This study measures the influence of an ethics course on the academic integrity of second-year college students enrolled in an aviation program in the United States and their beliefs about following Federal Aviation Regulations standards. Academic integrity is defined by three variables: beliefs about not cheating, beliefs about exhibiting moral behavior, and beliefs about following a code of conduct. Normalized gains, bivariate correlations, and independent samples t-test procedures indicated significant differences in academic integrity between aviation students who took an ethics course and students who did not take an ethics course. The gain in reported moral behavior was found not to be significant. The results of the study imply that offering ethics courses to aviation students promotes their academic integrity. Future studies about other factors that influence the academic integrity of aviation students in college are recommended.Colleges and universities in the United States are putting greater emphasis on requiring their students and faculty members to exhibit academic integrity in terms of abiding by an institutional code of conduct and demonstrating ethical responsibility in completing academic assignments (McCabe, Trevino, & Butterfield, 1999). In addition, maintaining acceptable behavioral standards such as not cheating and not plagiarizing assignments is considered to be an integral component of academe. In a multi-institutional study, Gallant (2008) reported that colleges' and universities' first attempts to implement policies to convey student

The authors explore academic and ethical misconduct in various forms and consider the role of students' perceptions. They gather data from professional pilot students in four year academic disciplines from seven accredited universities across the United States. Four components are considered to better understand the behavior and perception of students' conduct in professional pilot education across the United States. These components are: attitude towards academic dishonesty, attitude towards neutralization behavior, attitude towards normalization of deviance, and ethical standards. Preliminary findings from the students' pre-tests are reported.

аКТУаЛьные ВоПросы ПреПодаВаниЯ исПансКоГо ЯЗыКа В ВУЗе на соВреМенноМ эТаПе р. р. алимова, р. а. Гонсалес Алимова Рушания Рашитовна, кандидат филологических наук, доцент кафедры испанского языка, Московский государственный институт международных отношений (Университет) МИД России,