Honor Committee Statistical Transparency Reporting Portal

Honor Committee Statistical Transparency Reporting Portal

A project by the Honor Committee Statistical Transparency Working Group (2021). 

Presented to the Community of Trust, such that more and better-informed conversations about Honor can take place.

Letter from the Chair

To the Community of Trust,

Coinciding with the 200th anniversary of the University’s founding, the 2018-19 Honor Committee commissioned the Bicentennial Report. The report demonstrated the many ways in which Honor had changed over the years, and more importantly, the ways in which it had not. It became clear that our system is not perfect one we idealize, but it is flawed We have clear evidence of years of disproportionate reporting among certain demographic groups. While we strongly believe our process is fair to all students who are reported, it is important to recognize that the reports we receive are not representative of the student body. And while we still do not know if those disparities stem from discrimination or actual differences in Honor offenses, we as a community cannot address these differences if we do not recognize their existence. Unfortunately, despite past efforts, these details and the complexities of the Honor System remain hidden from the University at large which has led to a significant, and dangerous, disconnect between the public perception of Honor and the system in the flesh. Let the work presented here be an important first step in bridging that gap of understanding.

The effort before you is the culmination of an ambition sparked by the Bicentennial Report and brought to fruition by John Sun, myself, and the Honor Statistical Transparency Working Group. The data presented here has never been released before and provides brand-new insight into how the Honor System operates. We do not attempt to portray ourselves as a perfect or idealistic system–as we ought to do as a system far from perfection.

We recognize we have flaws and things that we will continue to improve upon. At the same time, this system provides immeasurable value to this University and every student who had the great fortune and privilege to walk its hallowed grounds. It is my hope that you will take the time to fully parse through this information, understand the system as it currently stands–all its merits and, more importantly, its imperfections–and use the information presented here to start vital conversations that will change Honor and our community for the better.

Sincerely,
Ryan Keane
Chair, University of Virginia Honor Committee (2020-2021) 

The Data

How to use this website.
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The Data

How to use this portal

  1. 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.

  1. 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
  1. 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'

Highlighting the gaps between Honor at Convocation and Honor in reality.
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'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

The structure of Honor and the students behind the system.
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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

Every Honor case begins with a report filed by a member of the Community of Trust.
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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

File Name
Misc/Reports Node/reports_by_casetype.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Misc/Reports Node/cheating_by_school.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Misc/Reports Node/cheating_cases_propdisCheating.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/Report/races_reports.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Report/race_propdisareports.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Report/package_varss_reports.csv
Chart Type
Line Chart
Chart Description

 

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 Gender, International Status, and Student-Athlete Status | All Reports

File Name
Package Variables/Report/package_vars_propdisareports.csv
Chart Type
Line Chart
Chart Description

Denominator = All Reports

 

This chart shows the number of reported cases grouped by the Gender, International status, and Student-Athlete status 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 Non-Student-Athletes?”

Number of Total Cases by Year/Career

File Name
Career/Report/careers_reports.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/Report/career_propdisareports.csv
Chart Type
Line Chart
Chart Description

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 and Initial Investigation

An Advisor notifies the reported student, while two investigators assigned to the case interview the reporter.
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Reported Student Notified and Initial Investigation

Overview

The Advisor for the Student will call the reported student to notify them of the report within 24 hours, and schedule an initial meeting to discuss the report. The Advisor for the Community will reach out to the reporter to introduce themselves and begin scheduling the reporter interview. The Advisor for the Community will act as an intermediary between the Investigators and the Reporter in order to schedule the interview and convey information. 

The Reporter interview is the first interview to take place. Some cases will have one or more primary witnesses to be interviewed as a part of the initial investigation. The point of this interview (or interviews) is to gain preliminary details about the reported Act(s) so that the reported student has sufficient information to make an informed decision about whether or not to file an Informed Retraction (IR). After the Reporter interview has been completed, the Advisor for the Student will schedule an IR meeting. Completion of the IR meeting initiates the student’s seven day IR period.

Informed Retraction

The Informed Retraction gives the student the opportunity to admit to the reported Act and make amends with the Community of Trust.
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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 for their admitted act, take a Leave of Absence from the University for two consecutive semesters, and recommit to the Community of Trust upon returning to grounds. Once a student has started a leave of absence, a special notation will be put on their transcript to restrict them from signing up for courses. Once the student has completed their leave, the notation is removed and no mention of the IR will remain on the student’s permanent record. A student is only permitted to file one IR during their time at the University, but 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 that they have committed an Honor Offense and want to make amends for their actions. 

Note: J-term and Summer semesters are not permitted during a leave of absence nor do they count towards the two-semester leave of absence.

Click on the dropdown menu to access relevant graphics.

Number of Total IRs by Race

File Name
Race Booleans/Informed Retraction (retr)/race_retr.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Informed Retraction (retr)/race_propdisnode_retr.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/Informed Retraction (retr)/race_propdisa_retr.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Informed Retraction (retr)/package_vars_retr.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Package Variables/Informed Retraction (retr)/package_vars_propdisnode_retr.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Informed Retraction (retr)/package_vars_propdisa_retr.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Informed Retraction (retr)/career_retr.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/Informed Retraction (retr)/career_propdisnode_retr.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Informed Retraction (retr)/career_propdisa_retr.csv
Chart Type
Line Chart
Chart Description

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

File Name
number_of_cheating_cases_by_school_IR.csv
Chart Type
Line Chart
Chart Description

 

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

Chart Type
Line Chart
Chart Description

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

File Name
IR_terminus_stackedbarplot.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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

The reported student is presented with all the evidence that has been collected in their case and must decide whether to submit an Informed Retraction.
Open Charts

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 interviews and evidence that have been completed and collected so far in order to gain a clear picture of the alleged Act(s). The Advisor will also present the chance of claiming a Contributory Health Impairment (CHI). The student and Advisor must sign off on the original IR letter to signify that the student has seen all the evidence and reviewed the other contents of the IR letter.

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 must obtain signatures from the dean of their school or association dean, the Dean of Students or a stand in signatory, and the affected party(s). During this time, the investigation is paused. 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. 

Full Investigation

If the reported student chooses to not submit an Informed Retraction, a full investigation is conducted.
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Full Investigation

Overview

First, the reported student is interviewed. Advisors continue to contact witnesses who will be interviewed by the Investigators. Investigators continue to collect additional evidence, and when sufficient evidence has been collected, response interviews begin. The Reporter crafts a response interview first, responding solely to the student’s initial interview and any evidence submitted by the student. The student then completes their response interview as the last step of this process, having access to all interviews and pieces of evidence.

     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 deemed complete, all the information is compiled in a single document known as an Investigation-Log (I-Log).

I-Panel Drop

If the I-Panel does not believe that it is “more likely than not” that an Honor Offense occurred, the case against the student is dropped.
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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. All the case materials are destroyed.

Click on the dropdown menu to access relevant graphics.

Total I-Panel Drop Cases by Race

File Name
Race Booleans/I-Panel Drop (ipnl)/race_ipnl.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/I-Panel Drop (ipnl)/race_propdisnode_ipnl.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/I-Panel Drop (ipnl)/race_propdisa_ipnl.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/I-Panel Drop (ipnl)/package_vars_ipnl.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Package Variables/I-Panel Drop (ipnl)/package_vars_propdisnode_ipnl.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/I-Panel Drop (ipnl)/package_vars_propdisa_ipnl.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/I-Panel Drop (ipnl)/career_ipnl.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/I-Panel Drop (ipnl)/career_propdisnode_ipnl.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/I-Panel Drop (ipnl)/career_propdisa_ipnl.csv
Chart Type
Line Chart
Chart Description

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

File Name
ipanel_drop.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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

After a full investigation, an Investigative-Panel reviews all of the evidence and decides whether to accuse the student of an Honor offense.
Open Charts

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.

LAG

A student LAGs (Leave[s] Admitting Guilt) if they choose to leave the University without requesting a hearing.
Open Charts

LAG

Overview

If the accused student fails to request a hearing within 7 days of receiving notice that they have been formally accused, they will be considered to have “Left Admitting Guilt” and will be dismissed from the University.

Click on the dropdown menu to access relevant graphics.

 

LAG Terminus Cases by Year

File Name
lag_terminus.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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

If the I-Panel finds it is “more likely than not” that an Honor offense(s) occurred, the student is formally accused.
Open Charts

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

File Name
accusations_by_casetype.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
casetype_accusation_propdisa.csv
Chart Type
Line Chart
Chart Description

 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

File Name
school_cheating_accused_propdisa.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/Accusation (~ipnl)/race_accusation.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Accusation (~ipnl)/race_accusation_propdisaccusation.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/Accusation (~ipnl)/race_accusation_propdisa.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Accusation (~ipnl)/package_vars_accusation.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Package Variables/Accusation (~ipnl)/package_vars_accusation_propdisaccusation.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Accusation (~ipnl)/package_vars_accusation_propdisa.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Accusation (~ipnl)/career_accusation.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/Accusation (~ipnl)/career_accusation_propdisaccusation.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Accusation (~ipnl)/career_accusation_propdisa.csv
Chart Type
Line Chart
Chart Description

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?”

Hearing

At a Hearing, both Counsel for the Student and Counsel for the Community have the opportunity to present their cases to a Panel of the Accused Student’s peers.
Open Charts

Hearing

Overview

The fundamental purpose of the Hearing is to pursue the truth of an Accused Honor Offense. Hearings, although structured similarly to a legal trial, are not adversarial in nature. The counsel for both sides work together to present the facts and evidence to the panel, who 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, as well as the panel and hearing type. An accused student can choose a panel of all Honor Committee members, randomly selected students, or a mix of both. The student may also choose to have the hearing be open or closed to the public.

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

File Name
Race Booleans/Hearing/race_hearing.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Hearing/race_hearing_propdisa.csv
Chart Type
Line Chart
Chart Description

 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

File Name
Package Variables/Hearing/package_vars_hearing.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Package Variables/Hearing/package_vars_hearing_propdisa.csv
Chart Type
Line Chart
Chart Description

 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

File Name
Career/Hearing/career_hearing.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/Hearing/career_hearing_propdisa.csv
Chart Type
Line Chart
Chart Description

 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

File Name
hearing_terminus.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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

If a student is found not guilty, there is no further action taken and all information related to the case is destroyed.
Open Charts

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 and all records of the case are destroyed. Paper documents are shredded and digital evidence is permanently deleted. 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

File Name
number_of_cheating_notsanctioned_by_school.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
school_cheating_notguilty_propdisa.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Not Guilty (ngty)/race_ngty.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Not Guilty (ngty)/race_propdisnode_ngty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/Not Guilty (ngty)/race_propdisa_ngty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Not Guilty (ngty)/package_vars_ngty.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Package Variables/Not Guilty (ngty)/package_vars_propdisnode_ngty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Not Guilty (ngty)/package_vars_propdisa_ngty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Not Guilty (ngty)/career_ngty.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/Not Guilty (ngty)/career_propdisnode_ngty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Not Guilty (ngty)/career_propdisa_ngty.csv
Chart Type
Line Chart
Chart Description

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

File Name
notguilty_terminus.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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

If a student is found guilty, they are expelled from the University.
Open Charts

Guilty

Overview

The panel determines that the three criteria of Act, Knowledge, and Significance are met beyond a reasonable doubt. If at least four-fifths 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 student is dismissed from the University and the Honor Committee will immediately notify the Registrar to remove the student from classes and be barred from readmission to UVA. If the student lives in University housing, they will be given five business days to leave. The Office of the Vice President and Chief Student Affairs Officer will be available to provide aid in moving out and applying to other institutions. Additionally, Honor Advisors will be available to help review the Post-Hearing Letter and communicate with additional parties, such as parents.

Each year, a summary of cases is sent out 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

File Name
number_of_cheating_sanctioned_by_school.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
school_cheating_guilty_propdisa.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Guilty (glty)/race_glty.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Race Booleans/Guilty (glty)/race_propdisnode_glty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Race Booleans/Guilty (glty)/race_propdisa_glty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Guilty (glty)/package_vars_glty.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Package Variables/Guilty (glty)/package_vars_propdisnode_glty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Package Variables/Guilty (glty)/package_vars_propdisa_glty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Guilty (glty)/career_glty.csv
Chart Type
Line Chart
Chart Description

 

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

File Name
Career/Guilty (glty)/career_propdisnode_glty.csv
Chart Type
Line Chart
Chart Description

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

File Name
Career/Guilty (glty)/career_propdisa_glty.csv
Chart Type
Line Chart
Chart Description

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

File Name
guilty_terminus.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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?

Appeal

A student found guilty of an Honor offense(s) is allowed to appeal the decision on the basis of good cause or new evidence.
Open Charts

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

File Name
appeal_terminus.csv
Chart Type
Stacked Bar Chart
Chart Description

 

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. 

Contributory Health Impairment

A student who believes that they had a medical or mental condition that contributed to the commission of an Honor Offense can request a CHI Hearing.
Open Charts

Contributory Health Impairment

Overview

A Contributory Health Impairment (CHI) is “a health impairment which (a) caused or significantly contributed to the commission of a Alleged Honor Offense, and/or (b) renders such student substantially unable to understand the relevant Honor charges or to assist in their own defense.”1 If a student believes that they have a claim of CHI, they can request a CHI Hearing. Once this request is made, the CHI process is handled primarily by the Office of the Dean of Students.

The CHI process is broken down into 2 major steps: the Request for a Hearing on CHI and the CHI Hearing. The Dean of Students or an individual designated by the Dean of Students reviews the Request for a Hearing on CHI. Before a determination is made, the student must meet with the Dean and provide an Expert Assessment of their condition along with any other information the Dean requests. If the Request for a Hearing on CHI is denied, the case returns to the Honor Committee and continues to be processed unless the student appeals the Dean’s decision. If the Dean grants the Request for a Hearing on CHI, the student is considered to have admitted to the Acts for which they were reported. At a CHI Hearing, a panel selected by the Vice President of the University or an individual designated by the Vice President determines, based on the evidence presented, both if the student has a CHI and if the student poses a “Significant Risk” (meaning they are likely to commit additional Honor offenses because of their CHI) and imposes restrictions based on their findings. If the panel finds that the student does not have a CHI, the case is returned to the Honor Committee and the student is assumed to have admitted to the Act(s) in question.

The Honor Committee’s major role in the CHI Process is that a team of two investigators conduct a full investigation of the report as they would for a case where a student has not claimed a CHI and has chosen not to file an Informed Retraction. This information is then provided to the Office of the Dean of Students for use during the CHI process.

Reported students, during their seven day IR Period, also have the opportunity to file a combined CHI/IR. In this case, a full investigation continues up until the I-Panel, at which time the case is sent to the ODOS for CHI review. If a CHI is found, the case on Honor’s end is dropped. If no CHI is found, the case returns to Honor and the student completes all necessary steps to finalize the IR.

1Honor Committee By-laws § IV(D)(1.)(April 13, 2020)

CHI Terminus

File Name
chi_terminus.csv
Chart Type
Stacked Bar Chart
Chart Description

 

This chart shows the number of cases each year which concluded with a CHI grouped by the type of case.

 

The numbers in this chart answer the example question: 

In a given year, how many Stealing cases resulted in an CHI?

Executive Drop

The Executive Committee can vote to drop a case for reasons such as lack of evidence or bad faith reporting.
Open Charts

Executive Drop

Overview

The Executive Committee has the authority to vote to drop a case for specific reasons such as if the report was made in bad faith or lack of evidence. If ⅗ of the Executive Committee vote to drop the case, the case is considered closed and all files related to the case are destroyed. An Executive Drop can happen at any time during the Honor Case process.