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• W304088926 abstract "Developmentally Speaking Collaboration between faculty and student affairs professionals is a priority in this new millennium. Because of the increased complexity and tremendous changes occurring at colleges and universities, it is incumbent upon faculty and student affairs professionals forge collaborative partnerships in order enhance student (Johnson & Cheatam, 1999). In addition, as members of a community focused on learning, faculty and student affairs professionals have the responsibility model collaboration for students and learn from one another (American Association for Higher Education [AAHE], American College Personnel Association [ACPA] and National Association of Personnel Administrators [NASPA], 1998). This is consistent with the Learning Imperative (ACPA, 1994) which states that Student Affairs professionals attempt make seamless what are often perceived by students be disjointed, unconnected experiences by bridging organizational boundaries and forging collaborative partnerships with faculty and others enhance student learning (p. 3). The Principles of Practice in Affairs (NASPA, 1997) states, Good practice in student affairs forges educational partnerships that enhance student learning (p. 6). These organizations underscore the importance of the development of partnerships across organizational boundaries enhance student learning. This article describes an example of a successful partnership developed at Western Michigan University (WMU) between the Division of Affairs and faculty in the creation and implementation of a new Academic Honesty Policy and accompanying procedures. Background A December, 1996 report by the Academic Fairness Committee and a March, 1997 report by the Professional Concerns Committee identified problems with Western Michigan University's policies and procedures concerning student academic conduct and contained recommendations for changes. Upon review of these documents, the Faculty Senate Executive Board appointed an ad hoc committee called the Academic Conduct Review Committee (ACRC) in the fall of 1997. The ACRC was chaired by a faculty member appointed by the Faculty Senate and comprised of faculty from five departments, the Dean of Students, General Counsel, a representative from the American Association of University Professors (AAUP), one graduate and one undergraduate student. The Associate Dean of Students was also asked serve as a consultant the committee share information concerning legal issues as related policy development. The mission of the ACRC (1999) was to recommend comprehensive revised policies and procedures govern student academic rights and responsibilities. Process The ACRC began its work in November 1997 and met biweekly for approximately 18 months. During its initial meetings, the committee adopted a general plan accomplish its charge. This included: a) a review of pertinent literature; b) gathering information from faculty, students, administrators, the Ombudsman, and other institutions; c) creating diagrams and flowcharts of current academic conduct policies and procedures; d) identifying problem areas and categorizing concerns of various constituents; e) working in subcommittees draft policy revisions; f) proposing new policies and procedures; and g) preparing a final report for the Faculty Senate Executive Board. Once the general plan was agreed upon, members were assigned tasks address the various areas. In the following months, ACRC members provided progress reports on their work and solicited feedback from the committee. The primary tasks included: a) development and maintenance of an ACRC web site facilitate ACRC information distribution and receipt of information from faculty and students; b) contact with the student government; and c) collection of materials regarding codes of academic conduct and faculty attitudes about academic integrity. …" @default.
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• W304088926 date "2001-04-01" @default.
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• W304088926 title "Development of an Academic Honesty Policy: A Case Study in Collaboration with Faculty" @default.
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