Academic integrity has become a topic of increasing concern to faculty and administrators in colleges and universities across the country (Davis, Seeman, Chapman, & Rotstein, 2008; McCabe, Trevino, & Butterfield, 2002). Indeed, the level of concern has led to the development of highly articulated academic integrity procedures at a number of institutions of higher learning. In some instances, schools have felt the need to develop honor pledges and oaths, such as the honor oath recited voluntarily by graduate students entering the Institute of Medical Science at the University of Toronto (Davis et al., 2008).