Group 3

Maria Karterouliotis (Cheating)

Our group focused on cheating in regards to why and how students are cheating. Furthermore, our group compared statistics of students cheating online versus in-person learning. We specifically focused on the Boston University cheating scandal and connected cheating to consequential ethics and the fudge factor. We discovered that in a survey, 93% of people feel students are more likely to cheat online compared to in-person learning. In addition, another survey showed that 44.4% of students believe that it is okay and morally ethical to cheat on homework, but not on tests. Consequential ethics has a big role in the topic of cheating because the theory explains that the moral righteousness of an action can be determined by looking at its consequences. For instance, you would think to yourself how bad the consequences of cheating would be if you did it? The Boston University Cheating Scandal happened in late April during online learning. A chemistry professor discovered students using online sources like Chegg and Quizlet to complete homework and tests. The Chemistry professor gave students the option to contact the professor and admit to cheating. If students admitted to it, their grades would decrease by a grade letter. If they did not admit to cheating and got caught, they would fail the course. Chegg then began working with Boston University so that they could prevent cheating from happening. The Fudge Factor comes up with cheating. When students cheat, they experience a conflict about their self-image if the lie compared to if they are honest, ethical, and tell the truth. Utilitarianism compares the good and the bad of the action. If students cheat, they will have a higher GPA and better grades but, if they get caught they could face suspension and failure in the course.

This entry was posted in Uncategorized. Bookmark the permalink.

Leave a Reply

Your email address will not be published.