The 12th Annual Integrity Awards celebrate significant contributions to academic, research and professional integrity
Efforts to expose sexual harassment and work to ensure the integrity of distance learning have been recognized at UC San Diego’s 12th Annual Integrity Awards. An annual campus tradition organized by the Office of Academic Integrity in partnership with the Deputy Prime Minister’s Office and celebrated every spring, the Integrity Awards acknowledge the contribution of community members who are not afraid to live by their principles and express one of the university’s most important core values: Integrity.
This year’s champions of integrity are Jade d’Alpoim Guedes, an assistant professor in the Department of Anthropology and the Scripps Institute of Oceanography, who came up with evidence of sexual harassment by a Harvard professor; Jenin Teifenbrook, a lecturer at the Halıcıoğlu Institute of Computer Science, and Nima Mushiri, an assistant professor of teaching in the Department of Computer Science and Engineering, who invented data-driven frameworks to prevent cheating in emergency distance learning initiatives. Tippenbrook, Mushiri and Goodes were honored during a virtual ceremony on April 13th.
“Integrity is essential to our continued success at UC San Diego, as a university, campus and community,” said Trisha Bertram Galant, director of the Office of Academic Integrity. “In the modern world, maintaining our integrity is easier said than done, which is why ethical behavior models are so important. This year’s three amazing winners embody integrity at its best, and their work is an example to us all.”
Ten years ago, Gids received a sexual offer from Gary Orton, a prominent Harvard archaeologist. Last year she read a report on Orton’s similar conduct in another case, realized she was not alone and began to connect the dots. When she published evidence that only she was capable of, it helped confirm Orton’s pattern of misconduct.
“Our trust community depends on everyone’s integrity,” Goodes said. “‘Leaking Pipe’ has forced generations of women and minority communities to leave academia because there are too few break-ins to repel acts of racial, gender and sexual violence. We can only change that when we end the culture of silence that allows criminals to act. My story is one of ending this culture of silence.” .
A similar commitment to principles is shown in another context by Tiefenbrook and Mushiri in their efforts to preserve the integrity of emergency distance learning. During the COVID-19 epidemic, educators around the world were forced to quickly adapt to a completely different educational landscape. While many distance learning initiatives have been successful, others have spawned controversy around external provocative companies mercenaries and incentives for students to cheat. Wanting to create more reliable and productive alternatives, Tiefenbrook and Mushiri have developed data-driven frameworks that help maintain student sincerity and open up new opportunities for true learning.
Mushiri and Tiefenbrook have each developed similar data-driven approaches to finding exam collaboration, each relying heavily on the material they teach their students.
“In an attempt to maintain academic rigor during remote examinations, many courses have imposed various forms of surveillance, often in the form of remote monitoring services where students are monitored by foreigners and sometimes even documented, which has damaged trust,” Mushiri said. “Importantly, the tool is open source and uses many of the computer science principles my students use in their courses, so I demonstrate to them the tool currently teaching as well as an exercise in strengthening their confidence in the process.”
Tippenbrook noted the importance of integrity in distance teaching. “Integrity is important to me because of the many students I see working tirelessly in their classrooms. I want their hard work to be rewarded and their grades to reflect what they have learned, and that is impossible unless everyone does their part to present an honest picture of what they know. The collaboration tools we have created We help ensure that the work that each student submits is his. “