Policy Overview

To promote academic integrity and to facilitate a secured testing environment, Cummings Graduate Institute has established guidelines and procedures by which students enrolled in online courses may take proctored examinations. Trust and acting with integrity is an important value at CGI.

Faculty and students share the responsibility for maintaining the probity of the educational experience and preserving high standards of excellence. Cheating on exams is contrary to both academic integrity standards and to ethical standards as articulated in Cummings Graduate Institute’s values. The policy herein on remotely-proctored examinations, cheating, and due process is designed to structure learning situations that encourage honesty and deter cheating.

All online courses offered through Cummings Graduate Institute include examinations that must be taken under the supervision of proctors in a secured browser-based environment. Instructors determine whether proctored exams to assess achievement of course learning outcomes are required for their courses. In courses where a proctored content exam is not required, students will take a remotely-proctored syllabus quiz. Students are required to take all proctored exams. Because Cummings Graduate Institute is an online school, those exams must be taken using a remotely-proctored testing solution.

Policy Responsibility

Staff Responsibility

Enforce provisions of the Academic Integrity policy and provide final approval for accommodations, approvals, requests, or exceptions to this policy. Communicate rules and conditions for exams that are proctored outside of the learning environment to the approved proctor. Determine academic or disciplinary sanctions for instances of cheating.

Instructional Design Team Responsibility

Act as Test Coordinator; assists faculty with scheduling of online proctored exams, establishing rules for exams, and troubleshooting problems with exams.

Faculty Responsibility

Inform students of exam rules; inform Administration and Instructional Design of any needed accommodations, approvals, requests, or exceptions to this policy in a timely manner; supervise administration of test in cases where a remotely-proctored testing solution is not possible; communicate any suspected rule violations or suspicious behavior during the exam to Administration immediately. See D.2. Instructor Responsibilities for details.

Student Responsibility

Ensure that hardware and applications meet the technical requirements for remotely-proctored exams; communicate needs for accommodations, approvals, requests, or exceptions within the timeframe specified. Abstain from cheating, avoid the appearance of cheating, and guard against making it possible for others to cheat. See C.1. Student Responsibilities for details.

Policy Procedure

A. Remotely-proctored exams in the online learning environment

Online proctored exams are proctored using an automated exam proctoring software that is integrated into the Canvas learning platform. Students taking online proctored exams are required to use this system.

Students are required to establish identity following the procedures outlined in the online testing solution’s instructions, which are provided at the beginning of a test session. Wherever the student chooses to take the exam, the testing environment should resemble a traditional proctored exam environment.

B. Accommodations

If a student requires special accommodations based upon a documented disability which prevent the use of a remotely-proctored testing solution, a request for alternate testing arrangements should be submitted to the course instructor at least two weeks in advance of the exam’s start date. If accommodations are necessary during proctored testing, it is the instructor’s responsibility to make sure that accommodations are made.

C. Exam procedures.

Students must show proper picture identification, properly prepare and provide a view of their examination environment, and follow all rules established for the exam within the prescribed time limit.

D. Alternatives to Remotely-Proctored Examinations

It is the student’s responsibility to obtain the necessary materials from the course in the learning management system and to ensure she or he has a computer adequate for the task. In the event that a student taking a distance learning course is unable to take a remotely-proctored examination, the instructor will be expected to serve as the proctor for the student. The instructor may proctor the exam face-to-face using video conferencing technology at a date and time mutually agreed upon but within the window for taking the exam.

In cases where it is not possible for the instructor to serve as the proctor for the student, the student may secure the services of an external proctor approved by Cummings Graduate Institute, as noted below. Students who fail to identify an external proctor or submit a proctored exam request within at least two weeks prior to the date in which they plan to take an exam may not be able to utilize a proctor or forfeit the opportunity to take the exam. These students are subject to their instructor’s make-up policies for exams.

Student Responsibilities
1. Check the course syllabus to determine whether a proctored exam is required.
2. Identify a proctor who meets institutional requirements, as noted below.
3. Complete the Request for Examination form a minimum of two weeks in advance
4. Receive approval from the instructor and from the Director
5. Make all arrangements for the proctored testing session
6. Appear at the testing location promptly with photo identification
7. Comply with testing conditions
8. Pay proctor/testing center fees when required by the proctor’s organization
9. Pay any additional charges associated with an external proctor or testing service
10. Any proctoring or testing center fees are the responsibility of the student.
11. Return the Proctored Exam affidavit within 48 hours of exam completion to the Registrar.
Instructor Responsibilities
1. Instructors shall be the first and preferred option for proctoring exams when a remotely-proctored testing solution is not possible.
2. Identify the conditions under which an examination is to be taken, including access to notes, books, internet, and time limits, and communicate this to the proctor.
3. Prepare the test in a format and on a schedule that allows transmission to the proctor in a timely manner.
4. Determine whether and under what circumstances a student may review the test after it has been graded.
Proctor Qualifications and Responsibilities
1. Proctors shall be disinterested third-parties. A disinterested third party is an individual who has no vested interest in the student’s academic success. The proctor should not be related to the examinee; not an immediate supervisor, co-worker, or employee of the examinee; nor a close friend.
2. Tutoring and test preparation centers such as Sylvan Learning Centers, Huntington Learning Centers or others are acceptable.
3. Proctors shall be cognizant of the proper role of a test administrator. This includes understanding appropriate testing conditions and procedures, verifying the identification of the student, providing an appropriate testing environment, administering the test according to the instructions by the institution or instructor, submitting and returning the exam as directed, and reporting any instances of attempted cheating or use of unauthorized materials during the exam to the Director or Assistant Director of the program.
4. Proctors shall submit a Proctored Examination Affidavit for each exam proctored for each student.

Enforcement

In addition to the above responsibilities, students are expected to follow the Cummings Graduate Institute policies for academic integrity and the Student Code of Conduct, detailed in the Cummings Graduate Institute Catalog, and are subject to all stipulations of those policies and code.

The remote proctoring service will provide a report for each student exam administered. Status levels of exam comments and records, with procedures, are detailed as follows

Status: Clean. This designation is used when there are no activities by the student that break any exam rules.
Status: Rules violation. A rule violation occurs when a rule is broken, but the activity does not impact exam integrity (i.e. playing music).
1. Faculty members should alert the Director or Assistant Director to see if this is the first incident of misconduct.
2. If it is the first incident, the faculty member alerts the student and Director or Assistant Director to the rule violation via email and documents the email in Populi.
3. If it is a recurring incident, the Director or Assistant Director will inform the faculty member. The Director or Assistant Director shall determine whether the violation is subject to academic or disciplinary action. The penalties imposed by may range from an unsatisfactory grade on a particular assignment or examination to expulsion from CGI.
Status: Suspicious. “Suspicious activity” occurs when the behavior directly compromises exam integrity.
1. Photo identification not verified.
  1. Faculty member alerts student and Academic Advisor to the issue and requests via email that the student provide a photo of him/herself holding up the identification that was used for the exam to the faculty member within five (5) business days.
  2. The faculty member will upload the photo to Populi, the student information center, along with a copy of the email for documentation purposes.
  3. The Academic Advisor will review and determine whether further action is needed.
2. Other suspicious activity noted. This may include, but is not limited to, cheating, using a telephone, leaving the room, someone else entering the room, wearing a headset, unauthorized reference materials, or did not provide a view of the exam environment, or any other violations not included in the above list.
  1. Upon reviewing a “Suspicious” report, the faculty member must immediately alert the Academic Advisor and Director or Assistant Director of the program that a potential academic integrity violation has occurred.
    1. The Director or Assistant Director will view the desktop and webcam video provided by the automated, integrated exam proctoring tool.
      1. If the violation is determined to be something that did not compromise the integrity of the exam, the Director or Assistant Director will notify the instructor via email, advise the student in writing, and provide documentation to the student record in Populi.
      2. If the violation is determined to be something that compromised the academic integrity of the exam, the Director or Assistant Director will inform the Director. The Director or Assistant Director shall determine whether the violation is subject to academic or disciplinary action. The penalties imposed by may range from an unsatisfactory grade on a particular assignment or examination to expulsion from CGI.

Forms

Request for Examination and Proctor Approval

Proctored Examination Affidavit

Approvals/Revision History

Policy was revised on: May 15, 2023
Policy was approved by: Amanda Harrison, Chief Operating Officer, May 15, 2023

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

Proctored Exams in an Online Course Policy