With alarming frequencies students are viewing the acts of academic dishonesty as commonplace. Cheating is now considered an alternative form of academic behavior which is situationally dependent upon the risks involved. Any apparent institutional, faculty, and student indifference to academic dishonesty communicates to students that the values of integrity are not sufficiently important to justify a serious effort to instill them. One means of combating academic dishonesty is to involve faculty that sit at the heart of the higher educational system. Faculty can conduct their courses to uphold the institution's academic integrity policies. This study investigated faculty training regarding academic dishonesty, the dissemination of academic integrity expectations to students, faculty perceptions of academic integrity in the classroom, faculty responses to incidents of academic dishonesty, and faculty familiarity with the University of Pittsburgh's School of Arts and Sciences Academic Integrity Code. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]