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Policy Overview

Cummings Graduate Institute supports students and faculty in understanding and applying standards of Academic Integrity. CGI defines plagiarism within the online Learning Management System and Library for students to review. Cummings Graduate Institute strictly applies its Academic Integrity Policy and adheres to the procedure to address acts of academic dishonesty. It is considered a serious violation to cheat or plagiarize someone else’s work, even unintentionally. The key to the Academic Integrity Policy originates in the writer’s choices on how to divide one’s voice from the voices of others.

Cheating is defined as giving or receiving unauthorized use of an individual’s work with the intent or purpose of using it for an additional academic assignment.

Intentional plagiarism can be defined as appropriating the words or ideas of someone else and passing them off as one’s own. Intentional plagiarism can include, but is not limited to, the following:

  • copying entire documents and presenting them as one’s own, original work;
  • cutting and pasting from the work of others without properly citing the source;
  • stringing together quotes and /or ideas of others without connecting their work to one’s own original work;
  • asserting ideas without acknowledging their sources, or reproducing verbatim work written by others without properly citing their sources.

Unintentional plagiarism is the accidental appropriation of the work of others due to a lack of understanding of documentation or citation conventions. However, this accidental misuse of sources still violates the Academic Integrity Policy.

Self-plagiarism is the act of presenting one’s previously created and submitted work as original in subsequent assignments and violates honesty and truthfulness in scholarship. Submitting the same coursework across multiple assignments or courses also violates the Academic Integrity Policy unless the re-submitted work is substantially changed and cited as previous work or is part of an ongoing project.

Contract Cheating is the utilization of a third party or source to complete academic work (labs, exam papers, quizzes, homework assignments, sketches, graphic design, etc.) or facilitating the use of third party’s services, for which another then submits as academic work for credit. Examples include the following:

  • Unauthorized selling of a student’s papers, study materials or exams, or the faculty or Institute’s teaching materials or exams.
  • Paying another to copy their answers whether it is an exam, homework, project, assignment, etc. Payment does not have to be money; it can include ‘favors’ with no exchange of money, trade-in-kind (like swapping papers with another student), or exchange of goods or services (buying someone a meal, etc.) Utilizing or accessing an online resource or account service (Chegg, StackOverflow, Discord, etc.), whether such resource/service is free or requires payment for use or access, where the professor’s or university’s materials are uploaded without authorization.
  • Take an exam for someone or have another take an exam for you.
  • Asking or hiring someone (a friend, family member, partner, classmate, private tutor, etc.) to complete any portion or all of an assignment or paper for you or provide extensive input.
  • Using artificial intelligence (AI) to produce ideas and/or ghostwrite content for assignments without instructor knowledge or permission or providing appropriate citations.

Fabrication/Falsification is intentional and unauthorized lie, alteration, exaggeration, or invention of any information or citation in any academic discourse, assignment, or assessment. Examples include the following:

  • Artificially creating data when it should be collected from an actual experiment.
  • Unauthorized alteration or falsification of data, documents, codes, images, music, art, or other work.
  • Unauthorized omission of data, information, or results in documents, reports, and presentations.
  • Hiding data, results, or information using inappropriate scales, magnification and representation in charts, graphs, and other forms of representation.
  • Unauthorized impersonation of another person to complete an academic activity.
  • Unauthorized use of another individual’s computer login ID and password.
  • Citing nonexistent or irrelevant works.
  • Making up citations on a bibliography or works cited page.
  • Skewing data in accord with what you think results should be.
  • Changing answers after an exam has been returned.

Unauthorized Collaboration is working with others (friend, parent, classmate, etc.) on assignments, examinations, or projects that will be submitted for a grade without specific permission from the instructor or providing appropriate citations. This applies to tests, papers, projects, or assignments.

Collusion is when more than one student contributes to a piece of work that is submitted as the work of that individual. Individual coursework should be entirely the work of the student submitting that work for a grade or credit. Working together with other students on an assignment or assessment that will be submitted for individual credit or grade violates the Academic Integrity Policy and can result in an accusation of academic misconduct for all the students involved. Examples include the following:

  • Sharing work or answers with another student without the permission of faculty.
  • Working together with another student on an exam, final exam, paper, or project without faculty approval.
  • Submitting assignments or assessments identical to that of another student.

Policy Procedure

  1. After the Instructor reviews the Turnitin report for the assignment submission, if there is an assignment above the 15% mark, the instructor will review and notify the student of next steps.
    1. Note: If the report comes back above 85%, the faculty is required to email the Director of the Program: the student’s name, date of the assignment, and the Turnitin report for the plagiarized submission,
  2. First Offense: Faculty member immediately notifies the student via email, copying the Registrar, and allows the student two (2) business days to rewrite and resubmit the assignment. Violation is documented in the student’s file by the faculty member.
  3. Second Offense: Faculty member immediately notifies the student via email, copying the Director of the Program and Registrar, of the zero grade for the assignment (F). Violation is documented in the student’s file by the faculty member.
  4. Third Offense: Faculty member immediately notifies the student via email, copying the Director of the Program and Registrar, of the Academic Integrity Violation (XE) grade in the course. The Program Director responds to the student within five (5) business days of notification of a Third Offense with sanctions, which can include program termination.

Policy Responsibility

Student Responsibility

Students are expected to inform themselves about all actions that violate the Institute’s Academic Integrity Policy.

  • CGI allows no more than 15% similarity match in written assignments (as determined by Turnitin).
    • Exceptions to the15% are up to faculty discretion only.
  • Students are responsible for reviewing the Plagiarism Detection report for each written assignment after submission to the Assignment Folder in a course(s).
  • After applying filters for bibliography and quotes, match percentages must be no greater than the Program’s allowable 15% similarity match benchmark.
  • If the assignment exceeds the 15% similar match benchmark, the student must edit the work prior to the due date, and re-submit the assignment to the assignment folder. The student must revise the assignment until the match percentage does not exceed 15%.
  • After the assignment due date has passed, assignments for which the Plagiarism Detection match percentage exceeds 15%, after applying filters for bibliography and quotes, will receive a zero grade. Faculty for the course will contact the Director of the Program to determine whether the action was a first, second, or third violation for the student. Then the Academic Integrity Policy will take effect and dictate next steps.

Instructor & Administrative Staff Responsibilities

  1. After the Instructor reviews the Plagiarism Detection report for the assignment submission, if there is an assignment above the 15% mark, the instructor will review and notify the student of next steps.
    1. Note: If the report comes back above 85%, the faculty is required to email the Director of the Program: the student’s name, date of the assignment, and the Turnitin report for the plagiarized submission,
  2. For reports that need to be escalated to the Director of the Program, the Director will review the email from the instructor and the student’s Populi account for prior Academic Integrity Violations. If this is the:
    1. First Offense: Faculty member immediately notifies the student via email, copying the Registrar, and allows the student two (2) business days to rewrite and resubmit the assignment. Violation is documented in the student’s file by the faculty member.
    2. Second Offense: Faculty member immediately notifies the student via email, copying the Director of the Program and Registrar, of the zero grade for the assignment (F). Violation is documented in the student’s file by the faculty member.

Forms

At this time, there are no student forms associated with this policy.

Approvals/Revision History

Policy was revised on: February 14, 2025
Policy was approved by: Amanda Harrison, Chief Operating Officer

Testimonials

As a member of the AAPI community, I’m very familiar with the barriers to mental health services and the need to break through the glass wall of cultural stigma that prevents many from receiving potentially life–saving treatment. I was the only Asian American person in my master’s cohort, the only Asian American person in many of my clinical work settings, the only Asian American person to walk into many of the professional settings that I pushed myself to show up to. In my current practice, I’m constantly reminded by my patients of how difficult it is to find an Asian American mental health provider, though this reminder constantly informs me that more needs to be done for my community. Day after day, I read stories of Asian American people who die by suicide as a consequence of our culture’s avoidance of mental health topics. As a DBH, my biggest goal is to use my expertise in whole–person care to amplify the conversation around mental health and help my community understand that mental healthcare is not a privilege that we are not entitled to, it is a crucial part of our healthcare that will manifest differently in us than what many Western psychology or psychiatry textbooks will describe, and that our unique experience of mental health issues are valid, important, and is time to be part of the larger conversation.

Willam Chum, LMHCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

The DBH represents something that I've always embraced in my professional career. And that's collaboration and working across a lot of different disciplines to make sure you’re delivering the best care for the patient. Everything is about being patient centered about finding innovative ways and creative ways to collaborate with other professionals.

CDR Sean K. Bennett, LCSW, MSWAC, BCDDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - October 10, 2023

This program will change how you present to the world, not just as a professional but as an individual. Understand this is work but the work is worth it and the journey is undeniably transformative. If you are seeking a doctorate for the title, this is not the program for you. If you are seeking a doctorate to interrupt and disrupt the course of healthcare, then this is the program for you. You won’t find a more supportive program with professors who are dedicated to your success and your education. This program is not about the regurgitation of information. It is about the appropriate applied application of knowledge and information to push forward and become an advocate for equitable and quality care for all.

Brandy K. Biglow LMHC, CCTP, QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 5, 2024

The Doctor of Behavioral Health (DBH) program has definitely transformed my understanding of behavioral health. Understanding the links between physical and mental health has taught how to make better treatment decisions. The DBH program has also given me insights that otherwise would not be possible and allows me to view individuals through a lens that I was previously ignorant of. This program has helped me grow into a more confident individual, provider, and parent.

Cory H. Cannady, BCBA, LBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 13, 2024

The DBH program has been a pivotal turning point in my understanding and application of behavioral health principles. Recently, the concept of ‘whole person health’ has gained widespread attention in healthcare circles, becoming somewhat of a buzzword. Like many others, I embraced this term, believing in my capacity to deliver comprehensive care.

Prior to my engagement with the program, my approach, albeit well-intentioned, lacked an appreciation for the intricate interplay between physical and mental health. More importantly, the role of unmet social needs as a catalyst for health disparities was a dimension I had not fully integrated into my practice. The DBH program illuminated these connections, offering me a robust framework to understand and address the multifaceted needs of individuals, especially within marginalized communities.

Additionally, the confidence I have gained through the DBH program extends beyond theoretical knowledge. My role as a connector and advocate for these individuals has become more pronounced, driven by a deep-seated commitment to fostering accessibility, equity, and comprehensiveness in care.

Michelle Stroebel MA, NCC, LCMHC, NADD-CCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - June 12, 2024

I have worked in behavioral health for the entirety of my professional career starting with college internships up to my current role as Deputy Executive Commissioner of Behavioral Health for the Texas Health and Human Services Commission. While I have years of experience in the field, the DBH program at Cummings has framed my perspective as leveraging therapy as a first line of intervention. As a public servant, much of the work I do is usually in the aftermath of crises or when the system is being forced to respond to a service gap. However, the DBH program takes a much more proactive and integrative approach to health. This perspective/approach has the potential to positively shape policy in Texas in my role as a public servant charged with addressing the safety net needs of the most vulnerable constituents in Texas.

Trina K. Ita, MA, LPCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 10, 2024

CGI feels like a community of long-lost cousins that finally met as adults and we realized that we share the same goals. The support from the faculty and classmates have been nothing short of amazing. I can reach out to my advisor at any given time to discuss course work, career endeavors, or to just vent about life. There is a feeling of closeness and belongingness at CGI that is just unmatched. I am very happy to be a member of the family and will continue to spread the word of how great this DBH program is.

Michelle Francis, LCSW/LICSW-QSDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 10, 2024

The DBH program’s mission, purpose, and objective say it all: We strive for intentional care outcome improvement practices that exemplify whole person-centered integrated healthcare advanced competency. The program of study drives insights and awareness of the ever-changing patient population and multidisciplinary practice environments to change how the world experiences healthcare. This is further reinforced by the pillars of medical literacy, integrated behavioral health intervention, and entrepreneurship skills and expertise. Development growth is needed to prepare the aspiring DBH for the future of the shifting healthcare marketplace through international networking in a growing community of disruptive innovators and an evolving movement toward systemic healthcare change. I feel that I will be positioned alongside a fellowship of like-minded professionals trying to improve the quality of healthcare service delivery value and outcome sustainability.

Jose Mathew, LCSW, LAC, ACS, EMDR-T, CCTP-IIDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - October 8, 2024

The DBH program has reinforced my vision of viewing behavioral health (BH) as an integrated component of the healthcare system rather than a siloed service. As a practitioner in the focused BH realm of substance use disorder (SUD) treatment, I observe on a regular basis how identifying and serving SUD patients is often missed, ignored and stigmatized in primary healthcare, despite the fact that early intervention at these check-points often has the potential to intervene earlier and lessen the negative SUD outcomes frequently seen by the time a patient reaches specialty SUD services. Reinforcement received in my DBH program has motivated me to promote integration as a leader in my workplace and is a primary factor in considering the long-term trajectory of my individual career path.

Kenneth L. Roberts, MPS, LPCC, LADCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 5, 2024

By becoming a DBH, I have found that I am able to have different conversations with different people. Before having my doctorate degree, I was able to speak to certain items in behavioral health, but was only seen as a licensed therapist where as a doctor, I am able to speak to the changemakers and policy makers in a more collaborative manner which then allows us as a group to enhance the services we are providing. I also found that as a DBH, my confidence in the treatment room has improved immensely and cases that may have been more difficult for me before are no longer as difficult due to the training I have received in the program.

Dr. Allison Earl, DBH, LPC-SDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - November 13, 2024

I think the DBH is quite groundbreaking, it allows you to study from anywhere in the world. The support is fantastic, and you can make out of the DBH what you want. Unlike standard professional doctorates, the DBH was trying to break new ground, not trying to go over just old ground. It greatly encourages its students to be those people who break new ground.

As a person who actually has a disability, I found CGI staff to be very supportive, very accommodating. If I need extensions, they are always there. In fact the staff will reach out and check on you, if they haven’t heard from you in a very short period of time. Which I have never had from any other university.

I find the community of fellow DBH students absolutely wonderful, we reach out across numerous social media platforms, we email each other. Doesn’t matter where I am in the world or where they are in the world, everyone is supportive. Its support, support and encouragement with the DBH.

Jason P. Sargent, B Policing, GDip Psych, MSW, JPDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - December 10, 2024

Graduating from the DBH program has influenced and enhanced my approach to addressing behavioral health challenges and making a difference in the field by preparing me to become a serious business owner. Through the DBH program, I understand now that becoming a business owner not only assists me in reaping the financial benefits of working for myself, but the program also offers me a sense of freedom to make a difference in an individual’s life.

Dr. Rebecca K. Wright, DBH, LBA, BCBA, QBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - December 18, 2024

I have always wanted to pursue a higher degree but never found a program that met my needs. When I investigated the DBH program, I can honestly say I was excited. It was a program that would expand my knowledge in behavioral health but also how it relates to physical health. The philosophy of treating the whole person was exactly what I was looking for.

Elizabeth Nekoloff, M.Ed., LPCC-S, NCCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 16, 2025

Prior to obtaining my DBH, I practiced behavioral health within the boundaries of behavior analysis. The DBH degree has given me the ability to broaden my scope of competence allowing me to provide a higher quality of care to my clients through a person-centered approach, while still staying within my scope of practice. I was in the beginning stages of opening my business when I enrolled in the DBH program which set my trajectory towards being a stronger leader. The program equipped me with essential healthcare leadership and entrepreneurial skills, allowing me to ensure high-quality services for my clients and foster a supportive work environment for our staff. It has also given me the confidence to expand my business and pursue other healthcare ventures, reaching a broader range of patients in need.

Dr. Pauline Tolentino Pablo, DBH, BCBA, IBADBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - January 21, 2025

Although I have worked with many patients who have mental health diagnoses, or behaviors which make managing their medical diagnoses and day to day life difficult, the DBH program at CGI is broadening that knowledge and providing a deeper understanding of behavioral health and how best to help these individuals manage their health and improve their quality of life. This will allow me to provide and advocate for more meaningful and seamless integrated care, providing new tools for my intervention toolbox, and the confidence and skills to collaborate within and lead whole person focused interdisciplinary teams. I also anticipate building upon my knowledge as a nurse case manager and long time caregiver, as well as my personal passions and professional vision, learning about processes and operations, to be in position to start up and lead my own company one day, offering the services and care I know every person should have access to.

Hollie Wilson, MSN, RN, CCMDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - February 11, 2025

The Doctor in Behavioral Health (DBH) program has changed my understanding of the subject and career path. Before this academic journey, my knowledge of behavioral health was primarily theoretical, including essential ideas and methods. However, the DBH curriculum combined intense academic research with practical application, helping me understand behavioral health from multiple angles. Recognizing mental health as part of total health changed my perspective. The biopsychosocial model, which showed how biological, psychological, and social variables affect mental health, was stressed in the DBH curriculum. This comprehensive approach made me realize how complex human behavior is and how important it is to address mental health issues. Effective interventions must target the individual’s surroundings, relationships, and life experiences, not just symptoms. The curriculum also gave me enhanced evidence-based practice training to execute successful solutions. Studies methods and data analysis classes improved my critical thinking and allowed me to evaluate and apply behavioral health studies. This gave me the confidence to contribute to the field’s knowledge base through practice and research.

Dr. Rhea Hill, DBH, LPCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - February 17, 2025

The DBH program will open opportunities for me to contribute to healthcare system innovation, particularly through trauma-informed care and integrated behavioral health settings. I will be better positioned to advocate for and implement holistic care models that improve health outcomes for underserved populations. Ultimately, this program will help me transition into higher-level roles, such as a director or consultant in behavioral health, where I can influence broader system changes and contribute to the future of healthcare delivery.

DeKyn Rashad Peters, MPH-CHES,BSW/BA,APCDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 4, 2025

The DBH program has been integral in preparing me for leadership roles by providing a solid foundation in both the theoretical and practical aspects of leadership within the behavioral health sector. Through coursework, case studies, and hands-on experiences, I have learned to lead with empathy, data-driven decision-making, and strategic planning. The program has also honed my skills in organizational development, communication, and policy advocacy, equipping me to effectively lead teams, drive impactful change, and foster environments that promote positive behavioral health outcomes. With this training, I am confident in my ability to lead initiatives that address systemic barriers and improve care delivery.

Dr. Jerrika Henderson, DBH, CMHCDBH Alumna, Cummings Graduate Institute for Behavioral Health Studies - March 18, 2025

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