Cheating and Its Costs
*** Update 6/07/2015. When people cheat, other students notice. I just received word from a fellow classmate that they were asked by their manager about a potential candidate for hire. And I Quote “That person cheats all the time, a cheating-alcoholic, I would never hire him/her”. The costs of cheating could mean your career! ***
Taking the holistic culture into account, cheating dumbs the world just a little bit more. More cheating means less through understanding of material, which in turn lowers the overall cultural-GPA, if I can say that. When we look at the logical Mr. Spock’s well known line “The good of the many outweighs the good of the few”, cheating clearly is a short-term advantage for the few, not the many.
Receiving higher marks by behaving in a dishonest fashion, can cause the fraudster to not land a well-paid job. In the engineering profession, hiring may be contingent up on passing an exam. These exams are a mixture of what you should have learned as well as a mixture of applying your basic – college knowledge to unique situations. Some employers will ask questions and may draw electrical diagrams on the spot. – Something that has occurred frequently in my line of work. Cheaters: “Truth will out”.
Cheaters often don’t realize that their character [how others perceive them] changes. Cheaters may be cleaver from the instructor’s eyes, but not from may students. Often, I have observed those who cheat loose friends as a result of destroying trust and creating a gray atmosphere. Students who do not cheat actively avoid those that do, so they are not associated with that climate.
Students that work hard to understand the material are usually compared to the entire population [class]. So, if even a few people cheat and get higher marks as a result, they raise the overall test-GPA. Sadly, an instructor or professor might come to some erroneous conclusions based on the test-GPA results where cheaters contributed, including:
Choose to ignore the results:
From my experience this is the usual action of an instructor. Most instructors and professors ignore the results because they don’t know how many [if any] students cheated, and to what extent the cheating enhanced their grade.
Design second test to me more difficult:
From my experience at four universities, this subject usually comes about when uneven distribution is present, difficult exams tend to receive more verbal complaints. Those that studied discovered that the exam was extremely difficult, while those that cheated had obviously an edge. I have observed a decent percentage of professors use the following as an excuse NOT to curve the class grades (Make all grades higher, collectively):
“Well, some students did very well, so it is clear that earning a higher grade is attainable.”
Instructor’s Teaching Method is unaffected:
Let us face the truth, not all instructors teach equally well. Some are more difficult than others when it comes to learning the material. Some follow the book entirely, never using the board or notes. Others do not use the book altogether, and substitute their notes. Whatever the teaching style may be, one thing is clear. Teaching styles of some professors will not change so long as higher grades are observed. These higher grades create an artificial comfort zone for some instructors, who take teaching suggestions lightly when feedback is provided.