Faculty as Role Models
Larry Birnbaum, PhD, EPC
Associate Professor
Department of Exercise Physiology
The College of St. Scholastica
Duluth, MN 55811

I have taught at various colleges for about 26 years.  Over this time period, I have seldom encountered students who cheat, lie, or steal.  Unfortunately, in the past few years, it appears to me that the number of students cheating and committing theft of personal property has increased significantly.  I cannot help but wonder why this is occurring.  Certainly technology has made it easier to cheat, and that may be part of the problem, although I don’t think it is the cause of the problem.  Perhaps a lack of self-discipline is also part of the problem [1].  It is easier to cheat than put in the time and effort required to achieve good grades, which also takes away from recreational time (i.e., partying).  After all, students have many role models to follow, including CEOs, professional athletes, politicians, and a number of characters portrayed on television and in movies [2].  All too often these role models not only get away with cheating, but are even rewarded for it.  Convicted CEOs serve short sentences and are back in the million dollar column almost immediately upon release from prison. 

How many athletes have achieved professional status by using steroids and other ergogenic aids?  When aspiring young athletes observe such behavior and the rewards associated with it (multimillion dollar salaries), it is easy to understand why some choose the same path.  And how many politicians will say and do anything to get elected or avoid prosecution once in office?  The entertainment industry has glamorized crooks and cheats for decades.  The message our youth hears is that it is ok to cheat and steal, and it is particularly sweet if you can outsmart the authorities.  Of course, spouses cheating on each other as well.  Another notch in one’s belt is another victory, right?  The common theme of all these behaviors is that it is ok to cheat to win, to do whatever is required to win.  While hard work may be part of the equation, it is not perceived to be sufficient by itself because it does not bring the big bucks fast enough and/or easily enough.

So, students who lack self-discipline are more likely to use technology to cheat (such as programmable calculators that can store large amounts of information, cell phones that can take photos of exams).  But, what motivates them to cheat given that many of their peers do not cheat.  I think a major reason students cheat is because they link good academic performance with future financial rewards [3].  They look forward to six-figure salaries if not immediately upon graduation, then shortly thereafter.  While their expectations are unrealistic, it begs the question as to why they have such a perception.  One explanation is the high cost of a college education.  It is true that the cost of a college education is hefty, but it cannot adequately account for the increase in cheating and stealing since many students are still honest and trustworthy.  Certainly a major factor is the preponderance of terrible role models.  There is a plethora of unscrupulous individuals in all walks of our society who lie, cheat, steal, or do whatever it takes to have the good life, to win.  The number of good role models seems to have dwindled, or they do not receive all the publicity bestowed upon the objectionable role models. 

Given this scenario, what, if anything, can be done to discourage students from cheating and/or stealing?  Obviously, parents have a responsibility to teach their children right from wrong.  This has become much more difficult as our youth observe bad behavior being rewarded over and over again, and it is common for adolescents to rebel against their parents’ teachings.  They look to role models for guidance, and that is where faculty can make a difference, not by pushing their own agendas, but by serving as good role models [4-6].  Faculty can discuss the shortsightedness of taking shortcuts to achieve success.  They can integrate ethics in the curriculum and illustrate the harmful consequences of cheating. 

As faculty in exercise physiology, we have a moral obligation to reveal unethical practices in our own field wherever it may arise.  Biased research designed to produce a predetermined result is unethical.  For example, it is wrong to accept grant money from a supplement company to “prove” the benefits of the supplement, and then design the study and/or falsify results to show that the supplement does what it claims to do.  Selling worthless certifications to anyone with a high school diploma is unethical.  Similarly, it is unethical to sell college degrees to students with the expectation that gainful employment will be achieved upon graduation when the degree is actually meaningless.  The people responsible for these behaviors are only doing it for the money, to win at the game of life so to speak.  They are not concerned about known or potential adverse consequences for the consumer.

Of course, these behaviors are also unprofessional and provide a strong argument for the professionalization of exercise physiology.  Once professional status is achieved, we will have the ability to regulate the practice of exercise physiology.  We will be able to prevent pseudo-scientists and quacks from pushing unproven exercise regimens and/or supplements on the public.  Individuals guilty of doing this are doing it for the money, not for the benefit of the public or the field of exercise physiology.  As a profession, we will be able to accredit exercise physiology programs and certify graduates of accredited programs as exercise physiologists.  And only exercise physiologists will be able to practice exercise physiology, which will protect the public from harm.

The pieces are already in place for the professionalization of exercise physiology.  The American Society of Exercise Physiologists (ASEP) has developed a bona fide accreditation process for exercise physiology programs, a valid certification exam for exercise physiologists, and so much more.  What better way could faculty serve as good role models for students than by being active members in ASEP?  

 
References

1.  Huber, J. (2004). A, B or Cheat: Help Your Students Make the Right Choices With Prevention and Practical Solutions.  Association of Texas Professional Educators. [Online]. http://www.atpe.org/Publications/Win_04Conquercheating.pdf

2.  Birnbaum, L. (2003). Athletes, Our Role Models, Right?  Professionalization of Exercise Physiologyonline. 6:7: [Online]. http://www.asep.org/asep/asep/AthletesWhoCheat.html

3.  McCabe, D.L., Trevino, L.K., and Butterfield, K.D.  (2001)  Cheating in Academic Institutions:  A Decade of Research.  Ethics and Behavior, 11(3), 219-232.

4.  Roberts, B. (2005).  Role Models Must Step Up To The Plate On Steroids.  The Kentucky Kernel.com.  [Online].  http://www.kykernel.com/media/paper305/news/2005/02/28/Opinions/Role-Models.Must.Step.Up.To.The.Plate.On.Steroids-879535.shtml

5.  Academic Integrity.  (2003).  Excerpt from Report on Academic Integrity at AUC by Task Force on Academic Integrity (TFAI), 2003.  http://www.aucegypt.edu/resources/acadintegrity/faculty/reportoverview.html

6.  Nagral, S.  (1994).  Wanted:  Ethical ‘Role Models’!  Indian Journal of Medical Ethics.  2:2: [Online].  http://www.issuesinmedicalethics.org/022ed008.html