Spectrum PR Action Plan

Spectrum PR
COMM 328
Virginia Wesleyan College
Team Leader: Rachel Balsley
Team Members: Kenny Belgrave, Imari
Caldwell, Thomas Mills, and Imani West
Action Plan
Spectrum PR’s action plan for the spring COMM 328 Public Relations course seeks
to assist Virginia Wesleyan College with their Honor Code, working to create
awareness and adherence thereof. By providing research on the matter, we have
created a theme and strategy to improve overall integrity on campus.

Spectrum PR Action Plan 1
Honor Code Overview
Virginia Wesleyan College is a small liberal arts school that prides itself in the honorable
students who attend. With about 1,400 day students, there is a quaint ratio of 12:1 in the
classroom, giving much personal attention to each student. In a small community environment,
policies and rules can either flourish or fail.
Honesty and integrity are two words that this school claims to live by. There are three
documents the college is fundamentally based on and support those claims: the Mission
Statement, Creed, and Honor code. Each of these documents is to be taken seriously and was
made to remind all faculty, staff, and students the way they should conduct themselves in the
community. Each document has a common belief; honesty, above all, is the best policy, whether
in the classroom, dorms, or student center. In everything a person does, they should always
remain honest and true to themselves as well as others.
The Mission Statement is an introduction of sorts to the overall honor system. It was put
into place to inform all affiliates what the goal is at this school, which is to “is to engage students
of diverse ages, religions, ethnic origins, and backgrounds in a rigorous liberal arts education that
will prepare them to meet the challenges of life and career in a complex and rapidly changing
world” (“Mission Statement”). Diversity is a large aspect of this small school because it is a key
belief that in order to succeed in life, you have to be cultured and exposed to those different from
yourself. One of the main goals is connecting what students learn in the classroom and giving
them the opportunity to apply to the world around them, which is why a community environment
is significant. The Mission Statement wishes to ensure that students will be placed in a
supportive and diverse environment that school aspires to continue. They also wanted to
establish an environment laced with good ethical conduct and stability.
The Creed, however, is an introduction to the Honor Code itself. The creed states that
affiliates will treat each and every person with respect and embrace other cultures/backgrounds.
It starts off by saying that the Honor Code is “accepted and supported” (“Creed”). The Creed is
signed by freshman each year to ensure they are in agreement with the values of the college. It
lists moral behaviors that the college expects from everyone attending/working here. Academic
dishonesty, lying, stealing, and damaging property are behaviors Virginia Wesleyan does not
tolerate according to the creed. Discouraging others and not accepting different cultures or
religious views are also deemed unacceptable. Protecting the environment and being involved in
the community are valued within the creed.
The third and final document is the Honor Code itself. The Honor Code goes into further
detail about the rules and process taken against academic dishonesty. Plagiarism, lying, stealing
data, academic dishonesty, and cheating are serious offenses in the classroom and said to not be
tolerated. It goes into detail about the process and how a fair trial is given to every individual
involved in an incident. Anyone whom is aware of any form of academic dishonesty and does
not report it can also face charges against them as well, the same goes for a professor whom
participates in any of these acts. Within the code lies three levels of offenses, who makes up the
council, how they are chosen, and the number of recorded incidents from the previous year.
Violations
The Virginia Wesleyan College Honor Code violations were written to ensure the college
was on track to create an atmosphere of honesty and academic integrity. They are as follows,
directly from the Honor Code:

CHEATING is the deliberate submission of work for a grade or credit that is not
one's own or that violates professors' implied or stated instructions concerning the
type and amount of aid permitted. The student who gives prohibited aid shall be
considered as responsible as the student who receives it.
PLAGIARISM is the oral and/or written presentation of words, facts, or ideas
belonging to another source without proper acknowledgment.
LYING means making a statement that one knows is false with the intent to
deceive a fellow member of the college community in relation to academic
matters. Falsifying personal or college documents by mutilation, addition, or
deletion is lying.
ACADEMIC THEFT is the removal, hiding, or mutilation of academic materials,
including library resources, computer software, and laboratory equipment, thereby
depriving others of opportunities to use such materials.
FALSIFYING DATA is the deliberate fabrication or misrepresentation of research
data and results. (“Honor Code”)
These definitions are important and should be relayed to students because many either do not
know or fully understand them. Infractions are at the professor’s discretion based on his/her
classroom policies.
Responsibilities and Rights
There are certain responsibilities that the college expects its students and faculty/staff to
adhere to and rights us as community members are entitled to. The school’s mission is to create a
culture of integrity. To do so, it requires help from students and faculty on the basis of watching
and reporting any dishonest behaviors witnessed. On top of holding their peers accountable,
students are responsible for making sure they understand what behaviors are unjust. Faculty
members are responsible for making sure students are very clear on the rules and regulations.
Students accused of an infraction have right to fairness of trial, starting with the idea that
no student is guilty until they are proven so. Until this point, students reserve rights to necessary
information, orally or written, meaning they are entitled to “written statement of the charges”
(“Honor Code”). They also have rights to a fair trial in front of a council of their peers. If
relevant, they have the right to have someone testify on their behalf. Faculty holds most of the
same rights but as the accusers, they are there to require student honesty.
Procedures
If a professor decides not to handle the matter personally or a student charges someone,
in order to report someone in violation of the Honor Code, the accuser must file a formal request
stating how the Honor Code was violated. It does not say in the Honor Code whom to the request
should be submitted, but we can assume that the faculty involved or Dean of Academics would
be a good place to start. After the request is received by the chairperson of the honor council,
he/she and two other council members (one student and one faculty chosen by the chairperson)
have a pre-hearing review to decide whether the case will qualify for a hearing. The criteria for
choosing the faculty and staff are not available, but for a student to be on the honor council, they
need to have at least a 2.0 grade point average and be in good academic standing. If need be, all
necessary individuals will be notified about the time and place of the hearing.
The procedure of the hearing begins with the honor council (chairperson, three students,
and three faculty members) present. The accused and accuser are asked to enter the room and are

told the details of the case presented to that point. The charging party is asked to speak first to
add or change any part that is incorrect in the previously read statement. The same is then done
for accused party. Then all questions and relative statements are brought to light in a non-
argumentative manner. After all testimonies are made, the honor chairperson excuses the parties
and the council deliberates. After the decision is made, the parties are brought back in and the
decision is reviled. The council explains the decision and the meeting are adjourned. If the
accused is guilty, a punishment is carried out. If found innocent, the records of the case are held
for two weeks then destroyed. The student’s name, charge, date, and verdict are all kept on
permanent file with the Dean of the College. If the accused party does not agree with the
decision he/she may be able to make an appeal of the verdict, in which a separate meeting is
held.
Penalties
After it is confirmed that a student has committed an act of dishonesty, there is a system
to decide their punishment or penalties. The first level under the graduated penalty system in
which we operate is for first time offenders for “purely academic violations without referring the
matter to the Honor Council” (“Honor Code”). Matters at this level have had no hearing, and
range in severity from verbal reprimand, failure of the course, to short term suspension. At the
second level, when one has violated more than once or it was an aggravated first offense,
suspension from the college is most likely a penalty, though it may not exceed four semesters.
The third level, third time offense or aggravated first or second offense, require “mandatory
sentence is separation from the college and loss of credit in all courses in which the student is
enrolled at the time of the violation” (“Honor Code”). Acts are considered “aggravated” if a
student is seen to be having a pattern of cheating, conspiring with other students, or frequently
have been caught being dishonest (“Honor Code”).
New Hearings and Appeals
A student found guilty of an Honor Code violation may request a new hearing in the case
that there is new evidence that was not available at the time of the original hearing. The request
must be sent to the Dean of Students within seven days of the hearing. At this time, names of
new individuals relevant to the case, new evidence, reason for omission of new evidence, and
reasons the evidence may change the outcome of the case will all be discussed.
An appeal may be made in two instances. The first is if there are excessive sanctions. In
this case, there must be evidence as to why the sanctions are unreasonable. If the council decides
they are excessive, the original decision in the case will be altered as needed. The other instance
is if some a violation happened during the hearing, such as the hearing not following proper
protocol. In this case, the violation must be cited and have reason as to why it was not mentioned
during the original hearing.
Current Efforts
There are some current awareness efforts that the college has in place to notify students
of the policies and practices on campus. As a freshman, during orientation the Honor Code is
pointed out in the school agenda (which is given as a gift to all incoming students), but not
formally read to them or required of them to read on their own. They also make a point to have
freshmen sign a large copy of the Creed during the fall Convocation. The signed copy is then
hung up in the Batten Student Center for all to be reminded of their academic duties and

responsibilities. It is there, but has scribbles on it and is frequently ignored. The Honor Code is
sometimes signed by students before certain classes and read to freshmen in their mandatory
Freshman Year Experience (FYE) class. The Honor Code is also in the Learning Center in the
test taking room. Transfer students are required to sit down and sign it when they first transfer in.
One can find all three documents in the student handbook and on the website.
Primary Needs
The Honor Code of Virginia Wesleyan College under its current status has many needs to fill.
The actual writing of the code, as well as the philosophy it undertakes, needs some alteration. It
is that, the practice of the code, and the perception that need to be modified. As a result, the
following needs must be addressed if the Honor Code is to become relevant on campus:
1. Increase Awareness: Students and faculty members on campus are aware of the existence
of the Honor Code, but during the academic year, it takes a backseat and rarely is
mentioned in classes and lectures. If the Honor Code is to succeed, visibility must be a
priority.
2. Create Strong Culture: The current academic culture on campus is to ignore the Honor
Code since it rarely is spoken about or seemingly enforced. A new culture of integrity,
awareness, and knowledge must be established for the Honor Code to succeed.
Students must be able to.
• Understand the code and what it means
• Respect the Honor Code and what it stands for
• Uphold the integrity of the code in all aspects on campus
• Turn in students who are cheating
• Be model students for future classes
3. Sustain Academic Integrity: Students must be able to uphold the Honor Code, no matter
the circumstances. There will be new expectations for the students to enforce the rules
and abide them themselves.
4. Promote Trust: In order for this new plan to work, there must be mutual trust between the
faculty and students. For example, faculty must be able to trust students to take tests
outside the classroom and do projects independently, despite no mentioning of group
work. Faculty/ staff must place the entire system of the Honor Code into the hands of the
students. In order for a new culture to thrive, students must bear the responsibility of
disciplining their own peers, educating prospective students, and living the Honor Code
to its full potential. At the same time, students must trust faculty in their decisions as well
as the advice they give in the situations that warrant it. Full respect will be given to
faculty as their years of experience will prove invaluable during this change of guard of
the Honor Code.
These needs must be met if the campus culture is to change. The honor code is a source of
pride for many schools across the nation, from the University of Virginia to the United States
Naval Academy. If we are to continue this path of not being aware, a culture that believes in
bending the rules and getting away with things will surely form. If this school is to ever become
more respectable, then we as a community need to change. These are the needs of the Honor
Code, which can, and will, change the academic environment on this campus.

Goals/Objectives
The needs of the college in the area of the Honor Code are clear. In order to fulfill them,
we will create a tangible goal and a few objectives to ensure and measure the progress of our
plan. Our overall goal is to change the atmosphere of the college when it comes to academic
integrity. The Honor Code should not be a onetime conversation held once in a collegiate career,
but carefully and deliberately incorporated into the fabric of scholastic achievement. Not only
does there need to be better adherence to the existing policy, but more overall knowledge of both
the rules and the process. Currently there is little concern shown by the student body as a whole.
There is a lack of regard with the consequences due to apathy for the system and a lack of
understanding. While some students do not grasp the actual Honor Code or council, others are
unsure about what is considered cheating. There are many different kinds of cheating, all of
which need to be simply and clearly defined for the students, who need to be educated about
them. Along with student education, discussion and discipline should be better incorporated into
academic life.
Our objectives are to increase awareness and educate community members about the
Honor Code, Creed, and Mission Statement, as well as extinguish apathy and create a sense of
pride on campus. We seek to enhance the academic life on campus by providing the school and
students with a plan to better the scholastic environment at Virginia Wesleyan. In order to do so,
we will set up a variety of tactics and suggestions for the administration to consider. With these
tactics, we hope to fulfill both the needs of the college and the goal and objectives we have set
forth.
Target Audiences
Our target audience is primarily Virginia Wesleyan students. Faculty/staff will be affected
by our plan, but they are not our ideal targets, though they are very important. Faculty/staff need
to be informed because they will be opinion leaders, but they are already expected to uphold high
standards because of their positions. We want to make a difference in the student academic
environment. This demographic is made up of students between the ages of 17-24. This includes
traditional and nontraditional students, day and night, all years, as well as commuter and
residential. All students at Wesleyan shall be affected by our proposal should it be formulated
into action. The focus will be on underclassmen at first in order to build upon them for later
classes to come, though current upperclassmen will be educated as well. Therefore, our primary
target audience will be incoming freshmen and sophomores, though other groups will have
access to the tactics. We will use several opinions leaders to communicate our theme with our
audience. The Student Body President, scholar athletes, and well known campus leaders such as
Resident Assistants will be asked to lead the discussions in order to promote participation and
attention.
Scope
This action plan is a project for COMM 328: Public Relations. Its purpose is to both test
our knowledge of public relations and to have us apply what we have learned. This spring 2013
semester (January-May), we will work together as Spectrum PR to fulfill the requirements Dr.
Lisa Lyon Payne has set forth and present it to our classmates and possibly Virginia Wesleyan
administrators, giving them the option to put the plan into action next term, a 15-week semester
in fall 2013. The budget is $1000, along with additional funds provided by other departments, for

the implementation of the plan.
Research
In order to better serve the college in mending the Honor Code, research has been
conducted in various areas to further clarify the problem and formulate a strategy for
improvement. In search for information, we looked at case studies documenting why college
students cheat and current statistics, how other institutions run their honor systems, as well as
conducted interviews with our college’s faculty and student leaders. A focus group of 10 current,
full-time students was also held to further explore the background of the issue.
Case Study/Secondary Research
By looking into a college case study, we discovered cheating and academic dishonesty is
not only occurring on our campus, but all over the country. The reasons behind the dishonesty
range from a lack of awareness, apathy, and a strong need to succeed, honestly or otherwise.
According to the International Center for Academic Integrity, “73% of all test takers, including
prospective graduate students and teachers, agree that most students do cheat at some point”
(International Center for Academic Integrity). Cheating has become part of our culture and is no
longer frowned upon and it isn’t even abnormal to hear of something dishonest being done. In an
article published on Education Portal in 2011, “75%-98% percent of college students surveyed
each year admit to cheating at some time in their academic careers” (“75 to 98 Percent of
College Students Have Cheated”). Every year the numbers seem to go up, and the level of
integrity slides down. Last year, there were 25 documented accounts of Plagiarism, Academic
Theft, and Cheating violations on campus (“Honor Code”).
With this much cheating appearing across the country, one question is left: why are they doing
it? A study by Maneesh Thakkar of Radford University and Suri Weisfeld-Spolter of Nova
Southeastern University explored the detailed motives of college students willing to cheat their
way through school. In order to do this, 250 students at North Eastern University were
interviewed and asked questions regarding academic life and values. The results they got were
quite eye-opening. From their analysis, “various themes emerged” explaining some motives for
cheating (Thakkar 82). The results are documented in Table 1 below.
The process in which students became aware of the honor policy was similar to that at Wesleyan.
They were informed during orientation, in class, or in syllabi. The truly concerning discovery

was that “though students were familiar with the policy, there appeared to be an overwhelming
ambiguity as to the definition of cheating” (Thakkar 83). Students seemed unsure about what
constituted cheating. Thakkar and Weisfeld-Spolter explained:
…most students agreed that it was wrong to cheat on a test, whether it was
copying from a friend or making cheat sheets. At the same time, they found
certain topics to be questionable as to whether or not they were considered to be
actual cheating. A number of students wondered if “discussing homework answers
with a fellow classmate, or studying from a previous semesters test” (Female,
18)… Others noted that in group-assignments, if a student doesn’t do his/her
share then it should be considered a form of cheating as well. Further, the topic of
plagiarism came up often, and the general consensus was that students who
plagiarized, did not necessarily do so deliberately (as compared to when cheating
on a test) but rather because they lacked the necessary resources and skills for
citation and paraphrasing. Thakkar 83
The variance in the student interviewees answers presented was particularly enlightening.
How can we expect our students to not cheat if they are unaware what cheating is? Education on
proper citation and the vague rules needs clarification in order for these, and our, students to
understand where the lines are drawn. A clear explanation of what is considered cheating should
be included in the Honor Code.
Another finding that resulted from the study was that students were not aware of the
consequences of their actions (Thakkar 83). Thakkar and Weisfeld-Spolter illustrate that “it is
clearly evident from the fact that not one of the students was able to pinpoint what would happen
if somebody were caught cheating” (Thakkar 83). They gave some vague answers, but nothing
concrete. Despite the fact that honor policy materials may be made available at universities,
students don’t read them and fully understand what is at stake when they cheat. Other results
from the interviews included the instructors’ role in educating students on what cheating. A large
part of the study focused on “anonymous reporting,” turning someone in for cheating and the
lack thereof, stating how students don’t report cheating around them (Thakkar 86).
One of the most important findings of this study is that of holding students accountable
for their actions. Thakkar and Weisfeld-Spolter found that there “was a clear frustration” among
students that enough, or no, punishment being taken on those caught cheating in some way
(Thakkar 87). For example, a participant wrote that “they need to start taking it seriously. I went
to the dean about cheating and they took a blind eye...this was after two profs caught the same
kid cheating twice (in front of the class in plain view) and neither turned him in nor gave him an
F” (Thakkar 87). Unless violations are taken to trial often, it can easily seem like no one is held
accountable for cheating. While overly punishing students may not always be effective and can
be discouraging in the case it was an accident, but sometimes discipline is what can get through.
By putting it into terms that students understand, what really affects them being the trouble they
can get in, can be the distinguishing factor that changes things.
This case study was very helpful in understanding where the gray areas exist in the mind
of young academics. There are several issues where work can be done to address the problems at
hand for our institution. By identifying that the situation is students are unaware of the policies
and adhering to them, we can now make movements in the direction of education and reducing
academic dishonesty. Besides that, creating an open environment where students feel not only
comfortable, but obligated to report cheating will help create a community that can depend on
itself for sustaining integrity. When students take responsibly and turn cheaters in, the professors

and honor council can take over and further find them accountable, discouraging future
violations.
Other Institutions
While looking internally will help the college’s situation, it is also important to branch
out to universities to see what works for them and how they run their honor systems. We looked
at three universities we believed had successful honor codes in place. We compared them to our
own policies to find some correlations on what we are doing correctly and where we could
improve and ideas on how to do so. The schools we chose were University of Virginia (UVA),
Washington & Lee (W&L), and the U.S. Naval Academy. These distinguished schools have
some similar traits, but differential practices, but they all resulted in respected honor policies. But
these three schools have something in common: we can learn from them. They have succeeded in
an environment of trust and integrity, one that we believe the administration wishes were present
here on campus. These schools thrive because of the honor codes, not just tolerate having them.
UVA, W&L, and the Naval Academy do not request honor from their students, they
require it. They do this by weaving their codes so tightly into the fabric of campus life that there
is no choice but to participate in it. They have created a culture that is necessary for our
institution to adopt. Both UVA and W&L took similar approaches when writing their codes. They
place all responsibility in the students. Faculty and administration are there to monitor, not
participate in the hearings. Students are solely responsible for the reporting, trials, and sentencing
of dishonest students. Without student participation, their systems would fall.
At UVA, they elect their students and take great pride in the student-governed Honor
Committee. A particularly striking component of their committee is that they have jurors and full
trials. On the Honor Committee website, it states: “The randomly selected jurors ensure that a
decision reflects the views of the current student body. By devoting one day as a trial juror to the
operation of the Honor System, each student can guarantee that the Honor System remains a vital
and responsive aspect of University life” (“Honor Committee”). Students are not only included
in the insurance that the code is being followed, but get to participate.
W&L has a similar system to UVA’s where they have a full board of elected chairman
who serve the Honor System. They have dedicated an entire website with many sections just to
the operations and are open with all information. You can find meeting minutes, the budget, and
photos of every representative within minutes of locating their site. Furthermore, they pride
themselves of the level of trust given to the students. They almost brag on college tours how the
professors give take home tests and unproctored exams because the system is so well in place.
W&L is built around their honor policy and would not work without it.
Though a school dedicated to a branch of the military where this kind of obedience is
expected, we can still consider the Naval Academy’s Honor Concept. They are very strict and
straightforward. They require honesty and integrity just as they would in the Navy. Violation of
the Honor Concept can, and usually does, result in the dismissal of that person at the college.
Students are also allowed to confront a person they feel is breaking the Honor Concept and not
report it. This method was developed to build the ideals of trust and integrity in the school. But
all violations are expected to be dealt with in some manner.
Another thing these three school have in common is that they do not just limit their codes
to include academics. All three schools include lying and stealing into their systems, academic or
otherwise. At the Naval Academy, “Midshipmen are persons of integrity: They stand for that
which is right. They tell the truth and ensure that the full truth is known. They do not lie. They

embrace fairness in all actions” (“Honor Concept”). They are all inclusive, ensuring that
academics will be honored, but also that the entire culture of their school is sacred. UVA includes
lying, cheating, and stealing in their system (“Honor Committee”).
One last similarity, one that should be strongly considered here, is the condensing of the
Honor Code/Creed/Mission Statement. While the three schools have mission statements, they do
not also have creeds to preface their codes and the statements are not connected to their codes.
UVA’s honor statement can be summed up in three short questions: “Was an act of lying,
cheating or stealing committed? Did the student know, or should a reasonable University student
have known, that the Act in question was Lying, Cheating, or Stealing? Would open toleration of
this Act violate or erode the community of trust?” (“Honor Committee”). Based on their three
Act, Knowledge, and Significance system, they can base all of their decisions fairly. While UVA
has a lengthier version in which every detail is typed out, they also have that condensed version
that students know and understand. It is important to have a message that students can take away,
not that the answers to their questions are off in a book somewhere on campus or in the student
manual they don’t use.
Interviews
It is the goal of both our firm and Virginia Wesleyan to help improve the academic
environment on campus. After our other research, interviews with to campus members were also
held in hopes to learn more about the problem so to figure out how to fix the problems at hand.
Vice President of Academic Affairs and Dean of the College Dr. Timothy O’Rourke, Student
Body President Jenee Johnson, and current honor council member Andrew Mullen have been
consulted in hopes to better understand their roles and the code itself. While all three are
supportive of the current system, they agree some improvements could be made. They noted on
the process and diversity among the group, but understand cheating still happens and changes
need to be made.
The dean has worked at many institutions over his long career in higher education,
including the UVA for fourteen years, making him quite knowledgeable about honor and values
on college campuses. With his current position, he oversees the Honor Code and the cases
brought to the council. When spoken with, O’Rourke touched on not only the need for a strong
honor code, but also his vision for the college.
According to O’Rourke, “The code is important in expressing rules of the community,
orienting incoming students and faculty/staff on values” (O’Rourke). He believes these values,
via the code, should instill what he saw in action at his time at UVA, where in his entire career he
only had one violation brought to his desk. O’Rourke believes that students need to “own the
honor code” (O’Rourke). Students were in charge of the honor council, found each other
accountable, and respected the system. Faculty had an “investment of faith” in the students to do
the right thing and take care of the hearings themselves (O’Rourke). UVA’s Honor Committee
and practice thereof will be later described in the institutions section, but was a large part of
O’Rourke’s background and his recommendations for the current code.
O’Rourke posed us a question during his interview: what happens when you see someone
cheating? At Wesleyan, possibly nothing is done. The potential is here, it just need be harnessed
and focused in the direction of academic accountability and success. O’Rourke’s suggestion was
clear; the honor system should be powered by students, for students. Currently, the council is run
by both students and faculty, with students rarely turning each other in. The presence of student
holding each other accountable is not present on campus and should be. In order for change to

occur, the process must change. O’Rourke would prefer giving students the power to be
honorable: “One thing that’s in our reach, we can all be honorable” (O’Rourke). In order for
integrity to exist, there needs to be trust. The students must be able to be trusted so faculty need
not worry about the possibility of violations.
After our advantageous interview with O’Rourke, it was equally beneficial speaking with
Johnson about her role in the process. According to the Honor Code as student body president,
Johnson, along with president of the college, gets to select the students to serve on the council
with the elected faculty members (“Honor Code”). Johnson said she and her vice president junior
Steven Bond chose candidates that they knew would fit the guidelines. According to Johnson, the
guidelines they were given were to pick a group that was racially diverse, equal in both sexes,
and contained a variety of commuter and residential students, as well as each having a minimum
2.0 grade point average. Johnson believes that the Honor Code is “a helpful, just system that
establishes a moral and ethical character in students” (Johnson). While she notes on the strengths
of the system such as incorporating SafeAssign which “leave little room for error in cheating,”
she also acknowledges places for improvement. Johnson thinks that faculty roles in the process
should be strengthened, incorporating their input on the matter at hand to assist in making sure
the behavior no longer occurs.
When interviewed, Mullen spoke highly of the system, saying how “incredibly fair” the
meetings and sentencing are. Some punishments Mullen mentioned students could receive range
from social work to expulsion. He also praised the faculty involvement, saying “the professors
have different perspectives according to their fields, so each thought is fresh” (Mullen).
However, not all news was pleasant from behind the scenes. In his two semesters of service,
Mullen has only been called to attend one meeting. He also shared some troubling opinions
concerning the academic integrity on campus: “As for the integrity of students, even if they
aren’t caught, I know there is rampant plagiarism. I think they are well aware, but bring their bad
habits from high school to college” (Mullen).
If there is to be a change, there needs to be education on types of cheating and our honor
policy, and also a strengthening in the execution of the well thought out rules. Why have policies
and procedures for something that is only reported once a semester? Students need to know that
the rules are taken seriously, or they won’t do so either. Also, if the manual reports the class and
college president should be picking together, then they should be. If the council is to be chosen
but just students like Johnson and Bond, make the rules match that.
Focus Group
In order to assist in our research and create a fully developed action plan, a focus group
was conducted. On Sunday March 3, 2013, 10 full-time, Virginia Wesleyan day students met to
discuss the current Honor Code and system on campus. Participants were recruited via personal
communication such as in person with members of Spectrum PR. Among our participants, there
were five males and five females, a freshman, junior, and senior as well as seven sophomores.
They ranged in majors and most had little to no experience with the honor system.
Imani led as moderator and was assisted by conversation facilitator, Imari. There were
two recorders, Rachel and Kenny, and an audio recorder, Thomas. Before it started, participants
were given a brief survey to collect some demographic information about our participants as well
as some information about their personal beliefs. After that, a discussion was held, prompted by
prepared questions, lasted about 30 minutes. The full moderator's guide and survey are attached
as Appendix A.

Key Findings
Our focus group survey and discussion provided us with much information about the
academic climate on campus and the attitudes of students about the Honor Code. Their answers
were both predictable, but still enlightening. The students reinforced our estimation of where the
disconnect lies, but also showed us what direction to take our plan, what would work to get
through to them.
There would be a variety of key messages that stood out from the discussion. The first
discussion point was for the group to come up with a definition of academic dishonesty. The
group decided on: “Claiming work as your own and that isn't your own.” After that, the first
strong, and almost shocking statement, was made by a sophomore male was “I feel like it’s only
cheating if you get caught. It’s still cheating, but it doesn’t count.” The group seemed to agree for
the most part, insisting that students only feel “sorry if they get caught, not that they cheated.”
One female sophomore remarked that the Honor Code “keeps the honest honest.”
Another startling conclusion that the students offered were in the results of the survey.
Three students indicated that they had cheated 1-2 times, while an additional three students
showed they had cheated 3-4 times. No one in the group had ever been to the campus honor
council. This meaning that over 50% of our participants have cheated, but not one had been held
accountable. Almost all the participants agreed that everyone cheats, rather than a select group of
people such as athletes. The average score for the amount of awareness of the Honor Code on a
scale of 1-10 was a 5.2, while the level of academic integrity was a 6.4. The average level of
adherence according to the participants was a 5.7.
The most valuable information we gathered from the focus group came in the form of
what they did not know and what they thought could be improved. All the participants were
shocked when we informed them they could lose credits if they were found guilty of cheating.
This was a turning point in the conversation; the only thing that really got their attention and
sunk it. From that point on, it was all that mattered. They all agreed that was scary and real. They
believed that piece of information could really matter to students and should be shared. One
suggestion they offered was to share some specific examples of students who have been tried and
punished in order to make it more real to current students.
Besides the loss of credit, other important key findings came by what they offered as
ways to improve the Honor Code. It was unanimous that the school needs to increase awareness;
not one student in the group had ever actually read it. They believe that they need to update it
yearly, especially now with technology changing. They spoke about how the vast amount of
online and digital resources creates confusion, not knowing where the plagiarism and cheating
lines lay. The ambiguity is where the problem lies, they said. It needs to be clearly defined when
to can work with others, when to consult texts, and what plagiarism really is. For the most part,
they agreed it was a really important part of the institution, but that it was underemphasized.
Overall, the focus group was beneficial research. We discovered how we need to be
communicating with the students. The worse the consequence, the more they will pay attention.
Now that we know where the disconnect between students and their Honor Code lie, a strategy
must be made to reconnect the two. This comes in the form of various tactics specifically
designed to accomplish our goal and objectives.
Campaign Theme
Our theme for the campaign the fall will be “Marlins don’t cheat.” We chose this
particular theme because it implies that as a Marlin, you are held to a higher standard because

you represent this institution. Cheating holds no place in our community, as lying and stealing
don’t either. We wanted to pick a slogan that really held students accountable and was easy for
them to equate to this campaign.
Key Messages
After all research, interviews, and focus group was held, we have come up with several
key messages from our findings. These will guide the firm in creating a campaign with various
tactics to educate students on the Honor Code and improve adherence to it.
1. Dishonesty will not be tolerated
• It is imperative that our students not only know that lying, stealing, and cheating is
wrong, but that it belongs nowhere near our community. It should be a standard that is
expected to be upheld, not something that is passively thought about. Marlins are honest
and full of integrity. If you’re not, you shouldn't be one.
2. Lose credit, lose degree
• In order to make students understand the importance of knowledge of and adherence to
the Honor Code, it has to be put into terms they can understand. If you cheat, you can
lose credit and/or get kicked out. By emphasizing this particular disadvantage, they will
understand the gravity of the situation and more likely adhere to it.
3. It’s not just plagiarism
• When most people think of someone getting caught for cheating, they believe it is for
plagiarism. But there is more to it than that. It needs to be clearly defined what work can
be done together in a group versus individual, what happens during a take home exam, or
what copying answers is. Fully defining cheating itself will provide clarity for students
who are uncertain.
4. Integrity outside the classroom
• Virginia Wesleyan should demand not only academic integrity, but integrity of all kinds.
There should be no cheating, but also no lying or stealing. We live in a community
environment and all rules should be made clear. Marlins don't lie, cheat, or steal.
5. Cheat now, lose forever
• Students should be made more aware of what happens to their records in found
accountable for a violation of the Honor Code. It can stay on your record and affect you
transferring to other institutions along with suspension and loss of course credit.
Strategy
Spectrum PR’s strategy is simple: we are going to brand integrity on this campus. We
want “Marlins don’t cheat” to be a part of the fabric of this institution. Every student will know
what it takes to be a Marling, and Marlins don’t cheat. In order to do this, we have planned a
variety of tactics to create awareness, which will in turn promote adherence. Before they can

follow the rules, the students have to know them. These tactics take our theme and make it well
known to the whole campus community.
Tactics
• Shortened Honor Statement
o “A Virginia Wesleyan Marlin lives with integrity and as a result, does not lie,
steal, or cheat.”
• Update/Edit Honor Code and Eliminate Creed
o Eliminate the Creed because it is a confusing document that needs not exist with
the new, shortened statement we've created to represent the Honor Code.
o We will also suggest going through the Honor Code and updating the definitions
of cheating, including online developments and clarifying any discrepancies such
as how the council members are chosen.
• Scene II Freshmen Orientation Presentation
o PowerPoint presentation given by opinions leaders (SGA President, student
athlete, and RA) to the freshmen and transfer students about cheating, loss of
credit, lying, stealing, and college policies
 Put it into terms they can understand and they will respond to like what
they will lose if they cheat
 Include statistics and examples
 Incorporating opinions leaders: SGA President, student athlete, and RA
 Encourage participation instead of just a presentation
 Sign that they won’t cheat
• Newspaper Article
o Request a detailed description of Honor Code and practices be published in
Freshmen Orientation Issue of The Marlin Chronicle
o This will help spread the word and put it in writing in a credible campus
publication designed specifically for our audience
• T-Shirts
o Read “Marlins Don't Cheat,” given out during Orientation social events
o Using t-shirts will make the students live in their vow not to cheat and help
remind the community on a day-to-day basis that it is unacceptable
• Water Bottles
o Adorned with new, shortened honor statement will be given out during
Orientation as per tradition (given out every year to freshmen when they sign)
o This is similar to the t-shirts in that it will keep awareness levels of the theme high
• Discussion Panel
o Provides opportunity for Q&A session with opinion leaders and faculty
o Will use sunglasses as incentive to attend and participate instead of just listen
o Possible extra credit opportunity for faculty to give to students who attend
• Sunglasses
o Side of glasses will say “Marlins Don't Cheat”
o Will be handed out at discussion panel to promote participations and asking
questions from the board
o Encourages participation and helps brand our theme
• Car Smash Event

o Used as a fun way to relieve stress during finals instead of cheating on exams
o “Smash a car instead of cheat!”
• Cover Campus
o Flood halls and walls with flyers, sidewalk chalked, and windows painted with
Honor Code
o Further promote the brand and create awareness
• Social Media Pages
o Create Facebook and Twitter accounts
o Allow anonymous question asking, provide a tip of the week, details about Honor
Code and online location, and information about Learning Resource Center and
other outlets on campus
o Also will provide prizes and drawings for students who post how they succeeded
without cheating
 Ex: Sunglasses given out when Sally reports she used the research
librarians to write her paper instead of plagiarizing
o This will help us cater to the students, communicating with them in a way they are
very familiar: social media.
Institutional Recommendations
• Present in Freshman Year Experience classes about the definition of the different types of
cheating and give specific examples with Question & Answer opportunity
• Educate professors on cheating, how to turn in students, and when to do it and not. Needs
to be a uniform system rather than the laid back atmosphere there is now. There needs to
be an increase in implementation of Honor Council. Faculty must watch for and report
more cases of cheating to set examples and a tone for academic integrity. Students need
to know it is taken seriously and that they will be held accountable if they lie, cheat, or
steal. Violation numbers must go up to go down.
Budget*
• T-shirts: $1,700 for 300
• Sunglasses: $460 for 400
• Water bottles: $1,000 for 500
• Junk Car: $100
*Since our tactics exceed our budgetary restraints, we plan to seek funding assistance from partnering departments such as
Resident Life, Student Activities, Admissions, and Security who already help with Freshman Orientation and similar events. We
hope they can redirect the money they spend on these items and adorn them with our messages for a common good. Water bottles
and t-shirts are already purchased for Orientation, so we would need them to agree to be our logo on it.
Timeline
Weekly
• Social media updating, tip of the week, awards
August 2013
• Publish updated Honor Code
• Newspaper article
• Scene II Orientation
o Presentation, vow not to cheat

o Water bottles given out
o T-shirts given at night time Orientation events
September 2013
• FYE Classes Presentations (if implemented)
• Place table at Club Fair
October 2013
• Cover campus
o Flood halls and walls with flyers, sidewalk chalked, and windows painted with
Honor Code, promote discussion panel
• Discussion Panel with faculty and students asking and answering questions
o Sunglasses given to those who attend and participate
November 2013
• Car Smash event
Evaluation
In order to test our tactics and measure whether or not the goals and objectives were
accomplished, we will have to take multiple steps. Before we launch the campaign, we will need
to test our ideas on a group of students to see if our tactics will be well accepted. This may also
help hone in on which tactics can be implemented and others that can be abandoned. This will
include a random sample of students to take and pretest on the Honor Code. Once that has been
completed and we decide which tactics to execute, we will perform the campaign. Post
evaluations will be given out in December after exams that will assess the overall knowledge
levels about the Honor Code. This can tell the firm what students took away from the various
tactics and perhaps which ones worked and which ones didn't. Doing a survey in the spring and
following fall that measures student’s opinions on the level of academic integrity on campus
would be beneficial. Holding follow-up focus groups would also prove fruitful for the campaign
to see if any impact has really been made.
To evaluate our tactics specifically, we will look at attendance for the presentation and
panel, social media traffic (like, follows, retweets, etc.), and will monitor how often we see the t-
shirts, water bottles, and sunglasses being utilized around campus. We will also take inventory on
how many items we have left to see how many have been given out. During Freshmen Year
Experience classes, we will do a test at the end of the semester to see if the freshmen retained the
information or just the theme, explaining whether or not the tactics were beneficial. To measure
if the Car Smash event was useful, we will look at attendance and do on-sight interviews to see if
participants thought it was beneficial. At first, we should see an increase in violations to begin
with and then a significant decrease in the next year. Making students aware is the first step,
adherence is the second. Once they know the Honor Code and understand it is taken seriously,
they will fall into accordance to it. Using these forms of evaluation, we should be able to track
the progress of the campaign and see if Marlins really don’t cheat.

Works Cited
“75 to 98 Percent of College Students Have Cheated.” Education Portal. 29 June 2011. Web. 24
Feb. 2013.
“Creed.” Virginia Wesleyan College. Web. 15 Feb. 2013.
“Honor Code.” Virginia Wesleyan College. Web. 15 Feb. 2013.
“Honor Committee.” University of Virginia. Web. 24 Feb. 2013.
“Honor Concept.” United States Naval Academy. Web. 23 Feb. 2013.
“Honor System.” Washington & Lee. Web. 22 Feb. 2013.
International Center for Academic Integrity. Clemson University, 2012. Web. 22 Feb. 2013.
Johnson, Jenee. Personal interview. 22 Feb. 2013.
Thakkar, Maneesh and Suri Weisfeld-Spolter. “A Qualitative Analysis Of College Students’
Perceptions Of Academic Integrity On Campus.” Academy Of Educational Leadership
Journal. 16: (2012). Education Full Text. Web. 22 Feb. 2013.
“Mission Statement.” Virginia Wesleyan College. Web. 15 Feb. 2013.
Mullen, Andrew. Personal interview. 24 Feb. 2013.
O’Rourke, Timothy. Personal Interview. 13 Feb. 2013.

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