Yes, Some Students Do Cheat By ELVA K. WARDLEIGH It is near the end of the fall quarter examination day in any one of Utah's nine universities and colleges. Seats are spread out, alternate sets of examination questions distributed and the instructor looks around the room in quiet surveillance. Yet, despite all precautions, some students are cheating. Why they do it and what is being done to stop it are but two of the discoveries that came to light as the result of a Scribulus-conducted survey on the question of honor among students in Utah's institutions of higher learning. I sent letters of inquiry to the presidents of all universities and colleges, all student body presidents and representative students of each school, and personally interviewed teachers and students whenever possible. They gave me the low-down, straight from the shoulder. That students who cheat in examinations are to be found in most universities and colleges in the United States, including their own, is the opinion of the Utah educators queried. They believe, however, that the great majority of students are honest, and regard cheating as an unusual type of behavior, rather than an indication of typical conduct. It isn't top secret that in Utah schools of higher education there is also dishonesty in the preparation of daily work, of themes, projects and book reports, as well as in the preparation of term papers. A certain percentage of students do represent as their own the written work of their predecessors and also copy from their classmates. Students themselves readily admit this. It is an interesting observation that those who cheat in examinations are frequently the ones who choose an easy way out of the daily or term work required of them. These occurrences, however, reveal perhaps not so much a flaw in his essential character as a mistaken belief on the part of the student that he can benefit without putting forth conscientious effort. The causes? Administrative officers of Utah schools list several contributing causes of cheating. The kind of society in which we live is not always conducive to honesty. Older persons, at times, offer a mighty poor example. The adult attitude toward those in his own world who lack integrity usually indifference but quite often open admiration for the fellow who strikes it rich cannot be reflected in the attitude of youth. The all too common philosophy of "something for nothing" motivates many an adult, and the student sees it being pursued by those who set themselves up as his superiors. Lack of early moral training also plays a part. Schools themselves are to blame. The emphasis on grades, the pressure for grades, the credit system, the standards of professional schools, the overcrowding of classrooms, the inability of state schools to choose only students of a high moral character, are all contributing factors of cheating. Faulty elementary and high school training also comes into the picture. The student himself is a sitting duck for this temptation. His very nature contributes to his transgression. His fear of failure, his desire to succeed, his lack of self-confidence may lead him to use methods that are not acceptable in attaining his goal. He may be carrying too heavy an academic burden, or his extra-curricular load may leave him too little time for preparation, or he may be downright lazy or aimless, so he copies in order to hold ground. What is being done about it? One college president believes that, "The solution of the problem requires, first of all, the approach of developing character which will sustain the individual in his purpose to do what he knows is right." Student publications encourage "squareshooting" and a sincere attempt is made to instill a sense of loyalty to institutional and student body standards. At one school a student honor council has been established, the council reporting to the president serious infractions of the honor code. In the smaller colleges student-teacher conferences are arranged, whereby the pupil may submit his difficulties with the assurance that he will receive help in solving them. Sometimes all that is necessary is a revamping of his study habits and an adequate study schedule. "The student who is prepared and ready is seldom tempted to put forth work that is not his own," observed one educator. Nearly all schools try to prevent cheating by making that sort of behavior extremely difficult. Those taking the examinations are closely supervised. Wherever possible, the seats are spaced far enough apart to make copying impossible. When overcrowding does not permit this, alternate sets of questions are given out. Oral examinations are sometimes used, with questions of the "yes" or "no" type asked in rapid fire order. Three colleges do not have a stated procedure, but leave the problem of dishonesty to the discretion of the individual instructor. A few instructors are able to inspire their students with sufficient pride so that an honor system prevails in the class. A teacher often seeks to forestall a feeling of inadequacy in the students by acquainting them with the objects and requirement of his particular course, and by giving them an aptitude test at the beginning of the term. If an individual passes the test it is assumed that he will be able to handle the work involved; if he doesn't pass, he is encouraged either to do further preparing or to substitute another course in which he would have a better chance of success. "The square peg in the round hole" occasionally resorts to cheating in order to keep up with his more adept classmates. Some teachers eliminate the element of surprise, so often a deterrent to clear thinking, by providing their students beforehand with a list of questions from which the examination is drawn, or by orally acquainting them with the material to be covered. This eliminates the "unfairness" so often bitterly Page 16 complained of by students. One instructor reports considerable success through the application of this procedure, "together with a definite program of discussing with the student the values to be obtained from the test as compared to the values of integrity and citizenship which are advanced through a professional attitude." The "open book" examination is also frequently used. An honor system, similar to that of the University of Virginia (Reader's Digest, October, '50), is not in effect in any of Utah's schools. Such a system has been proposed both at the University of Utah and the Utah State Agricultural College, but has met with little enthusiasm, the belief of the administrators being that it would not work. That the students themselves have little confidence in its effectiveness is shown by their answer of "no" to the question "Do you think that a pledge of honor does or would reduce cheating?" The concensus is that the student who is determined to cheat will not be stopped cold by any signed pledge of honesty. What do the students say? They are unanimous in their assertion that most students are "basically honest." It didn't take a third degree though to wring a confession that "at times there is a little temptation" (to cheat), particularly when there is "stress laid upon grades as a means of social acceptance instead of upon character." They feel that admission to a college or university in the state is a recognition of their maturity, and their belief is that if they are "treated like adults they will respond accordingly." They would like to be trusted by the faculty, and most of them would prove themselves worthy of that trust. Whether or not that confidence should be extended to the point where all supervision would be withdrawn during an examination, as is the practice at the University of Virginia, is for them a debatable question. One student said, "This is the only type of honesty that is of real value to character, and if the students felt that they were responsible enough to be treated this way, they would more willingly cooperate to insure honest results." Another wrote, "I have seen it done in some classes and there was absolutely no cheating, but in other classes it was a different story. I think the ability and the personality of the instructor is the main factor." Their opinions were borne out by others. Against this theory, some believe that such a situation would invite cheating, and that the presence of the teacher or a monitor protects the honest student by whittling down the chance of his less forthright classmate to engage in a little sleight-of-hand or peeking. Dr. Robert D. Steele, president of Westminster College, has this to say: "After all, cheating does not hurt anyone but the person who has cheated. The individual who succumbs to putting forth material that is not his own has begun a habit which establishes a moral scar in his own personality and will eventually bring him to a crisis which he cannot face. He is his own worst enemy as he follows the process. All too often cheating is discussed as though it were taking something from someone else. As a matter of fact, that is not the case in 99% of the situations studied. What usually happens is that the individual secures a rating which is above that which he could have earned in his own right. And he usually pays the consequences in the long run." DAWNING Choral: Over the mauve mountains A soft golden glow is gilding the horizon; The wind ascends descends ascends descends Curds of clouds scud across a silver sky; The wind ascends descends ascends descends And dies. Jazz: The Day stabs at the Night With long red-tipped fingers; The winds shrieks in glee. The dawdling morn is caught in A net of blood-stained clouds.- The orb resists then sinks into the trap And is hidden. Day clutches again at the dark skirts of Night, But Night eludes her grasp and flees Into Eternity. Ann Crary TOP BRASS SPEAKS (Continued from page 2) Ripplinger recognizes the move to the new campus as a crucial time for Weber College in all ways. He urges students to keep high records in scholarship we really want to be a four-year school socially too, and this means friendliness. This does not necessarily mean going out every night of the week on a club session or date. In fact the president's entire idea here is the opposite. Plan activity so that marks can be good and credit obtained, so that Weber College will be known as a school that deserves all it gets and does the most with what it gets. The college will really be exceptional if it does these things. Across the country student interest is down, he notes. The married students, veterans among them, show a tendency to participate only in classes when really they have a civic duty to perform in connection with the school. School, and especially Weber, is much more than classes. But studies must be kept up too. Still, participation is also education. If all students join in and assist and participate, they will feel that Weber College is their school. When asked about the clubs, Don said that he thinks they are pulling against each other but are still good. They should put backbone into their programs by working with the large aims and projects of the college. "Thanks for the help in the homecoming parade. This shows my idea," Don says. Another thing for the clubs: They should survey existing student body activities and get representatives into each activity. For one club to decide that it is interested only in winning intramurals is wrong, fine as that objective is. Clubs should go in for intramurals, publications, speech, drama, sports and the rest. "Club presidents, get some one into each of these; then your club will really be doing something for itself and for the school too. These activities need your assistance!" Someone complained that one club had too many representatives on the board of control. They get there by participating. They got there by elections. "If you are dissatisfied with the situation, then perhaps you should have gone to the polls. In the election of this year, only approximately 350 students voted out of about 1500 who should have. Student government is your interest too, you know." That is the way Don thinks and speaks his mind. Unaffiliated students are strongly called upon to aid and engage in the school projects. "One does not need to belong to a social club to be a good man at Weber. "The student body officers and the board of control appreciate the present cooperation of the students. They will be grateful for suggestions for making this year the biggest and best. For this is a mighty important year in the long and lively history of our college," he concluded. Page 17