Bryn Mawr College Acceptance Rate, SAT/ACT Scores

Bryn Mawr College is a private womens liberal arts college with an acceptance rate of 34%. Founded in 1885, and located in Bryn Mawr, Pennsylvania, Bryn Mawr College is one of the original Seven Sisters  colleges. Bryn Mawr is a member of the Tri-College Consortium with  Swarthmore  and  Haverford colleges, where students can cross-register for classes. Students may also register for classes at the  University of Pennsylvania. Along with strong academics, Bryn Mawr is rich in history and traditions including Parade Night at the years start and May Day at the end of the spring semester. In athletics, the Bryn Mawr Owls compete in the NCAA Division III  Centennial Conference. The college fields eleven intercollegiate sports. Considering applying to Bryn Mawr? Here are the admissions statistics you should know, including average SAT/ACT scores of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Bryn Mawr College had an acceptance rate of 34%. This means that for every 100 students who applied, 34 students were admitted, making Bryn Mawrs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 3,166 Percent Admitted 34% Percent Admitted Who Enrolled (Yield) 36% SAT Scores and Requirements Bryn Mawr is test-optional for applicants from the U.S. Applicants to Bryn Mawr College may submit SAT or ACT scores to the school, but they are not required to do so.  During the 2017-18 admissions cycle, 61% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 660 730 Math 640 770 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Bryn Mawrs admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Bryn Mawr scored between 660 and 730, while 25% scored below 660 and 25% scored above 730. On the math section, 50% of admitted students scored between 640 and 770, while 25% scored below 640 and 25% scored above 770. While the SAT is not required, this data tells us that a composite SAT score of 1500 or higher is competitive for Bryn Mawr. Requirements Bryn Mawr College does not require SAT scores for admission. For students who choose to submit scores, note that Bryn Mawr participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. The SAT writing section is optional at Bryn Mawr. ACT Scores and Requirements Bryn Mawr is test-optional for applicants from the U.S. Applicants may submit SAT or ACT scores to the school, but they are not required to do so. During the 2017-18 admissions cycle, 34% of admitted students submitted ACT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile English 30 35 Math 25 30 Composite 28 33 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Bryn Mawrs admitted students fall within the top 11% nationally on the ACT. The middle 50% of students admitted to Bryn Mawr received a composite ACT score between 28 and 33, while 25% scored above 33 and 25% scored below 28. Requirements Note that Bryn Mawr does not require ACT scores for admission. For students who choose to submit scores, Bryn Mawr participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all ACT test dates. The ACT writing section is optional at Bryn Mawr College. GPA Bryn Mawr College does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Bryn Mawr College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Bryn Mawr College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Bryn Mawr College, which accepts just over a third of applicants, has a competitive admissions pool. However, Bryn Mawr also has a  holistic admissions  process and is test-optional for domestic applicants, so admissions decisions are based on much more than numbers. Strong  application essays  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. The college is looking for students who will contribute to the campus community in meaningful ways, not just students who show promise in the classroom. While not required, Bryn Mawr strongly recommends  interviews  for interested applicants. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Bryn Mawrs average range. In the graph above, the blue and green dots represent accepted students. The data show that the majority of successful applicants had high school grades of A- or better, combined SAT scores of 1200 or higher (ERWM), and ACT composite scores of 25 or better.   If You Like Bryn Mawr College, You May Also Like These Schools Swarthmore CollegeBoston UniversityUniversity of ChicagoYale UniversitySarah Lawrence CollegeWesleyan UniversityDartmouth CollegeVassar CollegeSmith CollegeBrown University All admissions data has been sourced from the National Center for Education Statistics and Bryn Mawr College Undergraduate Admissions Office.

The, Ceremony, And Invisible Cities - 1969 Words

Storytelling is perhaps the oldest of all human traditions. People live their whole lives in a web of stories—not just when we are consciously taking in narratives from the news or from movies, but also when we dream and use our imagination. Stories are how people make sense of the world and how they shape their idea of what the world should be through the process of normalization. Monstress, Ceremony, and Invisible Cities are all challenging the narrative of normalization through the clash of cultures, withholding information, and the power of names. Those in power create the narrative of normalization in order to maintain the social hierarchy. The majority accepts the narrative, making it the norm. Normalization is the process where a†¦show more content†¦In traditional Western society, sexuality is defined, what is considered normal is established. Although, the borders of normalcy are being stretched with gay rights, a straight, monogamous relationship is still wh at is expected. A traditional Western relationship is built by spending time with your partner and sex is a form of shared intimacy. In stark contrast to traditional Western culture, Tayo has multiple encounters with Native American women, which quickly lead to sex. To a traditional Western perspective, sex seems to function like a handshake throughout Ceremony, it is a social convention. At a glance, there seems to be no emotional aspect because of the limited time spent together, but upon closer inspection there is a deep kinship and intimacy that goes beyond time. The women Tayo meets are not just for sex, they help him complete the ceremony of self-realization by playing the role of a guide. For Tayo, sexuality is a fluid and multicultural idea; there is not a clear line between what is and what it is not. Illustrating the limitations of normalizing sexuality. Both characters highlight the false dichotomy created through the process of normalization. Monstress and Invisible Cite s also challenges normalization by withholding information. Monster is usually a term used to describe something of the unknown or just a freighting creature. It is because there is a lack of information that a monster exists. Monstress challenges the normalShow MoreRelatedThe Igbo Religion in Nigerias Largest Ethnic Group1068 Words   |  4 Pagesassigns them all their different tasks. These other spirits and forces exist in other parts of Igbo peoples’ beliefs and folklore (princeton.edu). Added to all of the other Igbo religious spirits and forces, the Igbo also have certain religious ceremonies and traditions, have certain sacred places, and they faced problems just like any other religion The Igbo religion has many other spiritual forces and deities besides just their Almighty God, Chukwu. The other minor deities still claim a very bigRead MoreThe Preservation of Identity in Ceremony: Leslie Marmon Silko’s Ceremony.1645 Words   |  7 PagesThe Preservation of Identity in Ceremony The concepts of change and identity are problematic for the characters within Leslie Marmon Silko’s Ceremony. Tayo’s hybridity represents all that the Laguna people fear. The coming of change and meshing of cultures has brought an impending threat of ruin to Native American traditions. Although they reject him for his mixed heritage, Tayo’s journey is not his own but a continuation of the storytelling tradition that embodies Native American culture. ThroughRead MoreRite of Passage Ceremony1478 Words   |  6 PagesRITE OF PASSAGE It is three days before my initiation ceremony. The day Mama says I become a woman. She is really happy about it and I’m supposed to be, but I’m not. I have tried to delay this day for as long as possible, but this year Papa put his foot down. I am already 17 years old and most girls go through the ceremony at 14. All the girls in my age group have to go through this rite in order to make them eligible for marriage. No woman in the village can get married without undergoing the riteRead MoreForbidden City724 Words   |  3 PagesChinese Culture The Forbidden City Introduction The Forbidden City was the Chinese imperial palace from the mid-Ming Dynasty to the end of the Qing Dynasty. It is located in the middle of Beijing, and now houses the Palace Museum. It was built from 1406 to 1420 by the third Ming emperor Yongle, who upon usurping the throne, determined to move his capital north from Nanjing to Beijing. In 1911 the Qing dynasty fell to the republican revolutionaries. The last emperor, Puyiæ º ¥Ã¥â€žâ‚¬, continued to liveRead MoreThe Not So Invisible Man1275 Words   |  6 PagesMrs. Sanzo 21/8/15 The not so invisible man. While depicting the idealized life of a black man an anonymous narrator realizes that people only see him for what they want to see him for, which makes him invisible to simply put it, because people see who they want to see and they refused to see the real him. The narrator describes his life as he struggles to become who the people surrounding him want him to be until he comes to the realization that he is invisible to those around him and he cannotRead MoreAfrican Americans: Autoethnography. This Past Saturday1712 Words   |  7 Pagesfemale does put up an invisible wall between me and the other guests., but the social interaction was natural. Though at times I did feel disconnected and at times I felt a little like an outsider. The fact is, in todays society we have done so much categorizing and labeling, so when someone is different from another we throw him or her in a category and isolate him or her from the rest. We have also become ethnocentric around our own races and t hat is why there is an invisible wall between differentRead MoreProtesting Against Racism at the 1968 Olympics Essay1381 Words   |  6 Pagesto get their message or beliefs across to a larger viewing public. Some demonstrations and protests are quite peaceful, while others, are chaotic and often lead to violence. These individuals can be seen as early as the opening ceremonies and as late as the closing ceremonies of the Olympics. Many athletes also have demonstrated their support to some of these groups. Tommie Smith, John Carlos, Cathy Freeman, and Naim Suleymanoglu, just to name a few, are among the individuals who have exercised theirRead MoreMyths and Legends from the World Essay1062 Words   |  5 Pagesfabulous wealthy city of gold and the king who ruled it. The story happened shortly after the â€Å"first† Spanish explorers landed in South America. The local people told stories of a rich king who covered his body with gold dust and then dived in a sacred lake to wa sh it off. After he finished he would toss gold into the lake to offer it to the gods. The Spanish called the king El Dorado â€Å"The Gilded One† because his body was gilded or covered in gold. As the story spread the city he ruled came to beRead MoreProtestant Reformation of Christianity Essay899 Words   |  4 Pagesresentment of clerical privileges and immunities. Priests, monks, and nuns were exempt from civic responsibilities, such as defending the city and paying taxes. Yet religious orders frequently held large amounts of urban poverty, in some cities as much as one-third. City governments were increasingly determined to integrate the clergy into the civic life but this brought city leaders into opposition with bishops and the papacy, which for centuries had stressed the independence of the church from the layRead MoreThe Olympics s Impact On The Olympic Arena1243 Words   |  5 PagesEver since its inception in 1896, the Modern Olympics has hosted an invisible sport: politics . The Olympics calls for â€Å"a halt to all conflicts †¦ [and to] strive towards a more peaceful world,† but politics soon spoiled its biennial message. â€Å"As the Olympics continue to dissolve into †¦ a political competition †¦ they no longer †¦ justify the time and trouble,† Dave Anderson, Pulitzer Prize winner for his sports column, wrote in the New York Times in 1984. The Olympic spirit has routinely been used as

Bhopal, India Chemical Accident, 1984 - 2731 Words

Just after midnight on December 3, 1984, a pesticide plant in Bhopal, India had a chemical leak accident. The chemical that was released into the air is called methyl isocyanate, or MIC, used to make pesticides. This chemical is tremendously harmful and fatal to humans, livestock, and crops. Only a short-term exposure may cause death or unfavorable health effects. The slums of Bhopal and its residents that surrounded the plant which were mostly affected by the gas suffered dearly. An estimated 8,000 people dead and about 300,000 more suffering from its effects. Bloated carcasses of cattle dotted the streets. Tree and plant leaves were yellow and brittle. Corpses littered the streets and discovered behind locked doors, trapped in private†¦show more content†¦The overwhelming population in Bhopal means very few jobs that are out there for the public. Â…Even a meager, low-paying job is welcomed as a way to avoid abject poverty (15). The bottom class of society, workers and j ob seekers take any job they can find if they are fortunate. If they are lucky, they will be found in such places as small industries around the city like the glue factory, the bone mills, the tannery center, the distillery, the slaughterhouse, and the straw products factory. Otherwise, these people work as sidewalk vendors who shine shoes, give haircuts or clean ears (15). They can also find jobs as street cleaners or in communal sewing centers. In addition to these unofficial social classes, Hindus in Bhopal and throughout India adhere to a rigid caste system that further separates people into classes (15). It is very hard to change caste to a higher standard of living and converse with a higher class. But if some individuals have the desire to change caste, they can through immense effort, talent, and luck; Â…one may change caste by gaining prominence in a certain occupation (17). The caste system offers little flexibility in village life, politics, and in marriage. Religion a lso plays a part in this caste; only Hindus can have caste. In the midst of the poverty and chaos in Bhopal, Union carbide opened its chemical plant in 1969 (17). The plant is located at the city limitsShow MoreRelatedEssay on Bhopal, India Chemical accident, 19842698 Words   |  11 Pages Just after midnight on December 3, 1984, a pesticide plant in Bhopal, India had a chemical leak accident. The chemical that was released into the air is called methyl isocyanate, or MIC, used to make pesticides. This chemical is tremendously harmful and fatal to humans, livestock, and crops. Only a short-term exposure may cause death or unfavorable health effects. The slums of Bhopal and its residents that surrounded the plant which were mostly affected by the gas suffered dearly. An estimated 8Read MoreUnion Carbides Bhopal Disaster1301 Words   |  6 PagesUnion Carbide s Bhopal Disaster In 1984, as if in a nightmare, a cloud of poison gas reached out and snuffed the lives of thousands of people in the sleeping city of Bhopal, India. The residents awoke to a terrible disaster, a chemical explosion whose memory could never be erased. At the center of the tragedy was the Union Carbide pesticide plant, and surrounding the accident were doubts and accusations of negligence and unethical practices. The Disaster On December 3, 1984, one of the worldRead MoreComparing and Contrast the Chemical Disasters at Bhopal in India and Seveso in Italy1362 Words   |  6 Pagesmore mistakes will be going on, because some technologies, such as weed killer and liquid cleaners are chemicals. With no doubt, chemicals are really harmful for human beings. As people all know that, toxic chemicals are used in the industries, which have to be safely covered and provide very serious use instruction, such as wearing long gloves, safety shoes or masks. However, even the chemicals are under several instructions, but people may have made some serious mistakes which caused a huge damageRead MoreBhopal, Bhopal And Its Effects900 Words   |  4 Pagesyears ago in Bhopal, India, an accident at the Union Carbide pesticide plant led to around thirty tons of highly toxic gases to fill the air and spread through the nearby towns. When the accident occurred, over 600,000 people were exposed to the very deadly gas. Over the past years, 15,000 people have been killed by the disaster and it’s effects. (Union Carbide Corporation, 2001-2014) Toxic material still remains in Bhopal to this day. (Taylor, 2014) This accident occurred in 1984 at the Union CarbideRead MoreBhopal Gas Tragedy984 Words   |  4 PagesBhopal Gas Tragedy Product - Brand name Sevin (Union Carbide) - Third most used insecticide in US - Not fatal to people Carbaryl - Does not cause cancer Chemistry TLV = 0.02 ppm Methyl isocyanate Methyl Isocyanate (MIC) Clear, colourless, b.p. 39oC, odour threshold 2.1 ppm Effects of 0.4 ppm - Coughing - Chest pain - Breathing pain (dyspnea) - Asthma - Eye irritation - Nose, throat, skin damage Effects of 21 ppm - Lung oedema - Emphysema (damage of lung tissue) - hemorrhaging - bronchialRead MoreThe Effects Of Methyl Isocyanate On The World s Worst Industrial Disaster1136 Words   |  5 PagesIt was the night of December 2, 1984. It was the night that would change the lives of nearly 500,000 citizens in Bhopal, Madhya Pradesh, India, forever. It was the night that at least 30 tons of the highly toxic gas, methyl isocyanate, was released from the Union Carbide factory in Bhopal, India. It has been recorded as the world’s worst industrial disaster. But how did such a disaster take place? The Union Carbide plant dated back to 1969 where it was a formulations plant. The original purpose ofRead MoreThe Tragedy Of The Bhopal Chemical Leak1034 Words   |  5 Pagesabsolutely detrimental. Chemical leaks are a rather harmful accident, especially in industrialized factories. This was the case in 1984 when Union Carbide’s safety mechanism failed to detain three tanks of Methyl Isocyanate (MCI for short). As a repercussion, a massive chemical leak of white fog polluted the city of Bhopal’s atmosphere within a moment. The tragedy of the Bhopal Chemical Leak leads to the world’s curiosity of what happened on that day, why exactly chemicals– such as Methyl IsocyanateRead MoreThe Bhopal Disaster of 19846444 Words   |  26 PagesBulletin of Science, Technology Society http://bst.sagepub.com/ The Bhopal Disaster of 1984 Roli Varma and Daya R. Varma Bulletin of Science Technology Society 2005 25: 37 DOI: 10.1177/0270467604273822 The online version of this article can be found at: http://bst.sagepub.com/content/25/1/37 Published by: http://www.sagepublications.com On behalf of: National Association for Science, Technology Society Additional services and information for Bulletin of Science, Technology Read MoreBhopal Gas Disaster Of 19841247 Words   |  5 PagesThe Bhopal Gas Disaster of 1984 INTRODUCTION On the Night of December 2, 1984, there was a horrific accident at the Union Carbide Pesticide Chemical Factory in Bhopal, India. The factory produced a chemical called methyl isocyanate (MIC) also know by Union Carbide as â€Å"Liquid Dynamite†. It is an organic compound with the molecular formula CH3NCO MIC is a highly reactive intermediate chemical used to manufacture various pesticides. This chemical reacts exothermically with water and produces a poisonousRead MoreEssay about Bhopal Ethical Issues1307 Words   |  6 Pages1. Introduction: In the morning of December 3, 1984 a tragic event occurred in the city of Bhopal, the state of Madhya Pradesh, India. It has been known as the worlds worst industrial disaster. A Union Carbide India, Limited (UCIL)s plant released 40 tonnes of methyl isocyanate (MIC) gas which instantly killed over 3,000 people and carrying on causing the death of more than 20,000. This tragic event involved not only the technical, safety issues at the time, but also ethical issues on the responsibility

The Reason of Plagiarism in Higher Educational Institutions free essay sample

This monograph addresses some common questions about academic dishonesty in higher education and reviews issues affecting these institutions in light of existing research. The extent of academic dishonesty and the perception that it is increasing is examined. Three studies cited indicate that cheating is chronic and that 60 to 75 percent of students do cheat. A look at causes of cheating include ignorance of concepts such as collaboration, fair- use, and plagiarism, and also stress, and competition for jobs, scholarships, and admission to post-college programs. Research indicates that cheating upends significantly on situational characteristics of the classroom or institutions and that cheating is less likely to occur when there are threats of detection or sanctions. Faculty reaction research suggests that despite concerns, faculty rarely discuss rules on academic dishonesty in their classrooms. Findings also indicate that faculty often bypass university policy and handle cheating incidents on an individual basis.Is there an epidemic of cheating on college campuses? Talking about the high incidence of cheating in college during the sass, a college admissions advisor pleaded to a group of high school teachers to send them to us honest. For more than 50 years, we have been warned of a problem that threatens the foundation of higher education: students lack of appreciation for integrity in the quest for truth and knowledge. Today, nearly every published article on academic dishonesty concludes that student cheating on U.S. Campuses is both rampant and on the rise. How accurate is this perception? Reported percentages of cheating among college students range anywhere from 9 percents to 95 percent. 3 This variation may be caused by several factors, most importantly, sampling techniques and sample sizes, design strategies (survey questionnaires versus true experiments), types of cheating measures, the institution from which respondents were sampled, and doctorates of cheating included in the study.Cheating takes many performs simply copying another students paper to stealing an exam paper to forging an official university transcript (table 1). Since most researchers have focused their attention on cheating during examinations or plagiarism of term papers, little is known about incidences of other forms of cheating. Findings from recent, large-scale, national surveys are consistent with an earlier study conducted 30 years ago by Bowers (1964) who found that over 75 percent of the 5,000 students surveyed i n 99 institutions admitted cheating in college.Davis et al. 1992) surveyed a sample of 6,000 students from 35 institutions and reported cheating rates from 9 to 64 percent. Using a survey of 31 highly selective Institutions and a sample of 6,097 students, McCabe (1992) found that 67 percent of the students admitted some form of academia dishonesty. Although we cannot determine the actual rates, these studies suggest that academic dishonesty is a chronic problem. Table 1 .Examples of cheating activities found in questionnaires and surveys Copied from another students exam Took an exam for someone else Purchased term papers and turned in as own work Copied materials without tooting Padded items on a bibliography Feigned illness to avoid a test Submitted same term paper to another class without permission Studied copy Of exam prior to taking make-up Gave another student answers during an exam Reviewed previous copies of an instructors test Used notes or books during exam when prohibited Reviewed a stolen copy of an exam Turned in a dry lab repo rt without doing the experiment Sabotaged someone elses work (on a disk, in a lab, etc. Failed to report grading errors Collaborated on homework or take-home exams when instructions called for independent ark Gave test questions to students in another class Shared answers during an exam by using a system of signals Developed a relationship with an instructor to get test information Plagiarism Studied tests or used term papers from fraternity or sorority files Engaged in bribery or blackmail Attempted to bias instructors grading after an exam Wrote term paper for another student Hired a ghostwriter Altered or forged an official university document 4 Why do students cheat? The causes of student cheating are complex. Common temptresses and competition two major factors that have been identified across enervation of students. Specifically, competition for admission into graduate schools, for scholarships, and for jobs after graduation are influences driving todays students to cheat. Some researchers believe students may be indifferent toward cheating because of a social climate of cheating by authority figures (parents, teachers, business executives, and government officials). Although many students admit that cheating is morally wrong, they rarely report another students cheating. Research indicates that some students view cheating as a legitimate means for getting ahead and coping w.. Stress, and this perception may be reinforced by minor or nonexistent sanctions for cheating. Researchers have also suggested that some students cheat because of ignorance, uncertainty, or confusion regarding what behaviors constitute dishonesty. For example, concepts such as collaboration, fair-use, and especially plagiarism, are routinely misunderstood by students. What kinds of students cheat and when? Some researchers advocate that cheating and other forms of deception involve complex interactions of situations and the individuals own unique characteristics and experiences. This may explain their difficulty in addressing why some students cheat and others do not. Frequently examined student background variables such as sex, intelligence, previous academic standing, academic major, anxiety, and fraternity membership have yielded inconsistent if endings.Instead, cheating seems to depend more on situational characteristics Of the classroom or institution such as exam seating arrangements, the relative importance of the exam, or the difficulty level of exams. Studies examining other situational factors, such as the use of sanctions, suggest that cheating is less likely to occur when there are threats of detection or sanc tions. Thus, administering multiple choice tests in large, inadequately proctored lecture halls or administering the same test to different classes, both situations where the chances of getting caught are minimal, increase the likelihood of cheating. 5 7 How does the faculty react?Although studies on faculty variables are limited, research to date reveals that despite concerns about student cheating, faculty rarely discuss rules on academic dishonesty in their classrooms. Research findings also indicate that faculty often bypass university policy and handle cheating incidents on an individual basis. Nuns (1984) reported 39 percent of the faculty surveyed at a large public university would report a cheating incident at the administrative level. Similar findings, reported by Shanghai (1982), revealed that of the 65 percent of students who were caught cheating, only 21 percent were referred to the campus judicial system.In examine inning actual compliance with university procedures, Kindred (1986) noted that Of the 60 percent Of faculty who observed cheating activities, 33 percent reported cheating incidents at the administrative level, but only 20 percent of those faculty actually complied tit university policy in the process of reporting. The following reasons have been cited to explain facultys reluctance to report academic dishonesty: Lack of knowledge of institutional procedures;21 Cases are difficult to prove; Sanctions are inappropriate for offense; and Fear of litigation. In addition, faculty may resist reporting a cheating incident if it is likely to damage the students reputation or career or reflect negatively on their teaching skills. Few studies have examined faculty alternatives to handling individual cheating cases. Results of one study indicated that common faculty options ere either to confront the student and lower the students grade or simply issue a warning. Most faculty indicated, however, that the nature and severity of the offense dictated how each case would be handled. How do institutions handle academic dishonesty cases? Three major issues affect the institutions role: how academic dishonesty is defined, how cases are assessed, and how cheating is monitored. Research study results have helped us gain insight on these issues. 6 Defining academic dishonesty.Colleges and universities vary in their methods of communicating standards and violations of academic onsets. Definitions vary across college campuses and may also differ among disciplines within institutions. However, most colleges include little information about academic dishonesty in their handbooks. Fast (1990) speculates that one reason for this omission is that obvious forms of cheating do not require description or elaboration. Interpreting the gray areas of cheating activities, such as recycling excerpts from ones own paper to use in other courses or determining what is fair-use of a tutor or resource person, however, has been a problem for both faculty and institutions.Problems with functions often lead to inconsistent application of penalties (ranging from reprimand to expulsion) leaving students confused about what specific activities constitute cheating or believing that less serious forms of cheating are acceptable. Fast submits that a comprehensive definition of cheating must, at minimum, cover several areas including the ethics of examinations, use of sources in papers and projects, writing assistance and other tutoring collection and reporting of data, use of academic resources, respect for the work of others, computer ethics, assistance to others, and adherence to academic regulations. Academic evaluation versus disciplinary procedures. Confusion also exists among administrators as to whether cheating should be treated as part of disciplinary misconduct procedures or in the context of academic evaluation. A preference for handling academic dishonesty as a disciplinary issue is growing since student due process is assured, thus reducing the likelihood of faculty liability. Disciplinary procedures also may be more effective than merely reducing a students grade, as students are unlikely to explain to parents, graduate schools, and employers that they achieve a failing grade for cheating. Faculty proctors versus honor codes. Evidence on the effectiveness of honor codes versus faculty or proctored monitoring systems in reducing the frequency or seriousness of cheating activities has been inconsistent. Honor codes, which are student monitored and under which exams are unprotected, typically require students to sign a pledge of academic integrity and report those in violation of the code. Codes appear to well at militar y and small schools because Of a shared allegiance to the school and values. How useful codes are at larger schools, with more diverse detent bodies, has caused considerable discussion. One recent article suggests that few institutions use Linton codes. According to McCabe (in press), however, there has been renewed interest in the honor code system. In his analyses of 31 institutions, McCabe found that those with honor codes had the lowest cheating rates. He also found a greater willingness by faculty to use established judicial procedures to prosecute cheating offenders.An increase in modified honor systems at larger institutions is being reported, as well as use of these codes within specified units, such as within colleges or disciplines. Conclusions and recommendations Cheating among college students remains a serious issue for educators. To ensure that it is neither ignored nor tolerated, institutions must take a proactive stance. They should consider the following issues and proposals: unclear definitions, vague policies, and poorly imp. Emended detection strategies may send messages to students that cheating is not serious enough to warrant enforcement of the institutions position against dishonesty. Universities must enforce a solid policy on academic dishonesty. A report sponsored by the National Association of Student PersonnelAdministrators, Issues and Perspectives on Academic Integrity (Gearing et al. , 1986) is a practical guide institutions can use to stimulate discussion of academic dishonesty on their campuses and subsequently develop policy. More researchers are saying grade penalties are no longer adequate and proposing stronger sanctions appropriate to the severity of the offense. The University of Maryland, for example, imposes a transcript notation called an EX grade penalty. Since punishment through grade reductions or expulsions may not reform behavior, institutions are advocating programs to specifically dress dishonest behavior, such as required counseling or attendance at a seminar about cheating. At the university of Maryland, the X notation can be removed from the transcript after one year if the student completes a seminar on academic integrity. 8 10 Students will not internalize ethical values if they believe faculty are apathetic or uninformed about the process of detecting and sanctioning offenders. Faculty must clearly understand institutional policies on academic dishonesty for students to understand what is appropriate and inappropriate behavior. Administrators must ensure clear policies and guidelines are in place to purport faculty. More research is needed to help faculty and institutions to handle dishonesty cases appropriately and effecti vely.