As we transition to online or remote learning, many practitioners and faculty are worried about an increase in academic dishonesty. This concern is valid, especially considering the articles regarding a surge in cheating across the globe. One such instance has already come to light from the National University of Singapore. With resources scarce, it may be difficult to implement any mass proctoring tool, but many institutions have created resources for faculty to take advantage of during this crisis, which are available in previous blog posts or from member institutions websites. 

Before focusing solely on the challenges administrators and faculty face, it is critical to recognize that students that are struggling with the transition as well. Many are nervous about moving to remote learning, concerned with their ability to succeed and the temptation to cheat, as seen here. In an effort to mitigate these challenges, some are advocating for a full transition from traditionally graded courses to a pass/fail option as seen here or here. 

It is worth considering that many students are concerned about academic integrity at this time, and they wish to transition to remote learning honestly. Check out this Op-Ed by Michaela Steinback at the University of Colorado Boulder. In it, Michaela refuses to compromise her ethics and urges her peers to do the same. With an increase in time spent online for courses, students may be even more susceptible to predatory contract cheating services, including consumer reports for how to choose the best essay writing service. Sometimes, a simple tweet about writing can prompt essay mills to target students, and one can only hope that every student is as ethical as this example.