AIS survey evaluations provide evidence that the Seminar is impactful on our students. We’re enthusiastic about the results, including a finding that over 84% of respondents would recommend the seminar to a friend. We think that’s an exceptional outcome for a required remediation assignment. In addition, we frequently receive unsolicited comments from our students — see our regularly updated Student Comments page.
Frequently Asked Questions
Yes. Our core readings are relevant to those fields (consider Tolstoy’s criticism of insensitivity and arrogance in the medical profession in The Death of Ivan Ilyich), but we also include readings like Alan Greenspan’s 1999 Harvard Commencement Address (business ethics) and Patrick L. Schiltz’s classic Vanderbilt Law Review article, “Being a Happy, Healthy, and Ethical Member of an Unhappy, Unhealthy, and Unethical Profession” (legal ethics). There are many other examples. We welcome ideas for new readings, including readings that may be of special interest on your campus.
We seek no access to student education records. Students communicate with us directly, and we don’t inquire about why they are enrolled. Students may, for example, be referred to us for purposes of honor committee or hearing-board training. We remind students in our initial response that their answers and our evaluations are shared with designated officials at their home institutions.
In any event, FERPA regulations allow colleges and universities to designate AIS as a “service provider.” We follow your directions pertaining to privacy policies and commit in writing to follow FERPA rules governing the use and redisclosure of any personally identifiable information obtained from students.
We’ve conducted academic integrity seminars online and in person. Our experience has been that student participation is more inhibited in face-to-face settings, especially when groups of students take the seminar together in a traditional classroom. Direct, private dialogue with a tutor avoids stigmatizing students on campus and allows us to focus on candid discussion of the readings.
We team with referring institutions to practice a cardinal rule in classroom and online teaching: Know the student. Students are informed at the outset that their answers are shared with a designated official at the referring institution. We encourage those officials to meet with students and become familiar with each student’s interests, background, and overall academic performance. It’s helpful for referring officials to ask students to discuss some or all of their responses after the responses have been evaluated by us. Please consider this AIS-related program at the University of Central Florida. Students are also informed that AIS uses plagiarism detection algorithms.
In any event, we strive to reduce academic dishonesty by assigning engaging materials linked to student discussion of their personal experiences. We also try to establish rapport and trust with each student. These are long-established characteristics of learning environments with lower levels of cheating and plagiarism.
No. We welcome participation from high schools or individual high-school students, and can tailor our assignments accordingly.
Absolutely! Survey results indicate that more than 25% of students taking the Seminar have learned English as a second language. We have readings that are multicultural and ideas that span countries and cultures.
You may also be interested in our 2015 MIT Discussion on Academic Integrity for International Students, which contains strategies and discussions for promoting academic integrity for an increasingly international student body and college campuses nationwide.