In my many conversations with you, my colleagues at our sister schools, it seems that this is more often the scenario than the, “Yahoo, school's out for summer, let's go on vacation” mindset. We student services professionals see this as the time when there might be a small possibility of getting extra projects done, of becoming uber organized so that no amount of chaos in the upcoming year can derail us, of setting in motion new and exciting initiatives that will benefit our students. This year, however, many of our schools have been hit with significant budget cuts, signaling the probability, if not already the reality, that we will be expected to continue to strive for excellence with less human and financial resources. In times like these, you often hear the adage, “we need to work smarter, not harder.” I rail against this notion because it seems to imply that we are functioning with a moronic “time to make the donuts” work ethic. Nothing could be further from the truth. When you are working with students, however, it's difficult not to get sucked into the “I'll work harder and smarter” mentality because you simply don't want to let them down.

Many of us have acknowledged that positions in student services offices frequently carry with them a high level of occupational stress. In addition to fulfilling the expectations that university and college administration has of us related to operational activities, data reporting, academic processes, etc., we work closely with students on a daily basis to help them solve a myriad of issues, some fairly complex and life altering. The desire to do a good job and the expectation to meet a number of peoples' needs over a long period of time can lead to emotional and physical exhaustion and an altered perspective of the world – not always a healthy or positive one. This results just from doing your job! Add another life stressor or two and/or an illness on top of that and you've got the makings of a breakdown of sorts or at least major burnout. At that point, you become helpful to no one, least of all yourself. We need to pace ourselves and take care of ourselves and our staffs if we are going to remain able to take good care of our students.

On the summer mornings that I get to work before the scorching Arizona sun has obliterated all the normally occurring scents and sounds of nature, I often get a whiff of new mown grass and honeysuckle, instantly transporting me back to my childhood. I imagine myself at the swimming pool, my friends and I counting each others' freckles, doing cannonballs off the board, eating grape popsicles and watching the drips sizzle on our sunburned legs. In these flashbacks, I recognize the function of running and skipping and singing in our lives. They help to keep things in perspective, in balance and we need to work at making sure we continue to have those moments of fun. This morning, I took twenty extra minutes to have coffee with my husband before coming to work. As I sat down, I looked up and found a coyote pup staring at me through my back patio door. For the twenty seconds that we looked each other over, I realized I had been immediately rewarded for taking the time to smell the roses. It's time for all of us to reconsider the hectic nature of our jobs and give ourselves permission to take some time off this summer to laugh and play and get re-energized. Do something you've never done before but always wanted to. Carve out some time to untether yourself from all electronics for as long as you possibly can. There is little doubt that our challenges will be great in the coming year. We will want to be well-prepared for them!

As we all know, semantically the flipside of challenge is opportunity and I want to encourage those of you who haven't had an opportunity to become involved with the ASPH Student Services Council to do so in the new academic year. Participation in the Student Services Council has been one of the most rewarding activities I've ever been involved in mostly because of the warm camaraderie that has developed between wonderful people in our respective schools. The Council has proven to be a great vehicle for developing careers in admissions and student/ academic services. With Jeffery Johnson at the helm as Chair, I am confident that a freethinking, creative planning committee is developing a dynamite agenda for the Admissions and Student Services Workshop which will be held on Friday, November 6 th at Drexel University in Philadelphia prior to this year's APHA meeting. During that weekend, we will host our 3 rd ASPH Student Leadership Institute. Hopefully, a number of students from your schools will be fortunate enough to participate. Please contact Jeffery ( jeff@tulane.edu ) if you would like to discuss becoming involved in these events. Finally, we are also looking for new members of the Student Services Newsletter Editorial Board. If experience in putting together a newsletter such as this is something you're interested in or if you have ideas for articles, please let me know ( cbt@email.arizona.edu ).

That is it for now. Go out and have a great summer everyone!

Chris Tisch
Co-Editor, ASPH Student Services Newsletter
Assistant Dean, Student and Alumni Affairs
The Mel and Enid Zuckerman College of Public Health

According to the 2005 Bridgespan Group report “The Nonprofit Sector's Leadership Deficit,” nonprofits will need to attract and develop 640,000 new senior leaders – 2.4 times the number currently employed – by 2016. To continue its mission to bolster the workforce and the education of the nonprofit and public service sectors, while providing one solution to the impending leadership crisis, Idealist.org offers the Graduate Degree fairs for the Public Good and the Public Service Graduate Education Resource Center.

Together, these services help aspiring, new, and mid-career nonprofit and public service professionals understand their graduate education options better. Both are free for prospective graduate students and are funded by graduate schools that pay fees to register for fairs and (in the future) to post a profile on the resource center.

Idealist.org Graduate Degree Fairs for the Public Good

Since 2004, the Idealist.org Graduate Degree Fairs for the Public Good have been bringing prospective graduate students and graduate admissions representatives together to explore career development options available through graduate education. With the continued support of the Association of Schools of Public Health and other co-sponsors, Idealist.org has organized over 50 fairs in cities throughout North America and Europe. In 2008 alone, the fairs drew about 8,000 global social-change leaders and over 350 public interest-focused graduate degree programs together.

Unlike most graduate degree fairs, where attendees are mainly comprised of undergraduate students, the Idealist.org events are unique in that 95 percent of attendees are working professionals looking to attend graduate school to advance their ability to do public service work. Additionally, almost a third of the attendees are interested in a public health program. We hope to sustain this by working with numerous co-sponsors such as the Association of Environmental Health Academic Programs and the Association of University Programs in Health Administration. We also continue to receive the support of other institutions such as the Catholic Network of Volunteer Services, the National Peace Corps Association, and local chapters of the Young Nonprofit Professionals Network.

To view the schedule, to register, and to see details for each of the fairs, visit http://www.idealist.org/gradfairs . Also, for more demographic information, visit http://www.idealist.org/media/pdf/fairs/GF_Demographics_ALLCITIES.pdf . For questions or concerns, contact Chris Machuca at chris@idealist.org or at 503.227.0803 (x108).

Idealist.org Public Service Graduate Education Resource Center

The Idealist.org Public Service Graduate Education Resource Center, launched in 2008, provides online support and comprehensive information to individuals researching their graduate education options. It features articles such as “Setting yourself up for success” and “Admissions and the application” as well as explanations of a range of graduate study options and a group of bloggers who convey their grad school experiences. Soon, the resource center will include podcasts featuring insights from admissions professionals, detailed overviews of degrees, and in- depth profiles of graduate programs.

Please visit the resource center at http://www.idealist.org/gradschools . For questions and concerns, contact Jung Fitzpatrick at jung@idealist.org or at 503.227.0803 (x106).

QS World Grad School Tour will be recruiting in 46 cities around the world this fall through a series of graduate recruitment fairs.  These recruitment fairs are focused primarily on attracting candidates interested in earning a master's or a doctoral degree in all disciplines.  The India World Tour provides a particularly strong pool of applicants who are interested in pursuing graduate studies in the public health sciences. For ASPH schools of public health, the QS World Grad School Tour is prepared to organize special Public Health Forums in selected cities in India.  These fora (or forums) will include dedicated promotional activity to attract exceptional public health candidates. In addition, the QS World Grad Tour Team is prepared to assist in providing seminars in the form of a panel discussions which are dedicated to Public Health, as well as grouping together ASPH schools of public ealth within the recruitment fairs. Participating schools of public health will also have opportunities to advertise in the global publication titled; The Top Grad School Guide . If you would like to participate or require more information, please contact Kamran Ahmed, Email: kamran@qsnetwork.com , Tel:+44 20 7284 7221.

Only recently have we begun to really internalize and address the new race and ethnicity requirements for the collection of federal education data of US Citizens and US Permanent Residents. In 1997, the Office of Management and Budget published the new standards but it was not until 2007 that Department of Education published final guidance in the Federal Register (72 Fed. Reg. 59267). The onus of reporting the data will ultimately lie with our home institutions. However, because admissions offices are the first “official” arm of the institution to collect this data, we are also the first to implement collection methods.

The original reporting structure of race and ethnicity allowed for five categories: American Indian or Alaskan Native, Black, Hispanic, White and Asian or Pacific Islander. The new requirements call for the question “Are you Hispanic/Latino?” and the categories are: American Indian or Alaska Native, Black or African American, Hispanic or Latino, White, Asian, and Native Hawaiian or Other Pacific Islander. Individuals will be allowed to report multiple ethnicities by selecting multiple options. The “Other” and “I do not wish to respond” options have been eliminated.

In Cycle 3 of SOPHAS, we instituted the collection of the first optional question: “Are you Hispanic/Latino?” We kept the other optional race and ethnicity categories the same and made them reportable only for US Citizens and US Permanent Residents. At the time of implementation, there was very little guidance being provided by home institutions and we tried to obtain advice from numerous sources. In trying to show due diligence, we attempted to implement at least some portion of the new requirements.

In Cycle 4 of SOPHAS, we will implement the next piece which involves the new race and ethnicity reporting options. The structure will allow US Citizens and US Permanent Residents to select multiple options from the following categories: American Indian or Alaskan Native, Asian, Black or African American, Hispanic/Latino, Native Hawaiian or Other Pacific Islander, White. All categories will also include a “please describe” open text box for more detailed reporting by the applicant. In addition, the Native Hawaiian or Other Pacific Islander category will include individual check boxes to further specify the applicant's ethnicity. All ethnicity and race reporting is still optional.

Institutions must begin reporting this new race and ethnicity data beginning in 2011. While we may need to tweak the questions on the SOPHAS application again in Cycle 5, we are making a concerted effort to correctly report ethnicity data within the required timeframe.

The SOPHAS Ethnicity Committee members are Angel Hurston (Emory), Liz Reid (UC Berkeley), Kerri Noonan (Harvard), and Jacqui Comshaw (Yale). Should you wish to join the Committee, we are happy to add new members!

If you are interested in reading more on the guidance and requirements, please go to: www.ed.gov;

Earlier this calendar year, Liaison International, the vendor serving the Schools of Public Health Application Service (SOPHAS) launched a new feature which provides a paperless way to review applications. Harvard School of Public Health (HSPH) was part of a subcommittee of schools providing specifications for this feature and fully took advantage of it upon release. This article will examine the paperless review from Harvard's perspective, but first, here is a brief description of how it works.

SOPHAS is made up of several web-based portals. The applicant portal allows prospective students to apply to the 31 accredited public schools participating in the application service. The recommender portal provides for online letters of reference. The admissions portal allows admissions officers to monitor and manage the flow of applications from SOPHAS. The new reviewer portal provides for online reviews of applications as they are updated by applicants in real time.

The reviewer portal supports the four roles that are typically involved in the review of graduate applications:

1. The Reviewer is a faculty member assigned to read and rate the application. If an application is being read by more than one member of the faculty, the common practice is that they cannot see each other's reviews before doing their own.
2. The Department Chair or Admissions Committee Chair makes the final decision on the application, either individually or as part of a committee. The department chair has access to all the reviews within the PDF application.
3. The Department Coordinator keeps track of the applications coming into the department and assigns applications to the reviewers based on the applicant's area of interest.
4. The Admissions Officer who keeps track of everything and has access to all the reviews. In some schools of public health, two or more of these roles are combined.

The applications are presented as a PDF with bookmarks to allow for easy navigation of the application. The online review form consists of open text boxes that individual schools can customize for their evaluation needs. The reviewer completes the review by selecting the admissions decision from the drop down box provided. Through the admissions portal, the officer can see all the decisions made for a particular application through a pop-up window.

At Harvard School of Public Health, the reviewer portal was used by over half the departments in the school as a parallel process with the paper application. The faculty really liked the ability to review applications online, especially those faculty who were located in a different part of the city or who were traveling at the time of the selection process. The department coordinators and admissions officers liked the online process as it eliminated the possibility of misplaced applications.

As with any new process, once the users were fully immersed in the process, they discovered two functional areas which could be improved. First, the portal did not provide adequately for tracking admissions decisions, requiring department coordinators to keep a manual record or separate spreadsheet of the number of admits being made. Secondly, the current portal design requires the individual assignment of applications to reviewers to be done one by one, which is time-consuming for larger departments.

Liaison International is working on refining the reviewer portal for next cycle and will incorporate user feedback on these and other issues into the improvement process. The reviewer portal, as it is updated and streamlined in the upcoming year, makes a paperless admissions process a possibility for many schools of public health.

Vincent James (Harvard School of Public Health)

In the future, historians and political scientists will carefully analyze the many factors leading up to the results of the 2008 election, including the negative economy. Zogby argues that Obama, whom he describes as “such an uncanny reflection of the new beige hue of the voting public: a mixture of races and ethnicities, with a strong dash of foreign exoticism thrown in for seasoning,” is far more in tune with the body politic than his competitors, and particularly with the youngest voters, “the most outward-looking and accepting generation in American history.”

The taxonomy Zogby uses for his age cohorts includes: The Private Generation (born between the years 1926-45), The Woodstock Generation (1946-64), The Nike Generation (1965-78), and The First Globals (1979-90). In particular, Zogby focuses on the First Globals, whom he characterizes as global, networked, and inclusive, and hence naturally drawn to a politician such as Obama.

Zogby is not alone in attempting to analyze this generation. Over the course of 10 years, Don Tapscott, a management professor at the University of Toronto , has written two books on the “net generation” (born between 1977 and 1997) and how they are changing the world. His research, also based on polling from 12 countries, supports a positive view of “growing up digital;” indeed, he finds this generation quite well equipped to handle, analyze and collaborate on the management of the massive amounts of information we are all exposed to today. His research portends well for the Net Generation's entrance into graduate and professional training, and in their later assumption of responsibility for positions of power and responsibility.

In a recent thoughtful essay, Council of Graduate Schools President Debra Stewart labels these students the “new millennials (1982-94)” and describes them as technologically savvy and easily bored, demanding consumers who want services to be customized, convenient, and fast; and as warm and outgoing but more organized and self-disciplined than previous generations. Stewart points out that “one third of these students will be a member of a minority group and their diversity will be global. All evidence points to a continuing flow of students into U.S. graduate programs from abroad. But the electronically flattened world of this cohort will also render the domestic student more globally aware.”

Dr. Stewart focuses on what graduate schools have done and need to do to meet expectations of the millennials. She notes that reforms that have included more curricular interdisciplinarity, emphasis on formalizing life-skills workshops, distance and online learning, and understanding career outcomes all position graduate schools to respond to the millennials. Stewart's analysis dovetails with Zogby's in the need for accountability (e.g., the standards and metrics for success for graduate programs the millennials consider) and for more sense of community in (student life centers, family leave) and globalization of graduate education (“the student who communicates globally will expect to study globally”).

This research and analysis is important to graduate admissions professionals because these students comprise a large cohort of graduate applicants and students. Zogby is not just a political pollster; indeed, much of his work involves customer surveys for corporate interests. Understanding how these students process information, what they anticipate in terms of technology, “authenticity” (Zogby's term), and connectivity, and what they hope to find in graduate programs is very important to our profession.

Brian Niles of Target X provided a cogent analysis of how to communicate with the millennials in a presentation for the NAGAP 2007 annual conference (see reference below). MySpace, Facebook, YouTube and helicopter parents must be taken into consideration in communicating with these graduate applicants. And as the Obama campaign astutely realized early on, text messaging and cell phones are very important in communicating with this age cohort, many of whom do not respond to email and have no land line. Thus, we need to shape our online recruitment and application processes, as well as our continuing student communications, to take these tools into account.

Zogby is part of a family that might be characterized as a perfect storm of generational attitudes and values in transit toward change. He is a Woodstocker, his parents (Private Generation) were first generation Lebanese immigrants who were also Catholics, and his children are First Globals. Zogby is a former teacher, a former Ph.D. student in history at Syracuse University who became disenchanted with the left while writing a dissertation on Earl Browder (a leader in the American Communist Party), and he gradually moved to the center as he changed professions.

Although there are limitations to Zogby's work and his polling techniques are sometimes controversial, many of the trends predicted in this book appear to be astute and based on sound observation. In the final analysis The Way We'll Be is a profoundly optimistic book. With President Obama's 78% approval rating early in his term, the nation appears to share that optimism. Zogby predicts that authenticity in politics will prevail; America in another dozen years will be “a more tolerant nation” that is more comfortable with limitations, minimalist lifestyles and less consumption. There will be increased commitment to the environment and global politics that is less judgmental and more inclusive. And those First Globals? They “are ready to go anywhere, experience everything and work and live in exotic places; and they pillage cyberspace for information that will allow them to do all of those things. If you can't market successfully to this amazing crew, find another line of work.”

Reviewed by Daniel J. Bennett, Assistant Dean, UCLA
Chair, NAGAP Education Committee

ASPH and the Association of Public Health Laboratories (APHL) are pleased to announce ten funded proposals for career day events and undergraduate internship programs. Six of the ten funded proposals are from ASPH-member schools. Dr. Harrison Spencer, ASPH President and CEO, said, “The Pathways to Public Health career day events and undergraduate internship programs will help address the public health workforce shortage that threatens our country. ASPH is proud to partner with the Association of Public Health Laboratories (APHL) and CDC to help introduce undergraduate students to public health and recruit a new generation of public health leaders.”

The ten funded proposals, type of event, and dates include:

To view a map of the ten funded programs, click here. Funded programs will be highlighted online at Pathways to Public Health.

Background

In December of 2008, proposals were accepted for events focused on undergraduate/graduate education and careers in public health and internship programs which encourage undergraduate students to explore careers in public health and public health laboratory science. The funded proposals were selected through an objective review process.

• Eligible organizations were:
• Public health laboratories;
• Public health practice-based organizations such as health departments;
• CEPH-accredited schools of public health;
• Academic institutions offering undergraduate majors and minors in public health; and
• Academic institutions with established public health career events and/or internships.

All of my considerations of the word “health” these days tend to depart from a recollection of its origins in the Middle English and Old High German words that meant “whole” or “sound.s” This root of the word is still quite vibrant and alive, especially for those of us who are familiar with the curricula and research interests within public health. Once we begin to pursue health within the boundaries of a specific discipline or area of study, we quickly find that the boundaries are not impermeable, they fall away. One thing is linked to another, until we see that all of our health concerns are interconnected: our bodies, our society, our environment, even the weather patterns of the planet. In short, to take a serious interest in “health” is nothing less than to take a serious interest in the “whole.”

Given this train of thought on which I've been traveling since taking up my current student services post within a School of Public Health, I've been particularly struck by how the old origins of the word go on resonating whenever I'm faced with academic integrity issues, which is, lamentably, not as rarely as I would wish. For this other word, “integrity,” similarly entails wholeness or soundness. Without integrity—of body, society, and environment—we cannot be healthy, whole, or sound. The meanings of these different words overlap and coincide.

To lead our recent workshop discussion on academic integrity issues within schools of public health, then, I began by attempting to reframe these issues in light of this more comprehensive consideration of the close etymological relationship between integrity and health. Usually, when we think of academic integrity, we are referring to these unpleasant interactions involving students who have been accused of plagiarism or cheating by their professors. The general tendency of our conversations with each other and with our faculty tends to circle, in frustration, around the problems of prevention and detection, taking largely for granted that we all know what we mean by a violation of academic integrity. Those of us who have spent our professional lives within the Rules of Schools may even tend to ascribe what can seem to be an increasing prevalence of integrity violations to an erosion of “traditional” values (McCabe/Drinan): a diminishing of academic integrity, within a society of diminishing integrity…within an increasingly unsound or toxic environment, on a planet that is increasingly inhospitable to life as we know it due to our lack of integrity as a species. And there may well be some truth within this cycle of negative thinking.

But something about ascribing academic integrity violations among public health students to an erosion of values doesn't seem quite right to me. Before coming to public health, I worked with more diverse crowds of students…young people who were pursuing their immediate objectives for a whole variety of different motives, many of them entirely and unapologetically self-centered, with zero apprehension of or concern for the larger whole of which we are all a part. Public Health students, on the other hand, are the good eggs. None of them is eager to become a predatory investment banker, to make a killing, to climb some dubious ladder to what a sick society considers success. These are the students who are swimming against the polluted current. They want to give back, to serve the under-served. If they're thinking about making a mark at all, they're hoping to do it by making the world a healthier and safer place. So, ascribing academic integrity violations among our students of public health to an erosion of values seems to be missing the mark by considerably more than a mile.

For the sake of discussion, then, I proposed (and again propose) that we consider the possibility that many of the academic integrity violations that we deal with may, in fact, stem from something more than an erosion of values. In my experience, academic integrity violations within our School of Public Health often seem to stem from 1) misunderstanding of academic expectations, 2) poor communication by faculty (and/or faulty assignment construction), and even from 3) some fundamental incompatibility between the mission and practice of public health and the intellectual property imperative that, in part, underwrites a concern with integrity within a scholarly environment.

Admittedly, the obvious explanation for the first item, this misunderstanding of academic expectations, is the consequence of an erosion of certain values in our national culture. These days highly competitive universities are awarding undergraduate degrees to young people with limited vocabularies and poor writing skills compared to the standards set by alumni of comparatively recent vintage. It shouldn't come as too much of a surprise to us that universities are also failing to indoctrinate their students with regard to traditional academic expectations. These are, moreover, the Dark Ages for education in America. We feel it most acutely here in California, where our state school system has been ranked forty-eighth in the nation. So, yes, we have systematically allowed the quality of education to erode, and it should come as no surprise that some of the classic values of education have eroded away as well.

Moving on to the second item, much of the responsibility for academic integrity amongst the students is in the hands of the faculty. In some recent cases of student plagiarism here at our School of Public Health, the faculty involved has admitted to some responsibility for misunderstandings that have contributed to integrity failures among the students. Take-home exams have been (poorly) designed in such a way as, seemingly, to invite unauthorized student collaboration or unacknowledged “cutting and pasting” from lecture notes and websites. One professor even admitted, with chagrin, to have made powerpoint demonstrations throughout the semester without conscientiously including references to source material at the bottom of each of his own slides. While all faculty seem to be aware that they need to say something about academic integrity, at least in the small print of the syllabus, in practice very few of them seem to give much systematic thought to their ongoing presentation of the issues and concerns. While those of us who work in student services deal with integrity violations semester after semester, as a matter of course, many faculty seem to be blithely unaware that it is an issue at all until an incident too flagrant to be ignored occurs on their own watch.

In “Toward a Culture of Academic Integrity,” Donald L. McCabe and Patrick Drinan do a particularly thorough job of considering the various factors that contribute to what they perceive to be a decline in the “culture of academic integrity on many campuses.” McCabe and Drinan observe that “ many campuses have become larger and more complex, losing the sense of shared culture, trust, and individual accountability that they once may have encouraged; part-time faculty members have taken on a greater role at institutions, while the influence of full-time professors on student life has declined.” They also point out that “on campuses with honor codes, fewer than one in 14 students surveyed in the 1995-96 academic year acknowledged cheating repeatedly on tests and examinations, compared with one in six at institutions without honor codes.” In “Honor Code 101: an Introduction to the Elements of Traditional Honor Codes, Modified Honor Codes and Academic Integrity Policies,” Timothy M. Dodd recognizes that the “strength and influence” of an honor code, or of any other institutionally adopted standard for integrity regardless of precise form, spring from “discussion from admission to graduation, inside and outside the classroom, of the fundamental values of academic integrity.” The point is that, as discussion is what largely creates culture, a discussion of integrity may go some considerable distance toward creating a culture of integrity.

It seems to me, given the etymologies with which I began my musings, that Schools of Public Health are particularly well-suited for ongoing discussions of integrity, inside and outside the classroom, and that, among all possible graduate students, our public health students may particularly receptive to a systematic effort to promote integrity. Integrity and health similarly resonate with the concept of “soundness”: there can be no lapse in understanding from one context to another, whether we're discussing academic integrity or integrity within the nation's health care system, without putting the whole at risk.

Despite the myriad new technological tools for communication that are available to us today, our work in student services remains endlessly hampered by communication difficulties. Even if we all accept that promoting a discussion of integrity issues within our schools is vitally important, we still face the whole usual variety of obstacles to effective community-wide communication. On this issue, the involvement of the faculty is indispensable. If I'm recalling correctly (and I'd like very much to hear otherwise!), none of the workshop participants had any surefire methodology to share for getting the faculty to take ownership of the integrity discussion.

Finally, as we go about trying to continue the discussion that we began in our workshop last fall, it may be helpful to consider the ways in which what our students need to do as public health professionals and what they're expected to do while they are students are at odds with one another. Following Brian Martin's very thoughtful and iconoclastic approach to academic integrity issues in his “Plagiarism: A Misplaced Emphasis,” it's worth remembering that there are some fundamental incompatibilities between the mission and practice of public health and the intellectual property imperative that, in part, underwrites a concern with integrity within a scholarly environment. The mission of public health is to spread the word, to take the good information uncovered by researchers and disseminate it as widely and usefully as possible, through community-based health education efforts as well as through policy advocacy.

Arguably, public health is all about sharing important information quickly and efficiently so that lives can be saved. The emphasis in a virtuous public health career is on the outcome: has this effort made lives healthier and the world safer? By contrast, the emphasis in a successful academic career is on authorship: widespread dissemination of life-saving information is often secondary to the need to stake one's claim to a meticulously delimited tract of intellectual property. Acknowledging the opposing tendencies of these two different sort of career imperatives might be a fruitfully polemical way of continuing a discussion of integrity. And these opposing tendencies—the integrity of dissemination and the integrity of ownership—must be reconciled because if integrity is not the cornerstone of a public health career then that career is poisoned at its core.

Submitted by Vincent Atchity, UC Berkeley School of Public Health

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Works Cited

Dodd, Timothy M. “Honor Code 101: an Introduction to the Elements of Traditional Honor Codes, Modified Honor Codes and Academic Integrity Policies.” http://www.academicintegrity.org

Martin, Brian. “Plagiarism: a misplaced emphasis.” Journal of Information Ethics , Vol. 3, No. 2, Fall 1994, pp. 36-47.

McCabe, Donald L. and Patrick Drinan. Toward a Culture of Academic Integrity.” The Chronicle of Higher Education , October 15, 1999.

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Sites Consulted

http://www.academicintegrity.org/index.php
http://teaching.berkeley.edu/bgd/prevent.html
http://www.utoronto.ca/writing/plagiarism.html
http://www.uow.edu.au/arts/sts/bmartin/pubs/94jie.html
http://ethics.sandiego.edu/eac/Summer2000/Readings/Principles.html
http://www.villanova.edu/vpaa/office/facultyservices/policies/integrity/faq.htm
http://www.cortland.edu/COWRC/academicIntegrity.html
http://www.ucsc.edu/academics/academic_integrity/undergraduate_students/
http://www.cuinfo.cornell.edu/Academic/AIC.html
http://www.ccsf.edu/Library/plag.html
http://www.usc.edu/student-affairs/student-conduct/aiquiz.html
http://www.princeton.edu/pr/pub/integrity/08/intro/index.htm
http://www.lib.umich.edu/acadintegrity/
http://www.esc.edu/academicintegrity
http://integrity.unc.edu/discussion.html
http://www.ncsu.edu/stud_affairs/osc/AIpage/case.html
http://www.hsph.harvard.edu/administrative-offices/student-services/academic-integrity/
http://www.yale.edu/graduateschool/academics/integrity.html
http://www1.umn.edu/oscai/integrity/faculty/faq.html
http://publichealth.cogentmediagroup.com/Current-Students/integrity.aspx
http://mailman-handbook.com/node/15
http://depts.washington.edu/grading/issue1/honesty.htm