Comparison of Honor Code and Non-Honor Code Classrooms at a Non-Honor Code University
Open accessAbstract
The present paper examines the effects of a classroom honor code at a non-honor code institution by comparing a class with an honor code (HC) to a non-honor code (NHC) class. The HC class had a peer-reporting requirement and unproctored quizzes and exams. The NHC class used traditional methods of enforcing academic honesty. Surveys were distributed to the students in both classes asking for self-reports of cheating and beliefs about the instructors’ attitudes toward academic dishonesty. Despite the increased ease and temptation of engaging in academic dishonesty in the HC classroom, results showed that there was no difference in number of students who reported cheating or in number of students who witnessed cheating in the two classes. A greater proportion of students in the HC classroom than in the NHC classroom perceived the instructor to be trusting and respecting of students, and to hold academic integrity as more important than other instructors. These results suggest a classroom honor code may be a viable mechanism for promoting academic integrity through improvement of the student-instructor relationship.
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University and classroom honor codes have a positive impact on academic integrity by delimiting inappropriate practices.
“Given the positive impact that university and classroom honor codes have on academic integrity by delimiting inappropriate practices (Ely et al., 2013;Konheim-Kalkstein et al., 2008), it is alarming that 94.1% of teachers reported their university as not having a policy in place regarding the use of AI and that 89.7% of teachers acknowledged they had never educated their students on acceptable use”
From Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process (2023) · cites this paper as Konheim-Kalkstein et al., 2008
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- Authors
- Konheim-Kalkstein, Y. L., Stellmack, M. A., & Shilkey, M. L.
- Affiliations
- University of Minnesota
- University of Minnesota (US)
- ORCID
- Stellmack, Mark A
- Venue
- Journal of College and Character
- Publisher
- Informa UK Limited
- Published
- 2008-02
- Volume
- 9
- Issue
- 3
- ISSN
- 1940-1639 (ISSN-L)
- 2194-587X
- OpenAlex
- W2082898922
- Cited by
- 29
- References
- 0
- Citations by year
- 2026: 1 · 2025: 3 · 2023: 3 · 2022: 3 · 2021: 1 · 2020: 4 · 2019: 2 · 2018: 1 · 2017: 2 · 2016: 2 · 2014: 1 · 2013: 2 · 2012: 1
- FWCI
- 2.81
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of College and Character (publishedVersion)
- Topics
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Social Sciences › Decision Sciences › Information Systems and Management › Ethics in Business and Education
- Social Sciences › Law › Legal Issues in Education
- Keywords
- academic integrity, academic dishonesty, cheating, peer reporting, teacher-student relationship, instructor attitudes
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