[et_pb_section fb_built=”1″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Academic integrity plays\u00a0<\/span>a central role<\/span>\u00a0in shaping the learning environment and the long-term value of a degree from Western Carolina University. To better understand how students perceive academic integrity and where\u00a0<\/span>additional<\/span>\u00a0support may be needed, 58 students\u00a0<\/span>participated<\/span>\u00a0in an anonymous survey during the<\/span>\u00a0<\/span><\/span>14<\/span><\/span>th\u00a0<\/span><\/span>Annual Recalibrate Your Compass<\/span><\/span><\/a>\u00a0event\u00a0<\/span>in<\/span>\u00a0Fall<\/span>\u00a02025<\/span>.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.27.5″ _module_preset=”default” custom_padding=”3px||0px|||” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n Their responses reveal a campus community that overwhelmingly values honesty yet\u00a0still faces challenges in navigating expectations and academic pressure. This data suggests that while students deeply value academic honesty, they still\u00a0benefit\u00a0from\u00a0clear\u00a0expectations and\u00a0faculty\u00a0support to consistently uphold it.<\/span>\u00a0<\/span><\/p>\n The survey results\u00a0provide\u00a0valuable insight into how students experience academic integrity on a practical, day-to-day level. One of the strongest findings is that students\u00a0(N=58)\u00a0feel comfortable communicating with faculty about academic integrity.<\/span>\u00a0Almost all<\/span>\u00a0respondents\u00a0(96%,\u00a0<\/span>n<\/span><\/i>=56)<\/span>\u00a0<\/span><\/i>reported that they feel very or somewhat comfortable asking professors questions about what constitutes cheating or plagiarism. This indicates that many faculty members are already fostering an approachable and supportive atmosphere. <\/span>Only\u00a0a small\u00a0number\u00a0of students\u00a0(<\/span>n<\/span><\/i>=2) expressed discomfort, further suggesting communicating clear and consistent expectations across courses would be beneficial to students.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2025\/12\/CFC-Student-Assistants-300×226.jpg” alt=”CFC Student Assistants, Gabriel and Clemmy, sitting behind a table during an event.” title_text=”CFC Student Assistants” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Gabriel (pictured on the left) and Clemmy (pictured on the right) are student assistants at the\u00a0<\/span>CFC,<\/span>\u00a0both are in their first semester at Western.\u00a0<\/span>Gabriel is majoring in Mechanical Engineering and Clemmy is majoring in Marketing.\u00a0<\/span><\/span>\u00a0<\/span><\/em><\/p>\n<\/blockquote>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Students also expressed\u00a0a strong sense\u00a0of understanding\u00a0regarding\u00a0academic integrity policies. A remarkable 98%\u00a0(<\/span>n<\/span><\/i>=57)\u00a0agreed that they have a\u00a0good understanding\u00a0of what\u00a0constitutes\u00a0a violation of\u00a0an academic integrity\u00a0at WCU. Similarly, over\u00a0three quarters\u00a0of the students (79%,\u00a0<\/span>n<\/span><\/i>=46) feel very confident about their professors\u2019 expectations around generative artificial intelligence (GenAI) in coursework. This highlights the benefits of having ongoing conversations in the classroom, ensuring that expectations are transparent and aligned with departmental and course objectives.<\/span>\u00a0<\/span><\/p>\n Perhaps the\u00a0most striking takeaway is how deeply students value integrity itself.\u00a0<\/span>Every\u00a0<\/span>participant\u00a0stated\u00a0that acting with academic integrity is important to them. When asked how integrity affects the value of their degree, students used words like\u00a0<\/span>value,<\/span><\/i>\u00a0<\/span>earned,<\/span><\/i>\u00a0<\/span>legitimate,<\/span><\/i>\u00a0and\u00a0<\/span>ownership<\/span><\/i>\u00a0to describe why honest work matters. Their responses reflect a strong internal motivation to do work that they can be proud of, reinforcing the idea that academic integrity is not merely a policy, but a personal commitment shared across campus.<\/span>\u00a0<\/span><\/p>\n Students also reported positive observations of integrity in their peers.\u00a0<\/span>74% (<\/span>n<\/span><\/i>=43)\u00a0have<\/span>\u00a0<\/span>\u201cobserved\u00a0a peer at WCU\u00a0practice\u00a0academic\u00a0integrity,\u201d<\/span>\u00a0and<\/span>\u00a086%<\/span>\u00a0(<\/span>n<\/span><\/i>=50)\u00a0believe that most WCU\u00a0students act with integrity most of the time. These\u00a0perceptions\u00a0matter because they shape the culture of the institution: when students believe their peers are committed to honest work, they are more likely to hold themselves to the same standard\u00a0(<\/span>Tatum &\u00a0Schwartz,\u00a02017<\/span><\/a>)<\/span>.<\/span>\u00a0<\/span><\/p>\n Despite this overwhelmingly positive outlook, the survey also revealed challenges that commonly interfere with students\u2019 ability to uphold academic integrity. Students were asked what the biggest challenges are that stand in the way of maintaining academic integrity. For this question, students could select multiple answers.\u00a0<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.5″ _module_preset=”default” min_height=”335.3px” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_image src=”https:\/\/affiliate.wcu.edu\/cfc\/wp-content\/uploads\/sites\/87\/2026\/01\/bar-chart-academic-integrity.png” alt=”Bar chart showing challenges students face in maintaining academic integrity (multiple answers).” title_text=”bar chart academic integrity” _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” min_height=”337.2px” global_colors_info=”{}”]<\/p>\n The challenge students selected the most was time pressure (<\/span>n<\/span><\/i>=<\/span>43)<\/span>. Heavy workloads, overlapping deadlines, and personal responsibilities can lead students to feel rushed or overwhelmed, increasing the temptation to cut corners.\u00a0Lack of confidence in their own\u00a0work\u00a0(<\/span>n<\/span><\/i>=25),\u00a0unclear expectations\u00a0(<\/span>n<\/span><\/i>=19), and\u00a0the temptation to seek unauthorized help\u00a0(<\/span>n<\/span><\/i>=16) were the three other challenges students selected in the survey. These challenges suggest that violations of academic integrity are often less about intent and more about time-crunches, stress, uncertainty, or feeling unprepared.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” min_height=”293.4px” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n The survey also exposed a few knowledge gaps. While most students\u00a0demonstrated\u00a0a solid understanding of academic integrity,\u00a0only\u00a0<\/span>60%\u00a0<\/span>(<\/span>n<\/span><\/i>=35)\u00a0correctly\u00a0identified\u00a0fabrication as the act of creating or falsifying information. The remaining students confused this term with plagiarism\u00a0(<\/span>n<\/span><\/i>=16)<\/span>,<\/span><\/i>\u00a0self-plagiarism\u00a0(<\/span>n<\/span><\/i>=5)<\/span>,<\/span><\/i>\u00a0or facilitation\u00a0(<\/span>n<\/span><\/i>=2), highlighting the need for continued education on the distinctions between these concepts.<\/span>\u00a0<\/span><\/p>\n Overall, the survey results suggest a campus that is committed to integrity but still navigating the pressures and complexities of modern academic life. Instructors can play a key role by clarifying expectations, especially around ethical GenAI use, and how to properly cite sources, and by recognizing the impact of external factors on student decision-making. Meanwhile, students can continue to contribute to a culture of honesty by asking questions, seeking support when needed, and reflecting on the long-term value of earning their degree with integrity.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.5″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n\n
Challenges students face in maintaining academic integrity<\/h3>\n
Reference<\/span>\u00a0<\/span><\/h2>\n