Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with it. Using case studies, we examined faculty characterizations of the severity of students' uncited use of another's work, and their suggested actions, reports, and sanctions, by source, use, and amount of material. In addition to multiple interactions, we found that faculty members' perceptions of severity strongly mediate the consequences they recommend. However, within-case, recommended consequences (e.g., course actions, reports and sanctions) vary widely. Implications for development of guidelines based on level of plagiarism are discussed.Plagiarism of printed material has long been considered academic misconduct, punishable in forms varying from mild reprimands to expulsion from the institution in which it occurs. However, the advent of the "information age," as well as access to website-based resources (ranging from journal abstracts to entire pa-

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As a group, Native American people are perhaps the least understood and most underserved populations in schools. Native American is a collective term, representing a large variety of cultures, language groups, customs, traditions, levels of acculturation, and levels of traditional language use. In the context of this variation, I raise and discuss a number of common patterns in their traditions and histories: world view and belief systems, acculturation stress, school-home discontinuity, learning styles, and communication patterns, which are useful reference points from which to develop more culturally compatible evaluation approaches. The ecosystems and dynamic/mediational approaches are suggested as promising.

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