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This research assesses whether faculty members and students consider specific behaviors cheating, and why or why not. This study differs from previous research in that it allows students and faculty to indicate conditions that may influence their opinions regarding the integrity of academic practices. It is imperative that faculty members, advisors, counselors, and staff involved in new student orientation address academic honesty issues with students.

This article describes a series of elective courses that respond to academic needs articulated by both faculty and students. Two of the courses, “Learning to Learn” and “Strategies for Academic Success,” taught by Academic Assistance reading and counseling faculty respectively, are now offered for graduation credit. Other courses, which bear institutional credit, are designed to develop skills in such areas as critical thinking, problem solving, and writing, or to assist students in adjusting to college life. Several courses have been created to address the needs of specific populations, such as multilingual students. Enrollment in this series of courses consistently meets or exceeds registration limits.