic integrity and its connection to
broader ethical issues and concerns.
6. Be alert to trends in higher education and technology
affecting academic integrity on its campus.
7. Regularly assess the effectiveness of its policies and
procedures and take steps to improve and rejuvenate them.
All institutions should encourage actions and policies that
promote and justify the values of academic integrity and
highlight their interconnectedness. Campus dialogue,
national conversation, and institutional action are the keys
to the process of strengthening academic integrity. Our
campus cultures and our civic culture will be the better for
these efforts.
10
THE PROJECT ON
F U N D A M E N TA L V A L U E S
ACA D EM I C I N T E G RI T Y
OF
This project was established to define a set of fundamental
values of academic integrity; identify and describe policies
and practices that support and sustain these values; and
distribute the project’s conclusions and recommendations.
The project received financial support from the William
and Flora Hewlett Foundation and from the Kenan Ethics
Program.
The Center for Academic Integrity is a consortium of
approximately 200 colleges and universities and 500 individual members from those institutions. It was established
in 1992 to identify and affirm the values of academic
integrity and to promote their achievement in practice.
For additional information about the Center, please visit
our web …
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