The problem scholastic dishonesty has always been a concern of educators. There is evidence that the percentage of college students engaged in scholastic dishonesty has been on the rise. Past studies have shown that the rates of scholastic dishonesty incidents have been higher for students majoring in business or engineering, exceeding 90% for business majors. Scholastic dishonesty occurs in various types and forms, which ranges from copying homework solutions to cheating during the exams. The degree of severity for each form is treated differently by the instructors. The technology has made it easier for students to cheat in recent years. Few years ago, cheating included copying homework solution from friends, bringing unauthorized cheat notes to exams, looking over other students' exams, or exchanging problem solutions during exams. With advances in technology, almost all students have access to digital forms of solution manuals available for textbooks. Cell or smart phones are used to exchange solutions to exam problems or search the internet for answers to exam problems. In addition, large volume of text materials can be stored in advanced calculators.Cheating by students in the Mechanical Engineering (ME) department at The University of Texas at San Antonio (UTSA) is perceived by many faculty members to be a problem. To further understand the extent and attitude of the ME students to cheating, an anonymous survey was conducted involving 89 seniors in the capstone Senior Design 1 course at UTSA. The survey form asked students to assess their individual cheating activity and evaluate the consequences of scholastic dishonesty. The results of this survey is presented and discussed in this paper.

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