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Significant research has been conducted exploring many aspects of academic integrity including the role and influence of an academic honor code. Although academic institutions have created courses and training programs detailing expected academic standards, no published empirical evidence supporting the reliability or validity of such efforts could be located. The purpose of this study was to gather evidence documenting the effectiveness of the Metropolitan Community College Academic Integrity Training Course (MCC AITC). This objective was the cornerstone influencing the research design that included the creation of a treatment mechanism (AITC) consisting of five module quizzes, one pretest, two posttests (posttest1, posttest2), and various evaluation tools. The MCC Business Administration Department was selected to pilot the AITC, and, for comparative purposes, the Social Sciences Department was also asked to participate. Using student rosters from eight classes (four Finance and four Psychology), 154 students were randomly assigned to either group WA or group WB. A total of 86 students completed the AITC that was conducted during the Spring 2008 academic quarter. Pearson chi-square tests reported no significant difference between participants and nonparticipants specific to group or class; T-tests, however, revealed there were statistically significant differences between groups (WA and WB) with respect to GPA, and classes (Finance and Psychology) specific to credits attempted and completed. The AITC was delivered online using WebCT where students were provided limited accessibility (Day1: 1 login per student; Day14: 1 login per student). Once logged in, students were expected to finish the course requirements in their entirety (Day1: pretest, modules 1–5, and posttest1; Day14: posttest2). Estimated completion time on Day1 was 90 minutes and on

Evaluation of the use of an academic integrity training course as a proactive measure encouraging academic honesty