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The purpose of this qualitative exploratory case study was to explore how executive leaders and faculty in "The College" located in a region of Ontario, Canada describe their perceptions of academic integrity processes and the experiences leading to underreporting of academic integrity incidents (AIVs). The study aimed to understand the participants' perspectives on reporting AIVs to improve the academic violation experience and to understand the underreporting of incidents at a college in Canada. A purposive sample of five executive leaders and 10 faculty at "The College," answered nine semi-structured, open ended interview questions through Zoom audio platform. The data collected through the interview, policy and process documents, and educational resources were analyzed through QSR NVivo 14 for categories, codes and themes. Thematic analysis revealed five major themes with minor sub-themes: (1) changes in perceptions of the college community, (2) strategies needed to uphold AI, (3) increased support for policy and process, (4) expectations causing barriers to reporting, and (5) needing educational resource assistance. The recommendations for practitioners and leaders are first, to increase faculty self-efficacy and motivate AIV reporting through additional needed resources improvements, with increases to support structures such as the AI Team and Peer Mentors. Second, educating students and upfront discussions on the importance of AI must be added to the AIV process to work towards changes in negative perceptions that have led to underreporting and job insecurity. Implementing these recommendations will assist with encouraging faculty reporting AIVs and upholding the reputation of the programs at "The College." [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/en-US/products/dissertations/individuals.shtml.]

Learning a second language (L2) benefits students personally, academically, and career-wise (American Academy of Arts and Sciences, 2016; Auburn University, 2017; Cutshall, 2017). According to the American Council on the Teaching of Foreign Languages (ACTFL), the average U.S. student studies an L2 for two years (2017a). To become proficient at an intermediate level, a student needs to study an L2 for more than four years (ACTFL, 2012b). The problem is that the majority of students who are studying an L2 are only reaching a novice level of proficiency (ACTFL, 2012b). Failure to have a large percentage of citizens who are proficient in an L2 may also negatively impact our economy and national security (CIA, 2010; Cutshall, 2017). The purpose of this study was to determine if the infusion of music videos into a traditional secondary school Spanish I curriculum could improve vocabulary, grammar, reading, and listening skills more effectively than the traditional curriculum without music. One hundred and re43twenty-seven students had their pre-test and post-test scores analyzed to determine how much Spanish knowledge was gained in a 15-lesson thematic unit of instruction. The control and experimental groups each had three class sections of students. Analyses of covariance (ANCOVA) were used to determine if a significant difference existed between the two groups, while controlling for pre-test differences. A statistically significant difference was detected for the vocabulary section at the junior high level favoring the music treatment. A significant difference was detected for the grammar section favoring the combined high school and junior high groups with the control treatment. No differences were detected for listening or reading comprehension or the composite post-test scores. In addition, students were surveyed with five questions about their preferences for learning and their plans to continue studying Spanish. Students most frequently answered that they listened to music for enjoyment on a daily basis, they chose to study Spanish to be prepared for university requirements, they preferred learning Spanish though studying vocabulary lists and flashcards, and they liked learning Spanish. Junior high students planned to study Spanish for four years or more, while high school students planned to study for a total of two years. There was a statistically significant correlation between enjoyment of Spanish and plans to study it longer. [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/en-US/products/dissertations/individuals.shtml.]