Seminar on Academic Integrity

This course was designed by the University of Maryland, Office of Judicial Programs & Student Ethical Development, and is being used by the Stevens Honor Board with the permission of Gary Pavela, Esq., Director. The course is typically assigned to students who have committed acts of academic dishonesty as a requirement for removing a Dean's Action Star from their transcript or as a requirement for readmission after a suspension.

Class Objectives

Participants will examine the social and ethical issues associated with academic dishonesty. The remainder of the course will be devoted to addressing the question: How is a good life defined, and what is my plan to achieve it?

Final Essay

A final email essay is required: "How is a good life defined, and what is my plan to achieve it?
The essay should be approximately 800-1000 words. Appropriate references to the assisted readings are expected.

Syllabus

You are assigned the following readings:

In a separate e-mail, please give concise, thoughtful answers to all of the questions below. Your answers should be appropriately numbered and placed in the body of your e-mail. No attachments, please.

Please make reference to the readings in your answers. We'll want to see, for example, that you've given careful thought to Alan Greenspan's views about the "value added" characteristic of business ethics, as well as ideas expressed in the other readings.

There are no length requirements for your answers, although high quality will be expected. Likewise, no time limits are imposed, and we will not be sending reminders. Completion of the seminar depends on your ability to be self-motivated.

If there are any questions, please email the Honor Board at honorboard@stevens.edu

Questions

  1. Is "business ethics" a contradiction in terms?

    Pay particular attention to the "Help Henry" exercise (all links) and Alan Greenspan's Harvard Commencement Speech. You are not obligated to agree with any perspectives in the "Help Henry" exercise or Mr. Greenspan's speech, but you are expected to consider the question with care; state a clear conclusion; and support your conclusion with convincing arguments.

  2. Are there any values or virtues necessary for free economies to flourish? If so, what are they? How can they be fostered?

  3. Do Americans share any ethical values? If so, what are they?

  4. The Declaration of Independence refers to the "pursuit of happiness." Should the word "pleasure" be substituted for "happiness"? Why/why not? Explain your answer.

  5. Agree or disagree with the following comment from a University of Maryland student found responsible for cheating. Be sure to explain your answer:

    Q. Is engaging in cheating fair to honest students?
    A. I don't think of it like that. I know some students do. But the attitude is generally, this is the way it is. When they work, a lot of these kids, either their fathers work in business, whatever they do, they get a shortcut--the other guy doesn't. That's the way I look at it. If I'm sharp enough to know the right people to get what I need, and he's not, then that's the point of the whole thing.

  6. Read Tolstoy's The Death of Ivan Ilyich. Respond to each of the following questions:

    Why did Ivan conclude his life "was not the real thing?" (Consider Ivan's interests, values, aims, and his relationships with his family).
    Why did Ivan stop screaming? (Provide a specific quotation).
    What does Tolstoy have to say about the attractions of materialism? (Give an example from Ivan's life.)

  7. Read the "sample dialogue" and answer tbe following questions.

    What do you find convincing in the dialogue? Why? What is unconvincing? Why?
    On a scale of 1-10 (10 being excellent), how would you rate the dialogue? Please explain your answer.
    Pick any one of the dean's answers or comments in the dialogue. Rewrite the answer or comment to reflect a better argument, from the dean's point of view.

  8. What is the single most important thing that Stevens can do to promote academic integrity on campus? Please explain your answer.

  9. Please answer the following questions after you have seen the film A Man for All Seasons.

    On a scale of 1-10 (ten being excellent), how do you rate the film? Explain your answer.
    From your perspective, who led a better life, Thomas More or Richard Rich? Explain your answer.
    Is there any cause or principle you would risk your life to defend? Explain your answer.

  10. How is a good life defined, and what is your plan to achieve it? Refer to assigned readings to support your answers.