Testimonials & Research About the RAISE system
Testimonial from Dr. Gary W. Ewen
Dean of the School of Business and Leadership
Professor of Management and Leadership Studies
Colorado Christian University
We implemented the RAISE system for all of our School of Business students in their freshman year. The results were so impressive that I have recommended the system be implemented for ALL incoming freshman at Colorado Christian University.
We have found the RAISE System to be easy to use, reliable, and student feedback has been positive. Our experience is that the depth and length of the course is appropriate for our student population, and we have seen few students re-offend after completion of the course.
Testimonial from Tess Gillis
Academic Integrity Officer
The RAISE System has been a valuable tool for our University as we looked to provide educational opportunities for students to increase their awareness of academic integrity. We have used it in both a pro-active and re-active approach. All Freshmen in the School of Sciences have been required to take it, but we have also required it for students found responsible for academic misconduct.
In a survey of students who took the course as a sanction, 73% of respondents indicated that it was an appropriate sanction, and that they have a better understanding of Academic Integrity after taking the course.
Freshmen who took the course in a pro-active setting indicated it clarified instances of academic dishonesty that they might have otherwise thought were okay (multiple submissions, for one). They commented that what was permissible in high school, is not necessarily allowed in college (working together without permission, for example).
We are grateful to have found The RAISE System to use as a tool to strengthen our culture of academic integrity.
Kansas State University’s College of Business Administration has been using RAISE for the last two years. This system ensures all students understand our expectations for academic integrity regardless of prior experiences or cultural background. RAISE covers the basics and clarifies many difficult gray areas. We have conducted pre- and post-surveys that reveal both increased awareness and a shift in attitudes regarding the importance of academic integrity. We are excited to continue with RAISE and believe it opens the door to higher levels of learning.
The RAISE system enables students to succeed during their university experience and on into the future.
Our office was hit with reductions in staff and consolidation of duties like many others. Our ability to not only facilitate workshops but find available times to meet our non-traditional student population schedules was difficult. Because the topic of academic integrity is so vital to students’ success, we could not allow it to go by the way side.
We were fortunate enough to get in early on the RAISE system product. Not only have our students benefited, but our office efficiency overall. Our investment into the product has solved many of our issues around cost and time savings. We have chosen to use the product as a sanctioning tool and support the learning of students in the most need. We were able to set up a model where our office did not have to increase our budget request significantly and ask 28,000 students to contribute more to support this system. Instead, students who have been found responsible in the conduct process have been responsible for the cost of the course themselves with a small licensing fee paid for out of our budget. Our students have appreciated this model and reported similar learning and lower recidivism rates than years past.
Portland State University has been grateful for this product and the partnership built with the staff at RAISE.
In March, 2013, Dr. Paul Cronan of the University of Arkansas presented at the 2013 International Center for Academic Integrity Annual Conference in San Antonio. His presentation was titled “Teachable Moments: Using Freshman Attitudes and Perceptions as a Potential Cultural Influence”.
The focus of the presentation was how influencing freshmen could effect change in the academic integrity culture on campus. The premise (based on a review of past academic integrity cases) is that many freshman simply are unaware of academic integrity issues and their importance. Survey results of university freshmen who were exposed to academic integrity learning (which included on-line learning using the RAISE System for Academic Integrity Education) were presented and discussed.
In fall 2012 some 2300 University of Arkansas freshmen participated in the study which included pre and post intervention surveys regarding their attitudes toward and knowledge of academic integrity and cheating. After completing the pre-survey, 900 students participated in either 1) one of approximately 60 one hour lecture sections regarding academic integrity and cheating or 2) they completed a 55 minute on-line tutorial offered through The RAISE System. This was followed by a post intervention survey.
Preliminary results of the research regarding academic integrity attitudes and perceptions using the pre/post survey data indicate that both the student’s knowledge & understanding of academic integrity and their attitudes toward academic integrity significantly improved. Moreover, students learned equally as well from The RAISE System as they did from the one hour lecture sessions offered on campus. In effect, The RAISE System had a significant impact in changing students’ knowledge and understanding of academic integrity and well as changing students’ attitudes regarding academic integrity and cheating.
Based on these results, it is felt that student participation in any form of academic integrity education has the potential to change campus academic integrity culture – academic integrity knowledge & understanding as well as attitudes and perceptions significantly improved. The on-line RAISE system functioned as well as a lecture presentation format; its on-line format streamlined the work required to educate students about this important topic.
For more information on this research, contact Paul Cronan (Cronan@uark.edu).
Note: This summary has been approved by Paul Cronan for distribution by TLS On-Line Solutions
Special thanks to RAISE (Raising Academic Integrity Standards in Education) for a partial grant to use the online RAISE system as a part of this research.