In “Dishonor Code: What Happens When Cheating Becomes the Norm?,” Suzy Weiss writes as if students taking advantage of loose standards and professorial sloth to cheat is a recent phenomenon. I can assure her (and her readers) that it’s not. The example she begins with brought back nasty memories for me.
When it was time for Sam Beyda, then a freshman at Columbia University, to take his Calculus I midterm, the professor told students they had 90 minutes.
But the exam would be administered online. And even though every student was expected to take it alone, in their dorms or apartments or at the library, it wouldn’t be proctored. And they had 24 hours to turn it in.
“Anyone who hears that knows it’s a free-for-all,” Beyda told me.
Beyda, an economics major, said students texted each other answers; looked up solutions on Chegg, a crowdsourced website with answers to exam questions; and used calculators, which were technically verboten.
He finished the exam in under an hour, he said. Other students spent two or three hours on it. Some classmates paid older students who had already taken the course to do it for them.
“Professors just don’t care,” he told me.
The online wrinkle is obviously an addition to the mix, but I encountered this exact scenaio at Georgetown Law Center. My Constitutional Law professor, Nathan Lewin, gave the class a take-home, open-book, self-timed mid-term exam. We were to complete the multi-question essay test in a single session of three hours precisely, which is exactly what I did, dropping my pen mid-way through the last question. After I turned the exam in, I was informed by several classmates that I was a sucker. Continue reading









