I am the professor to whom Andy Beam was referring in Monday’s column “Honor reviews exam discussion policies”.

The foundation upon which any university stands is the integrity of its academic process. Events stemming from the Spring 2008 semester have forced me to conclude that at the University of Virginia the majority of students have little regard for the integrity of the academic enterprise.

Honor Committee Chairman David Truetzel was absolutely correct when he stated that, “it is an inexcusable honor offense to discuss exam content at all if the professor has explicitly forbidden it.”  This we had done. On the cover page of the exam in question was the following: “You may NOT discuss the exam with anyone before [date and ending time of 2nd sitting]. To do so constitutes an Honor Violation.”  Another instruction on the cover page read, “No books, notes, or other assistance are allowed.”  These points were verbally emphasized at the beginning of the first sitting; the second point was verbally emphasized at the second. As noted in the article the scores on the multiple-choice questions taken verbatim from the midterms were significantly higher for the section taking the final exam at the second sitting, despite the fact that the two sections had scored almost identically on all homework assignments and the three midterm tests. The only viable explanation is that a very large fraction of the students in the second sitting had been forewarned that these questions would appear and acted on that information. A simple statistical analysis showed that an absolute minimum of 47 percent of the students at the second sitting had cheated; a slightly more sophisticated analysis put the minimum at 60 percent. They, of course, compounded the offense by lying when they signed their pledged test papers.

Needless to say, I was shocked by these numbers. The only reason I even looked at the data was that I was told in an E-mail from another student in the second sitting that a large number of students had been poring over the midterm solutions just before the second sitting. According to the article, it was posited during the Honor Committee discussion that this behavior could have arisen because of a first sitting student saying something “innocent” such as “I wish I had reviewed the concepts from the midterm.”  This is not defensible as one doesn’t learn concepts from looking over answers to previous multiple-choice questions. Moreover, it is illogical to assume that such a large number of students would both hear and  react to the same “innocent” comment in this same way. No, it is clear that these students had been alerted to the fact that these specific questions would be on the exam. What was even more disturbing about the message from the informing student was the fact that the cheating students were doing this in full view of other students, with no apparent concern that they were being observed cheating. It is evident that a vast majority of students, undoubtedly more than the aforementioned 60 percent, willingly accept cheating as either acceptable or not worth acting on. Either way, they were condoning it.

These data do not reveal which students cheated but they do reveal the magnitude of the offense. They do reveal in the clearest way possible the utter disdain with which many, if not most, students regard the Honor System. It also illustrates with mathematical clarity what many faculty members know from their own experience: the Honor System as currently constituted and administered is dysfunctional.

I should also point out that the students at the second sitting represent significantly more than 1 percent of the undergraduate student body. This sample is proportionately much larger than the samples taken by political pollsters who routinely achieve accuracies of better than 2-3 percent in predicting voting. Thus, unless someone can find a reason why the students in this class were especially dishonest, one must conclude that the figure of at least 60 percent is representative of the student body at large.

On a related note, after the first sitting I received an E-mail from a student who said he had overheard several students openly discuss how one had cheated by using his Blackberry (or equivalent) during the exam to access the web-posted solutions to the Midterm tests. He did not know the student who cheated but a search by ITC of the log of those accessing the pages containing the solutions pinpointed the cheater. I sent the student who reported the cheating a “photo lineup” containing, among several others, the person we had identified from the ITC log as the cheater. The reporting student correctly picked him out but declined to pursue the matter through the Honor System citing a lack of confidence in the System to handle a case with racial overtones; the reporting student  and the cheater were from different ethnic groups. Students started handing their papers in before 12:00 noon and we had no time stamp on when papers were handed in so we could not prove cheating without the student’s statement so we did not pursue the case. That one student or a few students cheated comes as no surprise. However, the fact that this student felt free to discuss his cheating openly with no concern for who overheard the conversation indicates that students simply don’t take the Honor Code seriously.

The course in question was the first of a two-semester sequence so almost all of the students were in the subsequent class in the Fall 2008 semester. At the beginning of that semester I presented these data to both sections of that course. The material presented can be found at http://www.people.virginia.edu/~ben/Honor. When I showed a graphical representation of the data illustrating the magnitude of the cheating but before I had said anything about cheating there were immediate and audible gasps. The students knew in a heartbeat what the data meant. It’s hard to fake or nuance a gasp.

According to the article, the discussion went on to suggest that the issue be addressed by requiring professors to be more explicit and by “educating” students. The data was being glossed over, being treated as if it represent a tiny blip on an otherwise sound System rather than what it is: proof that the assumption of integrity upon which the System is based is flawed. Almost all of the students in the class were at least 18-years-old. They were old enough to vote, to be entrusted with the power of life and death as members of the armed forces, and to be held fully responsible for their actions. Yet at the University, amid much clamor about a “community of trust,” they are not expected to even be honest about following straightforward instructions. Saying that professors should be more explicit than we were suggests that honor has been reduced to a semantic game, a game of trying to twist words to justify what any reasonable person knows is cheating. And, by and large, people’s moral compasses have been set by the age of 18; “education” isn’t going to make much difference at this point.

So what now?  It is immoral and illogical that a student body has the power to expel another student for doing what at least 60 percent of that body condones. To promote the University as a “community of trust,” at least as it relates to academic issues, is itself a violation of the Honor Code because it is demonstrably false. It is clear that the whole disciplinary system must be revamped from the ground up. Perhaps this will entail taking disciplinary powers away from students completely. Perhaps they can retain some authority under the supervision of faculty. What is clear is that the present system is utterly untenable.

Professor Norum is a professor in the Department of Physics.

Before turning the page, I require you to read this article. Such a mandate is not too pleasant, is it? Neither is the University’s foreign language requirement, the obligatory two year hurdle in the College of Arts & Sciences. A tedious requisite of this stature significantly impacts the daily studies and academic careers of University students. I think this requirement is enforced unevenly and either should be implemented equally or be optional for all students.

Learning a foreign language is certainly a worthwhile endeavor. It allows individuals to transcend their native vernacular and communicate with others from around the world. Perhaps more relevant is the economic utility of being multi-lingual. In this era of globalization, from international markets to international diplomacy, knowing several languages is a very marketable skill. Language itself is a gateway into a new culture. Foreign arts and cuisines are often discovered through their language. Moreover, the discourse of a society offers much insight, revealing historical complexities and cultural ideologies of people in a region. Languages are a key aspect of human understanding.

But I am not inquiring about the value of learning a new language. It is the University’s foreign language requirement that catches my attention. The two years of introductory foreign language classes consist mainly of memorizing vocabulary and basic grammatical structures. After spending precious academic time and financial resources to meet this requirement, one knows just enough for casual amusement or to order in a restaurant, but far too little for any serious comprehension. If you want to master the language, it will require years of study, a constant dedication and preferably immersion.

It is startling to realize how unfairly this requirement is applied. Those students who want to pursue a new language will do so without the requirement. Those who have no interest or use for a foreign language are taking classes to satisfy an arbitrary core requirement under the guise of general education. Students who earn an exemption through testing are not required to continue their foreign language studies and many gladly give up this endeavor in favor of other academic pursuits. Among the brightest students of each class, Echols Scholars are liberated from the requirement altogether. The Echols Scholar may not even have proficiency in a language, but he is nevertheless excused.

Anthropology Prof. Richard Handler, an undergraduate dean in the College, offered his perspective. Prof. Handler agreed that the college’s area requirements range from “onerous” to “almost symbolic.” Nevertheless, “the things that are required are reasonable.” Handler claimed that even without the requirements, most University students would end up distributing their courses in a similar manner. Shifting his gaze to foreign languages, he acknowledged that some students do end up retaking a language in college: “They have to do it all over again.” Overall, Handler found undergraduates in the college to be divided on the subject; there are “two significant camps” of students in the foreign language debate. Handler,  for his part, “would love to see four years required of foreign language … because all Americans need to learn more languages.”

I understand the two foundations of learning a foreign language in college: Classically, languages are a foundation of the quintessential liberal arts education. Now, teaching foreign languages is a foundation of multiculturalism in the modern era. To the former, I point to other quality institutions that do not have a foreign language requirement including esteemed liberal arts schools such as Amherst, Williams, Hamilton and Rice. Other institutions require a foreign language for only one year or just for certain majors. Concerning cultural diversity and the benefits of languages, I propose two possible solutions. If the foreign language requirement is so important, mandate it for everyone, even Echols and Engineering students. “If you wanted to expand foreign language teaching,” Handler said, “there would have to be a serious University-wide discussion about who, if anyone, should be excluded.”

I strongly recommend another option. I believe that the University should remove the foreign language requirement for all students and instead incorporate it into the non-Western perspectives requisite. Students could concentrate on one specific region, using an interdisciplinary approach to truly study a different culture. More courses from departments like history, comparative literature or sociology could be eligible as non-Western classes. This plan is also beneficial to the University by creating enhanced crossover between academic departments and attracting more prospective students. “That’s a very interesting idea” noted Handler, who commented on possible coordination difficulties and also disagreed about diminishing the amount of foreign language instruction required. Thus, I raise the issue and ask that we expand the non-Western perspectives curriculum and remove the foreign language requirement. Or, in the spirit of Jeffersonian self-governance and democratic equality, we discontinue foreign language requirements for all and not just a select few.

Aaron Eisen is an associate editor for The Cavalier Daily.

Balancing act

While Delegate Dave Albo understandably shows concern for his constituents’ educations and opportunities to attend the University of Virginia, he fails to consider the multifaceted admissions process and overall good of the University. His lamentations that constituents with high GPAs and SAT scores don’t receive admission fails to account for the variety of factors that go into admissions decisions. Extracurricular involvement, athletic ability, work experience, and personal levels of success compared to the opportunities provided at one’s school are all components in admissions, and each one contributes meaningfully to the well-rounded and diverse student body at the University. Sacrificing the array of backgrounds and non-academic skills that out-of-state and international students bring to our school would be a grave disservice to the U.Va. experience. For the University to grow as a national academic power, the state must at minimum uphold the current ratio of in- and out-of-state students. However I reject Ms. Urban’s proposition to increase admissions of students in highly populated areas of Virginia. Just as the diverse backgrounds of out-of-state and international students enrich the University, the varied experiences of rural Virginians which differ significantly from their urban peers add equally to the University student body. In addition to maintaining levels of international and nation-wide diversity in the student body, we must work to maintain the same levels of diversity within the state drawing from the rural areas at the same percentage as we do from urban areas. The admissions office carefully reviews applications each year to ensure that the most dynamic and complementary cadre of students enter the University. Out-of-state, international, and rural students bring as equally valuable a perspective to the University as their Northern Virginia peers, and their continued presence is essential to our growth and success both state- and nation-wide.

Katharine Meyer
CLAS IV

Megan Stiles’ column “Packing Heat” is symptomatic of one of the fundamental problems plaguing American society today – we are reactionary instead of pro-actively seeking out preventative solutions. If Stiles is serious about stopping school shootings, she should talk about the need to develop a more effective and comprehensive mental health care system in our country. Proposing that students be allowed to carry guns is a myopic solution to a complicated problem. It’s nothing but an easy way out for a society that is too lazy to address the problem at the heart of the matter. In the end it would only perpetuate the culture of violence and fear which we seek to eradicate.

Michal Feuerstein
CLAS IV

Having read the news article concerning the case summaries, I am concerned of how this could negatively impact students in the Honor System. This change points to more “transparency” in the System. While more information about the workings of the Honor System is not a bad idea per se, this should not be conflated with “transparency” in the government/political sense as though it were about spending students’ money. I attended the Honor Committee’s meeting a week and a half ago when this was discussed. Every discussion centered on the identity of a student who had been found guilty and was no longer at the University. Discussion centered around the Committee doing its best to ensure the the person’s identity be kept confidential.

I see an even bigger problem. Some students go through the System and are found not guilty at trial. For them, the issue should end. Period. While I have no doubt that those in charge would do their best to hide the identity of the person involved, they would have no way of determining who might be able to put two and two together and figure out the student’s name.

Imagine that you or a friend has just gone through the ordeal of an Honor Trial, and upon being found not guilty, prepares to move on in life. An acquaintance, having read the article online or in the CD, makes a few educated guesses and asks the student if he or she was the person mentioned in the release. Aside from possibly being a breach of the Buckley Amendment, imagine how this student, who expected that this episode in his or her life was over, would feel.

Having chaired quite a few trials in my time on the Honor Committee, I dealt with hundreds of students, both those found guilty and those found not guilty. I can’t even fathom how much of a negative impact that information such as this could have on a student were someone able to piece things together.

While I am sure Cohen has reasons for his suggested change in the rules, the student bodies’ “right to know” can come nowhere near the accused student’s right to privacy. I fervently suggest that this amendment be voted down.

Scott Tumperi
CLAS ‘87

This year will mark the 170th year since the murder of a University of Virginia professor that would ultimately give rise to the inception of an Honor System, which, in its present manifestation, relies upon students “simply behaving with the integrity that has come to be expected of a Virginia student” as the self-affirming justification for encouraging the administration of unproctored exams that facilitate the advancement of the dishonest at the expense of the honest.

To place the burden of the administration of fair exams on the students taking such exams is an infringement upon their pursuit of an education unmolested by distracting parallel duties as classroom monitors and honor offense reporters.

When students graduate, they will compete in a world that will not assume that they are uniquely honorable on account of having “worn the honors of Honor.” A temporary suspension of such realities may be of benefit to the merchandising efforts of University Guides in promoting a place unbounded by the realities of human nature to the parents of prospective students, but it is a disservice to such students during their tenure at the university.

Of the four in-class examinations I took in the second semester of my first year at the University of Virginia, I witnessed ‘dishonorable’ activity in half. Consistent with the University’s tacit premise that intentionally unwitnessed transgressions may be presumed to have not occurred, I thereafter made a conscious effort to refrain from making any such casual observations during any unmonitored exams for the balance of my time at the university.

The University does not have a monopoly on honest students, but it will have an increasing monopoly on licenses to cheat if it continues to assume that it does.

Michael Kor
CLAS ‘04

I’ll admit I’m a little obsessed with the Olympics. It’s strange, especially because I don’t usually like watching sports. Yet there’s something inexplicably appealing about the diversity of athletic events, the sob stories about injuries and subsequent recoveries and Bob Costas’ plastered-on smile.

I can’t be the only one who feels this way: the NBC-covered Games drew the most viewers last week, toppling American Idol’s ratings streak. Only 18.4 million people watched Idol — unusually low numbers for the show — proving Olympic stars to be the true American Idols.

After all, we’d rather watch Shaun White and his Double McTwist 1260, Lindsey Vonn winning despite a serious shin injury, Evan Lysacek out-skating Russian champ Evgeni Plushenko and the ever-present short-track speed skater Apolo Anton Ohno, who became the most decorated American Winter Olympian after winning his seventh medal.

Apolo’s not the only one racking up the medals; 2010 has been an especially successful year for American athletes in general. The United States already has claimed 24 medals one week into the games.

Perhaps the nation’s winning streak is what makes the Olympics so much fun to watch — after all, who doesn’t like to win? Just watching the world’s best athletes gather in one city is a treat in itself. And the Olympic Games are the arena that budding athletes dream about, making the stakes that much higher. You don’t come to the Olympics to give a half-hearted effort, and that’s part of the appeal. Everyone, from first-time Olympians to Game giants, is giving it his all.

The fashion industry’s obsession with staying ahead of the pack is perhaps best exemplified by the unveiling of fall looks during Fashion Week 2010 in February, nearly seven months before the official start of fall. Designers, socialites and celebrities showed up in chic droves to New York City to get that ever-necessary edge on upcoming trends. With this guide, you, too, will be well-versed with the latest standout looks for when the temperatures drop back down again.

Copper and Bronze Metallics
Silver and gold held the spotlight for a few seasons, but now richer and darker hues take center stage. Seen at Zac Posen, Diane von Furstenberg and Elie Tahari, cooper and bronze lend a more sophisticated edge to dresses and skirts.

Eclectic, Bohemian Prints
A staple for pattern-heavy designer Anna Sui, bohemian prints also made appearances at Carolina Herrera and Nanette Lepore. Look for smaller-scale prints in deeper colors for the most of-the-moment pieces.

Textured Fabrics
Boring, ordinary fabrics have been replaced with garments that are as fun to look at as they are to touch. Designers absolutely loved this look — everyone from Brian Reyes to Cynthia Steffe, Tibi, Tracy Reese and Monique Lhuillier showcased these statement-making fabrics in dresses, scarves and sweaters.

Mini Skirts and Dresses
Despite low temperatures, the hottest hemlines now are short and sweet. J. Mendel, Lela Rose and Naeem Kahn made patterned tights or bare legs prized accessories with their leg-baring renditions.

I remember the day that I thought I had just gotten my last CD. Pleading with my mother, I assured her that this CD was the pinnacle, the cherry on top of my already genius music collection. It was Shakira’s “Laundry Service.” Needless to say, I was mistaken. Mom went on, as moms do, to buy me other CDs, albums on iTunes and a computer on which to discover a new frontier — the world of music blogging. Not all blogs are created equally, but I’ve found these five to be the most reliable.

1. Discodust (www.discodust.blogspot.com): This blog is exactly what its name suggests — it’s all about electronic, techno, house and modern disco. That being said, to some it can seem inaccessible. We’ve all been victims at some point to the techno song that simply won’t end, and it’s not a great place to be. Discodust does a great job of peddling catchy songs that the masses can appreciate. There are songs that are guilty of being too abstract, but it’s worth paying attention to this blog for the moments when a song is posted that is solid gold.

2. The Hype Machine (www.hypem.com): This Web site is targeted toward the busy — or lazy — Internet surfer. Go to this blog and you will find a comprehensive list of posts from other popular music blogs. If you create an account, you can even personalize the site to fit your musical tastes. What’s not to love?
3. Gorilla vs. Bear (www.gorillavsbear.blogspot.com): This blog is one of the most famous out there. If you’re a fan of indie rock, look no further. Gorilla vs. Bear posts all sorts of songs you’ve never heard of — and therefore can impress people with — supplemented with videos, downloadable links and quality pictures from live shows. There’s also a great feature where the site lists the best albums of the year with song samples.

4. Vimeo’s Music Section (www.vimeo.com/categories/music): Vimeo is YouTube’s hipster kid brother. It’s into delivering obscure music videos that you most likely can’t find anywhere else — at least, not in one convenient place. This will take more exploring than The Hype Machine, so settle down with some Ramen and start digging — you’re sure to find something sparkly, trippy and new.

5. The Music SubReddit (www.reddit.com/r/music): Be proud Wahoos! Two University graduates founded this extremely successful site in 2005, though it is now owned by Condé Nast Digital. The site as a whole is positively amazing — “Redditors” raised more than $175,000 for the victims of the Haiti earthquake in January — and the music “SubReddit” is different from any other blog on this list. It incorporates users through discussions, as well as by allowing users to submit their own posts that have some pretty crazy YouTube videos and interesting downloads. The sky is the limit here, and you can be a part of it. And it’s part of our legacy. What reason could you have to not go?

Of course, this list is leaving out hundreds of other established and interesting music blogs, but hopefully the ones I’ve included can lead you to others that you like. So go find that electronic Katy Perry remix and bask in the praise that you will receive for putting something a little different on the party playlist.

During the last few weeks, University students have rallied to aid the Haitians devastated by the 7.0-magnitude earthquake outside Port-au-Prince. These students have pledged money, clothing and prayers to the disaster-stricken area. They have done so in a joyous way, attempting not only to honor lives lost but also to celebrate the Haitian culture.

Soon after the earthquake hit, a group of students started a blog, Hoos for Haiti, with the goal of raising $100,000 by Valentine’s Day. Although they did not quite hit the goal — the total was upwards of $60,000 raised in the Charlottesville area at the time — the efforts to raise funds continue.

Many different organizations have held events to contribute to the goal. For example, there was an auction at Boylan Heights Feb. 11,. Students there had the chance to buy dates with players on the men’s varsity soccer team. The event raised $2,000, and one lucky lady paid $75 for a date with Diego Restrepo, the goalkeeper for the men’s soccer team.

Artistic events have been central to many of the fundraising efforts.

“The arts are important because Caribbean people are expressive by nature,” said Tashima Lambert, president of the Student Organization for Caribbean Awareness. “They use their bodies and gifts to express who they are, their pain, their joy, their strife. Using dance, song, poetry and art helps to reinforce their sense of self.”

Lambert, a native of St. Croix, was a good friend of Stephanie Jean-Charles, the University student who lost her life in the earthquake and who was on the executive board of SOCA during her undergraduate years. All proceeds from SOCA’s Haiti Awareness Week went to the Jean-Charles family.

Haiti Awareness Week events included a teach-in with professors, a forum with students and a screening of the film Sugar, a documentary about Haitian and Dominican relations concerning the growth and export of sugar. The last two days of the week particularly celebrated the music, art and food of Haiti through a culture night and benefit concert.

Similarly, one of the University’s a cappella groups, the Academical Village People, hosted a benefit concert Feb. 20, bringing together AVP, the Hullabahoos and the Virginia Gentlemen to raise money for Haiti. Members from each group gave poignant remarks about Jean-Charles or their own experiences in the country. The three groups sang a beautiful rendition of “Prayer for the Children” together, thus cementing the message of solidarity.

The people of Haiti are struggling to acquire the basic human needs: food, clean water, clothing and shelter. We must never forget the power of music and art to supply hope in the face of great devastation.

To learn of upcoming events in support of Haiti, check out the Hoos for Haiti Web site at www.uvahaiti.wordpress.com.