Academic Integrity Policy

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.

In any manner of presentation, it is the responsibility of each student to produce her/his own original academic work.

Cheating

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

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.
submitting work that was generated, revised, or substantively assisted by automated tools or third-party services (including artificial intelligence systems) and presenting that work as one’s own when such use has not been explicitly authorized by the instructor or appropriately disclosed.

Unintentional Plagiarism

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

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

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

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 Assistance

Unauthorized assistance refers to the use of sources of support that have not been specifically authorized in this policy statement or by the course instructor(s) in the completion of academic work to be graded. Such sources of support may include but are not limited to advice or help provided by another individual, published or unpublished written sources, and electronic sources. Examples of unauthorized assistance include but are not limited to:

Collaboration on any assignment beyond the standards authorized by this policy statement and the course instructor(s).

Submission of work completed or edited in whole or in part by another person.
Supplying or communicating unauthorized information or materials, including graded work and answer keys from previous course offerings, in any way to another student.
Use of unauthorized information or materials, including graded work and answer keys from previous course offerings.
Use of unauthorized artificial intelligence tools or services.
Use of unauthorized devices.
Submission for credit of previously completed graded work in a second course without first obtaining permission from the instructor(s) of the second course. In the case of concurrent courses, permission to submit the same work for credit in two courses must be obtained from the instructors of both courses.

Artificial Intelligence and Academic Integrity

The use of artificial intelligence (AI) tools in coursework must align with course expectations and instructor guidance. Submitting AI-generated content as one’s own work, using AI to complete assignments without disclosure, or using AI tools in ways that are explicitly prohibited by the instructor constitutes academic dishonesty.

When AI tools are permitted, students are responsible for clearly disclosing their use in accordance with course instructions and for ensuring that all AI-assisted content is appropriately cited or acknowledged. Any use of AI that is undisclosed or uncited is considered plagiarism.

Students are expected to understand and follow instructor-specific guidelines regarding AI use. When expectations are unclear, students must consult with the instructor before using AI tools.

Policy Procedure for All Courses Except Comprehensive Exams and Culminating Project

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 Program Director: the student’s name, date of the assignment, and the Turnitin report for the plagiarized submission,
First Offense: Faculty member immediately notifies the student via email, copying the Operations Department via email at registrar@cgi.edu, 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.
Second Offense: Faculty member immediately notifies the student via email, copying the Program Director and the Operations Department via email at registrar@cgi.edu, of the zero grade for the assignment (F). Violation is documented in the student’s file by the faculty member.
Third Offense: Faculty member immediately notifies the student via email, copying the Program Director and the Operations Department via email at registrar@cgi.edu, of the Academic Integrity Violation (XE) grade in the course. The Program Director responds to the student within seven (7) calendar days of notification of a Third Offense with sanctions, which can include program termination.

Note: At any stage of the review process, the faculty member or Program Director may refer an academic integrity concern to the CGI Disciplinary Committee based on the severity of the violation. The Committee may determine that the matter constitutes a Code of Conduct violation and impose sanctions, up to and including immediate dismissal from the program, independent of the progressive steps outlined above in this policy.

Policy Procedure for Comprehensive Exams and Culminating Project

All Comprehensive Exam and Culminating Project submissions are subject to review using Turnitin or a comparable similarity-reporting tool. Similarity percentages are used as an initial screening indicator only; determinations of academic integrity violations are based on faculty review of the report and the nature, extent, and intent of the violation, not percentage thresholds alone.

Initial Review and Notification

When a similarity report exceeds 15%, the instructor reviews the report in detail and determines whether the similarity reflects acceptable scholarly use or a potential academic integrity concern.
If the instructor identifies a potential violation, the student is notified of next steps.
Similarity reports exceeding 85% must be reported immediately to the Program Director, including the student’s name, assignment details, and the Turnitin report.

Discretionary Review and Escalation

Because the work of a Culminating Project represents independent, original scholarship at the doctoral level, faculty and program leadership retain discretion to escalate sanctions based on severity, including bypassing progressive steps outlined below.

Factors considered may include, but are not limited to:

The proportion and nature of unoriginal content
Evidence of intentional misconduct
Use of undisclosed or prohibited AI tools
Prior academic integrity violations
The stage of the Culminating Project process

Minor or Correctable Violation

If it is a minor or correctable violation, CGI expects the discretion of the faculty member to determine the outcome of the minor or correctable violation.
The faculty member notifies the student via email
The student may be permitted to revise and resubmit within two (2) business days.
The violation is documented in the student’s academic file.

Serious Violation

For violations that faculty feel exceed the minor or correctable violation, the faculty member needs to notify the Program Director, who will review the violation and if necessary consult with the Disciplinary Committee on the severity of the violation.

The faculty member notifies the student via email, copying the Program Director and Operations Department at registrar@cgi.edu.
The student will receive a zero (F) for the assignment or milestone.
The violation is documented in the student’s academic file.

Note: At this stage of the review process, the faculty member or Program Director may refer an academic integrity concern to the CGI Disciplinary Committee based on the severity of the violation. The Committee may determine that the matter constitutes a Code of Conduct violation and impose sanctions, up to and including immediate dismissal from the program, independent of the progressive steps outlined above in this policy.

Egregious Violation or Academic Misconduct

In cases involving substantial plagiarism, submission of AI-generated work as original scholarship, falsification, or repeat violations:

The faculty member immediately notifies the Program Director to review the work. The Program Director will consult the Disciplinary Committee to outline the necessary investigation steps.
Once the Disciplinary Committee outlines the necessary steps, the Program Director will email the student, copying the faculty member and Operations Department at registrar@cgi.edu.
Upon investigation, the Disciplinary Committee will determine the violation sanction.
The Program Director communicates sanctions to the student within seven (7) calendar days.
The violation is documented in the student’s academic file.

Note: The CGI Disciplinary Committee will determine a sanction based on the severity of the violation. The Committee may determine that the matter constitutes a Code of Conduct violation and impose sanctions, up to and including immediate dismissal from the program, independent of the progressive steps outlined above in this policy.

Documentation

All academic integrity violations, regardless of outcome, are documented in the student’s academic record and may be considered in future determinations.

Forms

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

Approvals/Revision History

Policy was revised on: January 21, 2026
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 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

“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 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

“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 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