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

“The totally online DBH program offered by Cummings Graduate Institute of Behavioral Health Studies is focused on the professional I have grown into: a synergistic disrupter for the healthcare industry, who is passionate about Wholistic Healthcare (e.g., health, behavioral health, and Social Determinants of Health and Mental Health), rendered skillfully through interprofessional teams. The program pillars of medical literacy, integrated behavioral health interventions, and entrepreneurship resonate loudly with me. The healthcare industry will continue to change, with doctoral level professionals needed to play a major role in any successful transformation. My goal is to further advance my knowledge-base, professional standing, and industry commitment to be part of these transformational efforts. In this way I can heed the Quadruple Aim: assuring quality-driven patient-centric care is rendered at the right time, through the right population-based treatment processes, at the right cost, and by empowered professionals embracing the work and committed to their charge.”
Ellen Fink-Samnick MSW, ACSW, LCSW, CCM, CRPDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 11, 2020

“In the time that I have been a student at CGI, I have learned that integrated healthcare is no longer the exception; providers want behavioral health clinicians on their team. My courses demonstrate that the services that a DBH can offer are valuable and the opportunities abound. I’m learning that as a DBH, I can work to create a new norm in healthcare, one that promotes holistic care provided by a collaborative team delivering diverse services. I now view behavioral healthcare as a crucial piece of the medical care puzzle, rather than a separate entity. I can see the gaps in care that a DBH can fill and why including a DBH in treatment is critical. I am beginning to see how I will play a role in disrupting healthcare to provide quality treatment while advocating for my patients. Although I may still have to explain my role at times, I am learning that once I do, others will seek out my services. I am gaining confidence in what I bring to the medical team and am continuously expanding my knowledge of what else I can do.”
Jennifer KellyDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 26, 2020

“As a Social Worker, I believe my main mission includes advocating for and empowering patients. The DBH degree will allow me to fully integrate the “medical side of the house” with the “behavioral health side”. My experience working side-by-side with medical providers (PCM’s, ED docs, Hospitalists, etc…) has shown that most of them do not understand behavioral health issues nor how medical symptoms or diagnoses can effect a patients’ mental health and vice-versa. Alternatively, I have worked with a multitude of behavioral health providers who have very limited knowledge of how medical issues might affect their clients. I have often wondered how many patients I have had who were diagnosed with depression or anxiety or other DSM-V diagnosis when in reality the origin was medical. Earning a DBH will allow me to push the envelope when it comes to consulting with medical providers and promote the inclusion of “behavioral healthcare” within “healthcare” as its ALL healthcare! As Mahatma Ghandi said “be the change you wish to see in the world”; earning a DBH will enhance my ability to “change the world” – even if it’s one medical provider or one patient at a time.”
Diane Scott, MSW, LCSWDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - August 7, 2020

“My friend and I were talking about the challenges and frustrations that we face daily in our careers with the clear divide between mental health and physical health and how we wished we had the knowledge and skills to shake up healthcare and bridge the gap. She brought up researching doctorate programs and how interested she was in the DBH. My reponse was, “What on earth is a DBH?” She laughed and said it was a newer doctorate degree in behavioral health, that focused directly on integrated care and doing exactly what we were dreaming of doing….shaking up healthcare and bridging the gap and treating the person as a whole. I had a hard time believing her. It sounded too good to be true. How was there a degree out there that fit my goals and aspirations to a T without me knowing about it? I had been looking periodically throughout my 20 year journey in behavioral health for a program that resonated with me. It was here all this time? How had I missed it? I immediately spent hours scouring the internet to find any crumb of information that I could about the Doctorate of Behavioral Health and the programs associated with it. Then I hit the jackpot. I found the Cummings Graduate Institute for Behavioral Health Studies.”
Amy McConnell, LCSWDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 18, 2020

“During my tenure as a student at CGI, I wrote a book review that was published in the International Journal of Integrated Care. One of my papers became a newsletter article, a pitch for my population health class became a poster presented at a CFHA conference, a book chapter was developed based on a paper I wrote for my independent study, and I am submitting my CP project to a journal this weekend. So, everything that you write during the program is potentially publishable! You have the advantage of having faculty read and give you feedback on it before submitting it. Take risks! The worst that can happen if you submit a paper for publication is receiving a rejection letter. Well, if you don’t send it you’re already acting as if the paper had been rejected. 😉 Plus, if you receive a rejection letter, it usually comes with feedback, so you can improve your paper and send it again!”
Dr. Liliane de Aguiar-Rocha, DBH, BCBADBH Alumni, Cummings Graduate Institute for Behavioral Health Studies - October 9, 2020

“There is a substantial need for integrating care between our physical, and mental health. The gap between these domains are more so overlooked among those with developmental delays and intellectual disabilities – the very population I serve as a Behavior Analyst. Filling these gaps entails work that demands for a DBH who is competent, empathetic, and altruistic.”
Pauline Pablo, BCBADBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - November 11, 2020

“My interest in a DBH degree grew out of frustration and hope. On one hand, I grew frustrated with the quality of care my clients with intellectual and developmental disabilities were receiving. As members of a marginalized population who lack the skills to advocate for themselves, the clients I serve receive subpar medical care, mental health care, and behavioral health care. Many healthcare providers are not trained to address the unique language and cognitive challenges present when serving a person with Autism and I/DD.

On the other hand, as I learned more about the DBH program, a potential solution came into view. I believe this program will allow me to acquire the knowledge and skills to become a better advocate for my clients, and new job opportunities will open up in positions in which I will be able to make a bigger impact on a system level, thus improving quality of life for many clients. A DBH degree will command interest and respect from other healthcare professionals who are evaluating their practices and noticing areas in which they are not being effective, namely the behavioral health side of the equation. As we are learning in our first classes about the Biodyne Model, the Integrated Care Model is not widely accepted or known in the healthcare field, despite its proven track record. I believe a DBH degree provides the necessary tool to change the landscape of healthcare provision by arming my passion for this topic with knowledge and concrete strategies.”
Valeria ParejoDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - January 15, 2021

“As a Doctorate of Behavioral Health (DBH) student my vision for healthcare is to disrupt the current model, close gaps to care and create healthcare improvements. In the evolving world of healthcare I believe behavioral healthcare providers (BCP) are essential to the development of integrative healthcare. Once I obtain a DBH degree, I know I will gain a leadership role and be able to add quality to the creation of integration efforts worldwide. I know I will graduate with the essential tools I need to stand at the forefront of integrated healthcare. I want to create healthcare improvements for marginalized populations that are typically underserved or forgotten. As an individual of two minority groups; woman and African American, I am very passionate about helping reduce cultural, ethnic, social economic and geographic disparities within healthcare systems.”
Ebony WatsonDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 30, 2021

“Since beginning my studies at CGI, I have been awakened to how much I truly did not know and understand despite my specialty training in Social Work and behavioral health needs. The classes at CGI allow me to explore topics that I may not have thought to investigate and encourage me to question and think outside the “normal” delivery of behavioral health services. Services that I previously thought were quality and designed to meet the needs of special populations, I now believe to be woefully inadequate to serve the needs of the patients. Patients cannot receive the best quality, efficient, and timely care they need and deserve within institutions that are not integrated. Institutions that continue to silo and do not encourage collaboration and integration are not focused on the needs of the patient.”
Amanda BarnardDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 30, 2021

“I believe, as a DBH, I will disrupt the current healthcare systemby promotingguaranteed health care for allasa right, not a privilege.I willadvocate fora national, rather than state, licensing of providers. This will allow clinicians (medical,behavioral health, etc…) to provide care across state lines using telemedicine.Finally, the skills I have learned at Cummings Graduate Institute for Behavioral Health Studies allow me to identify healthcare delivery concerns, propose alternative interventions and cost–effective solutions and evaluate theirreturn on investment.”
Diane ScottDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - March 29, 2021

“Since entering CGI, I have more confidence in discussing the need for healthcare systems to have a population health approach to care, and to put in place “upstream” programming. I have always been proud of working in a hospital and delivering care, working as a multidisciplinary team member, and making a difference. I now realize I have been part of healthcare’s focus of “treating the sick” rather than being an influencer for preventative care.

Preventative care can be part of service delivery from a hospital system; we should not rely only on public health programs to tackle social determinants of health. COVID-19 is not only impacting mental health but also how we are delivering medical care. Could COVID-19 be an unintended force for healthcare policy change? Apostolopoulos et al. (2020) reports the complexity presented to the health care system by COVID-19 has created change that will continue in healthcare for years to come. The needed changes to delivery and access will require a policy shift in all levels of healthcare (Apostolopoulos et al., 2020).”
Billie RatliffDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - December 13, 2021

“The DBH is exactly the type of doctorate degree that I’ve been searching for. A doctorate that is clinical focused is where my interest lies. I am motivated to pursue this degree, and courses like Pathophysiology, Psychopharmacology, Neuropathophysiology, only add to that excitement. One must be motivated to complete any degree program. The Doctor of Behavioral Health fits that bill for me. In fact, I would say that I am beyond motivated.”
Arthur Williams IIIDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - July 8, 2022

“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 ChumDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 16, 2022

“Pursuing a doctorate in behavioral health is essential in helping to transform my thinking as a healthcare provider; moving from a more traditional mindset, embracing change and a “different world view” of tools for successful client outcomes. This type of advanced study will equip me with the clinical and leadership skills to be a leader on the cutting edge of behavioral health. This type of training would make me an asset to the healthcare workplace; specifically to function effectively as a change agent for the successful outcomes of the workplace and its clients.”
Judith AllenDBH Candidate, Cummings Graduate Institute for Behavioral Health Studies - September 23, 2022 Previous Slide

Proctored Exams in an Online Course Policy