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I know a lot of what I teach is not really relevant to students who aren't chemistry majors--I even say this UP FRONT at the beginning of the course. I tell the

I know a lot of what I teach is not really relevant to students who aren't chemistry majors--I even say this UP FRONT at the beginning of the course. I tell the students that they should think of the course as a way of assessing whether they can think logically and critically about "weird things." Because life is full of weird things that need logical and critical analysis. In general, they appreciate my candor. That being said, in my experience, the students who cheat often delude themselves into thinking that they understand the material--and they really don't.* Then they seem shocked when they take a certification exam (where they have to leave phones at the door and are closely monitored) and they bomb the exam.* * I'm speaking in generalities here. I'm sure there are some cheaters who are being "smart" about their cheating.

pclmulqdq 4y ago
In the time I was at school, I heard of a lot more cheating than would be justified solely by people conserving time. I have recently seen studies that argue that 50-80% of students cheat at some point, and something like 10-20% cheat in every course they take. Personally, when I conserved time, I just accepted the bad grades - it was easier than trying to cheat and not get caught. The OP was talking about students cheating because they are not engaged with the material. I think that's only part of the problem with cheating: there are lots of other factors, like pressure to get a high GPA.