To our fellow members of the Community of Trust:
The mission and purpose of our Honor System is to support a community in which we can be open and honest in our dealings with each other, comforted by the knowledge that our shared values connect us on deeper level. To uphold this commitment and earn the investment of community members, the Honor Committee believes that it must be transparent about its practices and case process. We hope that this data portal will enhance the community’s faith in our proceedings, commitment to the Honor system, and confidence in our Committee representatives and Support Officers.
The historic shift to a multi-sanction system in March 2023 marked a new era for the Honor Committee. We embarked on a year-long mission to rewrite our bylaws, create new procedures, and reflect on what “honor” means to the current student body. However, our work is far from over. We hope that each Committee and new class at U.V.a. will continue to re-envision Honor and re-define our Community of Trust. Community participation is an essential part of these conversations and we invite all of you to share your perspectives on the future of the Honor system.
This transparency portal was initially created by the Honor Statistical Transparency Working Group in 2020 and was revived by the Data and Research Committee in 2024. The Data and Research Committee, led by Hang Nguyen and Max Baskin, was created to expand community engagement, education, and transparency about our first year with a multi-sanction system. We hope that this portal will showcase the visible impacts of our new case process and the current state of our Honor system. Please note that data for the first year is limited and that, while tempting, it is difficult to draw decisive conclusions from it.
We recognize that Honor has a complicated history at the University of Virginia and that some do not feel fully supported in the Community of Trust. We take accountability for these shortcomings and are committed to earning back their trust and continuing to advance diversity, equity, and accessibility in the Honor system. We look forward to ongoing conversations about how Honor can be a force for good in our community and how to continue improving and welcoming all.
We sincerely appreciate the community’s trust in us to investigate and adjudicate alleged Honor offenses and will continue to advance our shared vision of a restorative, proportional Honor system.
With gratitude,
Laura Howard
Chair, University of Virginia Honor Committee (2024-2025)
The Data
The Data
How to use this portal
- Structure and Navigation
This portal uses the stages of the Honor case process to structure and lay out case demographics information. Each major step along the case process is represented by an article. To access data about a step in the case process, click into the article and select the relevant graph from the dropdown menu. After selecting a graph, you can reduce the clutter by clicking on the legend items to toggle on or off the respective line in the graph. Other tools are available to make the graphic more accessible to you. These can be found in the upper right-hand corner.
- Demographics Fields
We present three main demographic fields. Information on these fields can be found at every step containing data.
- Student Race
- Student Career
- E.g. first-year, third-year, graduate student, etc.
- Binary demographics variables:
- Athlete Status
- Gender
- International Status
- Metrics
We present two types of metrics that purposefully generalize the data to protect the confidentiality of reported students.
- Rolling average
A simple average of a measure computed over eight semesters (i.e., to describe Fall 2020: total number of reported first-year students between Spring 2017 to Fall 2020 divided by eight). But, as the semester in question changes, the ‘bracket’ of semesters changes to maintain eight historical semesters (i.e., to describe Spring 2021, Spring 2017 is dropped from the calculation, while Spring 2021 is added).
The resulting statistic is interpreted as “In the eight-semester period leading up to [semester], the average number of [demographic value] per semester is [value].”
- Rolling proportion
A simple proportion of a measure computed over eight semesters (i.e., to describe Fall 2020: total number of accused first-year students between Spring 2017 and Fall 2020 divided by total number of reported students). But, as the semester in question changes, the ‘bracket’ of semester changes to maintain eight historical semesters (i.e., to describe Spring 2021, Spring 2017 is dropped from the calculation, while Spring 2021 is added).
The resulting statistic is interpreted as “In the eight-semester period leading up to [semester], the proportion of [demographic value] out of [denominator value] is [value].”
Both metrics describe the eight-semester period ending in the relevant semester.
'Community of Trust'
'Community of Trust'
The Honor system has been a fundamental part of UVA’s culture and student experience since it’s inception in 1842, a mere two decades after the University was founded. It has changed over the years and adapted to changes in the student body and society, but it’s fundamental mission has remain unchanged: to create and maintain a Community of Trust where Acts of Lying, Cheating, and Stealing will not be tolerated. First year students at the University are formally introduced to the Honor System each year at Opening Convocation, where students sign the Honor Pledge agreeing that they will not lie, cheat, or steal. We are fortunate in that our student body is much more diverse than it has ever been, but with that diversity comes a vast diversity in experiences and understanding of what Honor means. Some students come from high schools with rigorous honor systems, while to others Honor is little more than a philosophical buzzword. Regardless, starting at Convocation every student is put on the same playing field and we hold every student to the same standard. Alumni and students alike idealize a system and a Community where every member feels they can fully and unconditionally trust one another. However years of students and years of students going through the Honor process begs the question: does this idealized conception match the reality of our University Community?
That is a complicated question and there is no one answer. We cannot pretend that we live in a perfect community free of anything that could perceived as dishonorable. If that were the case, we would have no reports at all and that is far from the case. There are acts of lying, cheating, and stealing at our University every year. So the question is not whether there are dishonorable acts, but rather whether or not our system adequately deals with these issues when they arise and actively contribute to make our Community stronger. For those of us with close ties to the Honor system, that answer is undoubtably yes. Even though we cannot pretend to live in a utopian community, Honor permeates how we live on a daily basis and as a system and as a community we proactively foster a culture that prevents dishonorable acts, and sufficiently deal with those issues when they do arise. For the vast majority of us who never deal with the Honor system, Honor provides innumerable benefits because of the immense trust our professors and fellow students place in us. What we often fail to realize is that Honor is bigger than however long we stay at the University. It is more than a slogan to adhere to for four years; rather, it stays with us for long after we have graduated and worn the Honors of Honor. In fact, UVA graduates are not only perceived as exemplary students, but truly exemplary people as a whole.
So what does Honor mean to us? It has certainly changed in the over 175 years since Honor’s inception and Honor does not represent the ideals of the southern gentlemen it once stood for. Instead it has evolved into the modern day and represents the bond we share as students and our ability to trust one another unconditionally. It is what makes us unique as students and as a University and it is something we never lose. While things sometimes go missing and you may sometimes feel someone’s peering eyes over your shoulders on an exam, Honor tightens our bonds with our closest friends and makes the strongest relationships even stronger.
Student Self-Governance
Student Self-Governance
Inseperable
While not established by Thomas Jefferson, the Honor System embodies many of his ideals, particularly the merits of student self-governance: The Honor System is completely student-run. No faculty member of administrator is directly involved in Committee decisions or actions. At the broadest level, the students behind Honor are split into two groups: The Honor Committee and the Honor Support Officer Pool.
The Committee is the body of student representatives that are elected by their peers to govern the Honor System. It is the responsibility of the Committee to draft internal and external Honor policy. The Committee is comprised of two elected representatives from each graduate and undergraduate school at the University with the exception of the undergraduate College of Arts and Sciences, which has five representatives. At the beginning of each term, the Committee holds an internal election to determine the five members of the Executive Committee from their own members.
The Executive Committee, comprised of the Chair and four Vice-Chairs, are responsible for administering the day-to-day functions of the Honor System. This is accomplished in large part through the Support Officers in the Support Officer Pool.
The Support Officer Pool is comprised of student volunteers who apply and are selected to fill the roles that facilitate the day-to-day functions of the Honor System: Advisor, Investigator, Counsel, and Educator. Advisors serve as the main source of confidential support for accused students and reporters—addressing parties’ emotional as well as procedural concerns. Investigators compile the evidence on which every case is judged. Counsel advocate on behalf of accused students or reporters at Honor Hearing, while also serving a higher responsibility to the Pursuit of the Truth. Educators help Honor function outside of case processing by ensuring that the student body is informed about Honor.
Report
Report
Overview
An Honor Offense is defined as an Act of Lying, Stealing or Cheating, committed with Knowledge, that Significantly undermines the Community of Trust. The following are examples of academic fraud, i.e. cheating: plagiarism, multiple submission, false citation, false data submission and unauthorized collaboration. There are three criteria that determine whether or not an Honor Offense has occurred: (1) Act, (2) Knowledge, (3) Significance.
The case process begins when a report is filed. A report can be filed by any community member who believes an Act of Lying, Cheating, or Stealing has occurred. A report can be filed within two years of when the Act occurred. Once filed, a report cannot be retracted.
Click on the dropdown menu to find relevant graphics.
Reports by Case Type
This chart shows the rolling average of the number of each type of case reported each semester over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Cheating cases were reported to Honor per semester?”
Number of Cheating Cases by School
This chart shows the rolling average of the number of cheating cases reported by each school per semester over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Cheating cases from the ROTC program were reported to Honor per semester?”
Proportion of Cheating Cases by School | All Reports
Denominator = All Reports
This chart shows the number of cheating cases reported by each school divided by the total number of cheating cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of total Cheating cases came from the School of Medicine?”
Number of Total Cases by Race
This chart shows the rolling average of the number of reported cases grouped by the Race of the reported student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identify as African American were reported to Honor per semester?”
Proportion of Total Cases by Race | All Reports
Denominator = All Reports
This chart shows the number of reported cases grouped by the Race of the reported student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students identified as Asian?”
Number of Cases by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of reported cases grouped by the Gender, International status, and Student-Athlete status of the reported student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Student-Athletes were reported to Honor per semester?”
Proportion of total cases by package variables
Denominator = All Reports
Number of Total Cases by Year/Career
This chart shows the rolling average of the number of reported cases grouped by the Year/Career of the reported student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Continuing and Professional Studies students were reported to Honor per semester?”
Proportion of Total Cases by Year/Career | All Cheating Cases
Denominator = All Cheating Cases
This chart shows the number of reported cases grouped by the Year/Career of the reported student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were 3rd-Years?”
Reported Student Notified
Reported Student Notified
Overview
The Advisor for the Student will call the reported student to notify them of the report within 24 hours and share the Notice of Report letter. The Advisor will schedule an Informed Retraction meeting with the student to discuss the report and other information in the possession of the Committee. The Advisor for the Community will contact the reporter to introduce themselves and share information regarding the Honor case process.
Informed Retraction
Informed Retraction
Overview
An Informed Retraction (IR) grants a student who has been reported to the Honor Committee the opportunity to admit wrongdoing, make amends with affected parties, and recommit to the Community of Trust. Any student wishing to file an IR must agree upon proposed amends with the Reporter and other third parties to be presented to the Panel for Sanction. The Panel will review the proposed amends and may administer additional sanctions as deemed appropriate. As a credit to the submitting student’s accountability, permanent sanctions will not be considered.
A student can only file one IR during their time at the University. A student can choose to admit to and make amends for additional Honor Offenses and have their single IR cover multiple, separate Acts. The Informed Retraction is specifically designed for students who believe they have committed an Honor Offense and want to make amends for their actions.
Click on the dropdown menu to access relevant graphics.
Number of Total IRs by Race
This chart shows the rolling average of the number of students who chose to file an IR grouped by the Race of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identify as Native American chose to file an IR per semester?”
Proportion of Total IR Cases by Race | All IRs
Denominator = IR Cases
This chart shows the number of students who chose to file an IR grouped by the Race status of the student divided by the total number of IRs taken over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who chose to file an IR identified as Caucasian?”
Proportion of Total IR Cases by Race | All Cases
Denominator = All Cases
This chart shows the number of students who chose to file an IR grouped by the Race of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students chose to file an IR and identified as Hawaiian/Pacific Islander?”
Total IR Cases by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of students who chose to file an IR grouped by the Gender, International status, and Student-Athlete status of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Domestic students chose to file an IR per semester?”
Proportion of Total IR Cases by Gender, International Status, and Student-Athlete Status | All IRs
denominator = all IRs
This chart shows the number of students who chose to file an IR grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of IRs taken over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who chose to file an IR were Non-Binary or there Gender is unknown?”
Proportion of Total IR Cases by Gender, International Status, and Student-Athlete Status | All Cases
Denominator = All Cases
This chart shows the number of students who chose to file an IR grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students chose to file an IR and were Female?”
Number of IR Cases by Year/Career
This chart shows the rolling average of the number of students who chose to file an IR grouped by the Year/Career of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many 2nd-Years chose to file an IR per semester?”
Proportion of Total IR Cases by Career/Year | All IRs
Denominator = All IRs
This chart shows the number of students who chose to file an IR grouped by the Year/Career of the student divided by the total number of IRs taken over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who chose to file an IR were Graduate students?”
Proportion of Total IRs by Year/Career | All Cases
Denominator = All Cases
This chart shows the number of students who chose to file an IR grouped by the Year/Career of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students chose to file an IR and were 4th-Years?”
Number of IR Cheating Cases by School
This chart shows the rolling average of the number of cheating cases reported by each school in which the student chose to file an IR per semester over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students reported for cheating by the School of Continuing and Professional Studies chose to file an IR per semester?”
Proportion of Cheating Cases by School | Cases from that School
Denominator = Cases from that School
This chart shows the number of cheating cases reported by each school in which the student chose to file an IR divided by the total number of cheating cases reported by that school over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students reported for cheating by the School of Commerce chose to file an IR?
IR Terminus Cases By Year
This chart shows the number of cases each year which concluded with filing of an IR grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Lying cases resulted in an IR?
IR Meeting
IR Meeting
Overview
The Advisor will present the student with the IR Letter, written by the Vice Chair for Investigations, which explicitly outlines the Act(s) for which the student has been reported. The Advisor and the student will review all the information in the possession of the Honor Committee, such as the Report Intake Form, to gain a clear picture of the alleged Act(s). The Advisor will also present the Contributory Health Impairment (CHI) process and outline the steps for requesting a CHI hearing. The student and Advisor must sign off on the original IR letter to signify that the student has reviewed the letter's contents.
The student is given seven days—the IR Period—to decide whether they wish to file an IR and, if so, to complete the IR Form. To complete the form, a student must admit to the act in question and agree upon proposed amends/corrections as determined by the reporter and third parties. All affected parties must sign the IR form. If the student needs more time to complete the form, they may receive extensions at the sole reasonable discretion of the Vice Chair for Investigations.
Investigation
Investigation
Overview
First, the reporter and any primary witnesses are interviewed, and evidence is collected. Then, the student and any other witnesses are interviewed. Investigators continue to collect additional evidence, and written response interviews begin when sufficient evidence has been collected. The Reporter crafts a written response interview first, responding to the student’s interview and any evidence submitted by the student. The student then completes their written response interview as the last step of this process, having access to all interviews and pieces of evidence. All interviews should be conducted within 7 days of the request, and written response interviews should be received within 3 days of notice.
After the response interviews are completed, the Investigators confirm that no more witnesses need to be contacted and all relevant evidence has been collected. Once the investigation is complete, all the information is compiled in a document known as an Investigation-Log (I-Log).
I-Panel Drop
I-Panel Drop
Overview
If the I-Panel decides that it is not “more likely than not” that the student has committed the offense(s), the case is dropped and considered closed.
Click on the dropdown menu to access relevant graphics.
Total I-Panel Drop Cases by Race
This chart shows the rolling average of the number of cases dropped at I-Panel grouped by the Race of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identified as African American had their cases dropped at I-Panel?”
Proportion of I-Panel Drop Cases by Race | I-Panel Drop Cases
Denominator = I-Panel Drop Cases
This chart shows the number of cases dropped at I-Panel grouped by the Race of the student divided by the total number of cases dropped at I-Panel over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who had their cases dropped at I-Panel identified as Asian?”
Proportion of I-Panel Drop Cases by Race | All Cases
Denominator = All Cases
This chart shows the number of cases dropped at I-Panel grouped by the Race of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students had their case dropped at I-Panel and identified as Hawaiian/Pacific Islander?”
Total I-Panel Drop Cases by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of cases dropped at I-Panel grouped by the Gender, International status, and Student-Athlete status of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Male students had their cases dropped at I-Panel?”
Proportion of I-Panel Drop Cases by Gender, International Status, and Student-Athlete Status | I-Panel Drop Cases
Denominator = I-Panel Drop Cases
This chart shows the number of cases dropped at I-Panel grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases dropped at I-Panel over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who had their cases dropped at I-Panel were Female?”
Proportion of I-Panel Drop Cases by Gender, International Status, and Student-Athlete Status | All Cases
Denominator = All Cases
This chart shows the number of cases dropped at I-Panel grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students had their case dropped at I-Panel and were Student-Athletes?”
Total I-Panel Drop Cases by Career/Year
This chart shows the rolling average of the number of cases dropped at I-Panel grouped by the Year/Career of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many 3rd-Years had their cases dropped at I-Panel?”
Proportion of I-Panel Drop Cases by Career/Year | I-Panel Drop Cases
Denominator = I-Panel Drop Cases
This chart shows the number of cases dropped at I-Panel grouped by the Year/Career of the student divided by the total number of cases dropped at I-Panel over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who had their cases dropped at I-Panel were 2nd-Years?”
Proportion of I-Panel Drop Cases by Career/Year | All Cases
Denominator = All Cases
This chart shows the number of cases dropped at I-Panel grouped by the Year/Career of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students had their case dropped at I-Panel and were Continuing and Professional Studies students?”
I-Panel Drop Terminus Cases by Year
This chart shows the number of cases each year which concluded with an I-Panel drop grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Cheating cases resulted in an I-Panel drop?
I-Panel
I-Panel
Overview
The Investigative-Panel (I-Panel) is comprised of three rotating, elected Committee members. The role of this panel is to thoroughly review all evidence and decide whether the case should move forward to Hearing. The I-Panel makes this judgement on the standard of whether it is “more likely than not” (a two thirds vote on all criteria) that the student has committed the reported Honor Offence(s) based on the three criteria of Act, Knowledge, and Significance.
After reviewing the I-Log, the Panel votes, and produces one of three outcomes: the Panel can formally accuse the student, the Panel may ask the case be returned to investigation, or the Panel can decide to drop the case. If more than one Honor Offense has been reported, the panel considers each Act individually, and can also accuse the student of any additional Honor Offenses that had not been outlined beforehand based on any presented evidence.
Admit Guilt
Admit Guilt
Overview
Instead of proceeding with an Honor hearing with a Panel for Guilt, the accused student may admit guilt, either by an admission that is expressly made to the Vice-Chair for Hearings or by leaving the University, in which case the accused student will be deemed to have waived the right to an Honor hearing and associated privileges, including random student panelist considerations. In cases where a student expressly admits guilt, their case will proceed to sanctioning, and the Panel for Sanction shall not consider expulsion as a sanction for the guilty student.
LAG Terminus Cases by Year
This chart shows the number of cases each year which concluded with a student “Leaving Admitting Guilt” grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Lying cases concluded with the student “Leaving Admitting Guilt”?”
Due to the relatively few cases that undergo this step of the Honor case process, further detailed demographics data are excluded to protect the confidentiality of reported students.
Accusation
Accusation
Overview
The I-Panel formally accuses the student of committing one or more Acts of Lying, Cheating, or Stealing. At this stage, the student is no longer considered a “reported student”, but rather an “accused student” awaiting a Honor Hearing. The student then has seven days to request a hearing. The student also has the choice to leave admitting guilt, thereby being dismissed from the University.
After the hearing is scheduled, two Counsel are appointed for the student and two are appointed for the Community. Counsel will meet with their respective parties to get a better understanding of the case. Using this understanding, they decide what witnesses they will call upon during the hearing and think about potential lines of questioning.
Use the dropdown menu to access relevant graphics.
Number of Accusations by Case Type
This chart shows the rolling average of the number of students accused of an Honor Offense grouped by the type of case over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students were accused of Cheating per semester?”
Proportion of Accusations by Case Type | Total Reported Cases by Case Type
Denominator = Total Reported Cases by Case Type
This chart shows the number of students accused of an Honor Offense grouped by the type of cases divided by the total number of cases of that type that were reported over the past eight semesters.
The numbers in the chart answer the example question:
“For the past four years, what proportion of students reported for Stealing were accused of an Honor Offense?”
Proportion of Cheating Cases Accused by School | Total Cases by School
Denominator = Total Cases by School
This chart shows the number of students accused of Cheating grouped by the school which reported the student divided by the total number of cases reported by that school.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students reported by the School of Nursing were accused of Cheating?”
Number of Total Accused Cases by Race
This chart shows the rolling average of the number of students accused of an Honor Offense grouped by the Race of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identify as Hispanic were accused of an Honor Offense per semester?”
Proportion of Total Accused Cases by Race | Accusation Cases
Denominator = Accusation Cases
This chart shows the number of students accused of an Honor Offense grouped by the Race of the student divided by the total number of accusations over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who were accused of an Honor Offense identified as Caucasian?”
Proportion of Total Accused Cases by Race | All Cases
Denominator = All Cases
This chart shows the number of students accused of an Honor Offense grouped by the Race of the student divided by the total number of cases reported over the past eight semesters.
“For the past four years, what proportion of reported students were accused of an Honor Offense and identified as Native American?”
Number of Total Accused Cases by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of students accused of an Honor Offense grouped by the Gender, International status, and Student-Athlete status of the student over the past eight semesters.
“For the past four years, on average, how many Male students were accused of an Honor Offense per semester?”
Proportion of Total Accused Cases by Gender, International Status, and Student-Athlete Status | Accusation Cases
Denominator = Accusation Cases
This chart shows the number of students accused of an Honor Offense grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of accusations over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who were accused of an Honor Offense were Domestic students?”
Proportion of Total Accused Cases by Gender, International Status, and Student-Athlete Status | All Cases
Denominator = All Cases
This chart shows the number of students accused of an Honor Offense grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases reported over the past eight semesters.
“For the past four years, what proportion of reported students were accused of an Honor Offense and were International students?”
Number of Total Accused Cases by Career/Year
This chart shows the rolling average of the number of students accused of an Honor Offense grouped by the Year/Career of the student over the past eight semesters.
“For the past four years, on average, how many 1st-Years were accused of an Honor Offense per semester?”
Proportion of Total Accused Cases by Career/Year | Accusation Cases
Denominator = Accusation Cases
This chart shows the number of students accused of an Honor Offense grouped by the Year/Career of the student divided by the total number of accusations over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who were accused of an Honor Offense were 4th-years?”
Proportion of Total Accused Cases by Career/Year | All Cases
Denominator = All Cases
This chart shows the number of students accused of an Honor Offense grouped by the Year/Career of the student divided by the total number of cases reported over the past eight semesters.
“For the past four years, what proportion of reported students were accused of an Honor Offense and were 1st-Years?”
Panel for Guilt
Panel for Guilt
Overview
The fundamental purpose of the Hearing is to pursue the truth of an Accused Honor Offense. The counsel for both sides work together to present the facts and evidence to the panel, which will determine if an Accused Student is Guilty of an Honor Offense. The accused student may choose their own counsel or opt for randomly assigned counsel and hearing type (open or closed).
The Panel for Guilt consists of five randomly selected Committee representatives and seven randomly selected student panelists, provided that at least one representative and two random student panelists are from the school of the accused.
The Hearing will begin with an opening statement by the Hearing Chair, consisting of the I-Panel accusation, the facts, the factual contentions of each side, and a list of the witnesses to testify. After the opening statement, the panel will hear all the witnesses from both sides. Counsel and the panel will each have the opportunity to ask questions. The Accused Student has the right to testify last. After all the witnesses have been heard, each party will give their closing statement. The panel will then deliberate and decide whether the accused student is guilty of an Honor Offense.
Click on the dropdown menu to access relevant graphics.
Number of Total Cases Going to Hearing by Race
This chart shows the rolling average of the number of cases which went to Hearing grouped by the Race of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identify as Asian went to a Hearing per semester?”
Proportion of Total Cases Going to Hearing by Race | All Cases
Denominator = All Cases
This chart shows the number of cases which went to Hearing grouped by the Race of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students went to a Hearing and identified as Caucasian?”
Number of Total Cases Going to Hearing by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of cases which went to Hearing grouped by the Gender, International status, Student-Athlete status of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Student-Athletes students went to a Hearing per semester?”
Proportion of Total Cases Going to Hearing by Gender, International Status, and Student-Athlete Status | All Cases
Denominator = All Cases
This chart shows the number of cases which went to Hearing grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students went to a Hearing and were Domestic students?”
Number of Total Cases Going to Hearing by Year/Career
This chart shows the rolling average of the number of cases which went to Hearing grouped by the Year/Career of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many 4th-Years went to a Hearing per semester?”
Proportion of Total Cases Going to Hearing by Career/Year | All Cases
Denominator = All Cases
This chart shows the number of cases which went to Hearing grouped by the Year/Career status of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students went to a Hearing and were 1st-Years?”
Hearing Terminus Cases by Year
This chart shows the number of cases each year which went to Hearing grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Stealing cases went to Hearing?”
Not Guilty
Not Guilty
Overview
If the panel determines that at least one of the three criteria of Act, Knowledge, and Significance, are not met beyond a reasonable doubt (vote does not reach the ⅘ threshold for Act and Knowledge, or the ½ threshold for Significance), the student is found not guilty and the charges are dismissed. The case is closed. However, even if a student, when reported by a Professor, is found not guilty in an Honor hearing, Professors retain the right to determine the formerly accused student’s grade in their class.
Click on the dropdown menu to access relevant graphics.
Number of Cheating Cases Not Guilty by School
This chart shows the rolling average of the number of students who were found not guilty at a Hearing or who did not file an IR grouped by the student’s school over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students from the School of Leadership and Public Policy either were found not guilty at a Hearing or chose to not file an IR per semester?”
Proportion of Cheating Cases Not Guilty by School
This chart shows the number of students who were found not guilty at a Hearing or who did not file an IR grouped by the student’s school divided by the total number of cases reported by that school over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students from the School of Architecture were either found not guilty at a Hearing or chose not to file an IR?”
Total Not Guilty Cases by Race
This chart shows the rolling average of the number of students found not guilty at a Hearing grouped by the Race of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identify as Native American were found not guilty of an Honor Offense per semester?”
Proportion of Total Cases Not Guilty by Race | All Cases with Hearing
Denominator = All Cases with Hearing
This chart shows the number of students found not guilty at a Hearing grouped by the Race of the student divided by the total number of cases that went to Hearing over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who went to a Hearing were found not guilty and identified as Hawaiian/Pacific Islander?”
Proportion of Total Cases Not Guilty by Race | All Cases
Denominator = All Cases
This chart shows the number of students found not guilty at a Hearing grouped by the Race of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were found not guilty at a Hearing and identified as Hispanic?”
Total Not Guilty Cases by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of students found not guilty at a Hearing grouped by the Gender, International status, and Student-Athlete status of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Female students were found not guilty of an Honor Offense per semester?”
Proportion of Total Cases Not Guilty by Gender, International Status, and Student-Athlete Status | All Cases with Hearing
Denominator = All Cases with Hearing
This chart shows the number of students found not guilty at a Hearing grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases that went to Hearing over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who went to a Hearing were found not guilty and were Non-Student-Athletes?”
Proportion of Total Cases Not Guilty by Gender, International Status, and Student-Athlete Status | All Cases
Denominator = All Cases
This chart shows the number of students found not guilty at a Hearing grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were found not guilty at a Hearing and were Male?”
Total Not Guilty Cases by Career/Year
This chart shows the rolling average of the number of students found not guilty at a Hearing grouped by the Year/Career of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many 2nd-Years were found not guilty of an Honor Offense per semester?”
Proportion of Total Cases Not Guilty by Career/Year | All Cases with Hearing
Denominator = All Cases with Hearing
This chart shows the number of students found not guilty at a Hearing grouped by the Year/Career of the student divided by the total number of cases that went to Hearing over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who went to a Hearing were found not guilty and were 1st-Years?”
Proportion of Total Cases Not Guilty by Career/Year | All Cases
Denominator = All Cases
This chart shows the number of students found not guilty at a Hearing grouped by the Year/Career of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were found not guilty at a Hearing and were Graduate students?”
Not Guilty Terminus Cases by Year
This chart shows the number of cases each year which concluded with a not guilty verdict at a Hearing grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Lying cases concluded with the student being found not guilty at a Hearing?
Guilty
Guilty
Overview
The panel determines if the three criteria of Act, Knowledge, and Significance are met beyond a reasonable doubt. If at least three-fourths of the panel votes that the criteria of Act and Knowledge are met, and a simple majority votes that the Act was Significant, then the student is found guilty of an Honor Offense.
The Panel for Guilt’s seven random student panelists can share their sanctioning recommendation with the five Committee representatives, who will compose the Panel for Sanction and a binding vote on whether permanent sanctions can be considered.
Each year, a case summary is sent to the University that outlines processed cases and their corresponding outcomes.
Click on the dropdown menu to access relevant graphics.
Number of Cheating Cases Guilty by School
This chart shows the rolling average of the number of students who were found guilty at a Hearing or who filed an IR grouped by the student’s school over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students from the School of Education and Human Development were either found guilty at a Hearing or chose to file an IR per semester?”
Proportion of Cheating Cases Guilty by School
This chart shows the number of students who were found guilty at a Hearing or who filed an IR grouped by the student’s school divided by the total number of cases reported by that school over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students from the Graduate School of Commerce were either found guilty at a Hearing or chose to file an IR?”
Total Number of Guilty Cases by Race
This chart shows the rolling average of the number of students found guilty at a Hearing grouped by the Race of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many students who identify as Hispanic were found guilty of an Honor Offense per semester?”
Proportion of Guilty Cases by Race | All Hearing Cases
Denominator = All Hearing Cases
This chart shows the number of students found guilty at a Hearing grouped by the Race of the student divided by the total number of cases that went to Hearing over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who went to a hearing were found guilty and identified as Caucasian?”
Proportion of Guilty Cases by Race | All Cases
Denominator = All Cases
This chart shows the number of students found guilty at a Hearing grouped by the Race of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were found guilty at a Hearing and identified as African American?”
Total Number of Guilty Cases by Gender, International Status, and Student-Athlete Status
This chart shows the rolling average of the number of students found guilty at a Hearing grouped by the Gender, International status, and Student-Athlete status of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many International students were found guilty of an Honor Offense per semester?”
Proportion of Guilty Cases by Gender, International Status, and Student-Athlete Status | All Hearing Cases
Denominator = All Hearing Cases
This chart shows the number of students found guilty at a Hearing grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases that went to Hearing over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who went to a hearing were found guilty and were Non-Student-Athletes?”
Proportion of Guilty Cases by Gender, International Status, and Student-Athlete Status | All Cases
Denominator = All Cases
This chart shows the number of students found guilty at a Hearing grouped by the Gender, International status, and Student-Athlete status of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were found guilty at a Hearing and were Non-Binary or there Gender is unknown?”
Total Number of Guilty Cases by Career/Year
This chart shows the rolling average of the number of students found guilty at a Hearing grouped by the Year/Career of the student over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, on average, how many Graduate students were found guilty of an Honor Offense per semester?”
Proportion of Guilty Cases by Career/Year | All Hearing Cases
Denominator = All Hearing Cases
This chart shows the number of students found guilty at a Hearing grouped by the Year/Career of the student divided by the total number of cases that went to Hearing over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of students who went to a hearing were found guilty and were 3rd-Years?”
Proportion of Guilty Cases by Career/Year | All Cases
Denominator = All Cases
This chart shows the number of students found guilty at a Hearing grouped by the Year/Career of the student divided by the total number of cases reported over the past eight semesters.
The numbers in this chart answer the example question:
“For the past four years, what proportion of reported students were found guilty at a Hearing and were Continuing and Professional Studies students?”
Guilty Terminus Cases by Year
This chart shows the number of cases each year which concluded with a guilty verdict at a Hearing grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Lying cases concluded with the student being found guilty at a Hearing?
Panel for Sanction
Panel for Sanction
The Panel for Sanction may impose sanctions including, but not limited to, the following:
- Amends.
- Education.
- Temporary Removal.
- Permanent Removal.
Detailed definitions of each sanctioning category can be found in the Bylaws of the Honor Committee. Importantly, any sanction within the bounds of an academic course, including assignment and course grades, remains at the full discretion of the teaching faculty.
The Panel for Sanction shall convene no later than seven (7) days from rendering a guilty verdict or 21 days from the filing of an Informed Retraction. When making their sanctioning determination, the Panel will consider the case's significance to the Community of Trust, arguments for reasonable sanction(s) from the guilty student and their counsel, and arguments for reasonable sanction(s) from the reporter and their counsel. Additionally, the Panel will take into account the advice of the random student panelists, the evidence presented, and all other Aggravating and Mitigating Circumstances.
For details regarding sanctions imposed in each case, please visit honor.virginia.edu/public-summaries.
Appeal
Appeal
Overview
A student may choose to file an appeal on the basis of good cause or new evidence. Good cause appeals relate to the fundamental fairness and/or timeliness of the Honor proceedings which must be filed within 30 days of the Hearing. New evidence appeals concern the discovery of any evidence that is within the scope deemed admissible at the Hearing, but either the student must not have known or the evidence must not have been available at the time of the Hearing. An appeal on the basis of new evidence must be filed within 2 years of the guilty verdict. A student can also choose to file an Expedited Appeal on the basis of either good cause or new evidence if they indicate their intention to file an Expedited Appeal by 5:00 P.M. by the first Wednesday following their Hearing and file an Appeal Brief within fourteen days of indicating their intention to file an Expedited Appeal. A student who has filed an Expedited Appeal is allowed to continue attending classes until the Appeal Process has been completed. All contents of the appeal are reviewed by the Appeals Review Committee (ARC), a five-member committee comprised of two standing members of exec, and three rotating members elected to Committee.
A successful appeal may result in the granting of a new Investigative Panel, a new Hearing, or a dismissal of the charges, at the discretion of the Appeal Review Committee which is a standing committee made up of three Committee members and two members of the Executive Committee. All appeals must be submitted in writing to the Vice Chair for Hearings. The Appeal Review Committee will decide by a majority vote whether to grant a new Investigative Panel, grant a new Hearing, or dismiss the case.
Click on the dropdown menu to access relevant graphics.
Appeal Terminus Cases by Year
This chart shows the number of cases each year which resulted in an Appeal grouped by the type of case.
The numbers in this chart answer the example question:
“In a given year, how many Cheating cases concluded with an Appeal?
Due to the relatively small number of cases that go through this step of case processing, detailed demographics information is withheld to protect the confidentiality of reported students.