Academic Affairs Committee

Approved March 23, 2004

Approved by the Executive Council on April 2, 2004

Faculty Senate Perspectives on Honor

Position Statement Supporting the Student-Run Honor System at the University of Virginia

Introduction In the ongoing spirit of constructive dialogue between faculty and students around issues of honor at the University of Virginia, the Academic Affairs Committee of the Faculty Senate was asked to investigate the role of faculty in the student-run Honor System as part of its 2003-2004 committee charge. Several revealing presentations, interviews and events took place including:

Presentation by Louis Bloomfield, Professor of Physics on his perspectives and experience with numerous honor cases (presentation before full Senate, with responding comments from President Casteen) (October 7, 2003)
Conversation with the Faculty Advisory Committee of the Honor Committee (November 11, 2003)
Meeting with Honor Advisors Sean Driscoll, College of Arts and Sciences, and Jim Wininger, Darden School of Graduate Education (October 17, 2003)
Solicitation of faculty impressions of the current Honor System and impediments to faculty participation solicited via email (February, 2004)
Honor Forum and presentation by Dr. Donald McCabe co-sponsored by the Faculty Senate and the Honor Committee (February 19, 2004)
Honor Roundtable (February 25, 2004) " Several discussions within the Academic Affairs Committee

We have learned a great deal about positive steps that have taken place over the past several years to strengthen the community of trust at the University of Virginia. These steps range from the Envisioning Integrity Report (committee chaired by Patricia Werhane and Patricia Lampkin in 2001-2002); the formation of the Faculty Advisory Committee of the Honor Committee (2002-2003); and the recent steps by the Honor Committee to lessen the impression of adversarial relationships during the honor trial process (2003-2004). At the same time, surveys and other data reviewed by the committee suggest a mixed-picture of support for the honor system among students and faculty (for example, according to a recent Honor Committee survey, only 36% of students indicated that they would initiate investigations and only 74% indicated that they had not committed an honor offense themselves).

The following comments represent the Academic Affairs Committee's preliminary position for the full Faculty Senate's consideration during its April meeting. This brief statement reflects a faculty point of view on the value of honor at the University. It is offered to assist students as they continue to re-examine their honor system in our changing social, cultural and educational context.

The Principle of Honor

Honor is a central guiding principle of the University of Virginia. The student-run Honor System is at the foundation of an important identification for students with a tradition dating back to the mid-19th century. Honor has been cited by many alumni as a treasured memory of their University experience, and it has served as a guiding principle for their professional careers.

Academic integrity is at the foundation of the University, and it is a fundamental value for faculty. Faculty members particularly appreciate the community of trust that is created by a student-run Honor System, and the Faculty Senate strongly supports the student-run System. The explicit recognition of responsibility entailed in this system is fundamental for students and faculty alike.

However, the number of faculty-initiated honor cases has brought distinct and often sobering perspectives to the reality of how the system actually works. While governance of the system and honor cases are, in fact, student run, most of the responsibility for case initiation has defaulted to faculty (and away from students). We have learned that in some years as many as 85% of honor cases were initiated by faculty. This represents a serious inconsistency in a student-run Honor System.

In the 1970's, the Non-Toleration clause, wherein a student is required to report any honor violations that she or he sees, was eliminated. This action has unintentionally compromised the integrity and fundamental basis of honor as a student-run system at the University of Virginia.

The Faculty Senate views the restoration of the Non-Toleration Clause as an essential step for students to assert their full control and responsibility for their Honor System. This return to the Non-Toleration Clause would rebalance the student-faculty involvement in the Honor System itself, especially with respect to case initiation. Thus, if dishonorable conduct is witnessed by students living in the community of trust, students should be expected to initiate these cases. "Non-Toleration" was part of UVA tradition in the student-run Honor System throughout most of its history, and it should return.

Sanctions

The Faculty Senate also believes that the ongoing dialogue about the merits of single sanction versus other forms of resolution for honor cases is healthy and necessary. For example, reform and redemption could be part of such dialogue, where honor infractions might result in strengthening character through the possibility of individuals learning from their mistakes. Discussion about the problems associated with the single sanction and the development of alternative approaches could strengthen the community of trust, while more firmly connecting the application of honor as a part of a larger educational process.

Next Steps

The Academic Affairs Committee recommends that a support system be established for faculty initiators. This system would provide additional training and administrative and legal support staff to assist faculty who serve as the primary witness in a case. In addition, the Academic Affairs Committee recommends that the full Faculty Senate consider a charge for next year's committee to collaborate with the student-run Honor Committee, Faculty Advisory Committee, University Administration, and Board of Visitors to advance the principle and spirit of a student-run Honor System as a fundamental cornerstone of the University of Virginia. The Faculty Senate is in a unique position to represent faculty perspectives that could assist students to adapt the system over time. This collaborative work would center on recognizing the integral relationship between honor and the educational mission of the University, while respecting the important principle of a student-run Honor System.

Appendix

Lou Bloomfield powerpoint presentation
Honor System Survey (faculty) - February, 2004
Envisioning Integrity - February, 2001
Carey J. Mignerey letter on recent developments