Academic misconduct and technology have coupled to create a significant threat to the development and maintenance of professional responsibility and academic integrity among today's university students. This case study illustrates the gap between faculty and student acceptance and understanding of the use of technology as a study aid and the ways this gap translates differently for each group as applied to professional responsibility and academic integrity. An actual academic misconduct case is presented that became a university model for dispute resolution, utilizing service learning as an alternative to strict sanctions. (Contains 1 table and 2 footnotes.)