During the spring 2020 semester, Botsworth Business School had suddenly moved all classes to remote teaching due to the spread of the COVID-19 pandemic. The school’s associate dean had to consider the implications of this new learning environment for academic integrity. She also had to manage the challenges of a new infrastructure and differing student and instructor needs. In May 2020, with urgency subsiding, and with the university confirming that classes would be taught remotely through the spring 2021 semester, the associate dean was considering the risks and benefits of what services had been—and what could be—implemented to support remote teaching and learning. Leading up to the remote fall 2020 semester, she was wondering how to best identify and manage risk from contract cheating—a form of academic dishonesty that occurred when a student submitted work for academic credit that was completed by a third party. The associate dean’s task would have been complex and difficult in normal times, but it had become an especially salient problem after moving to online remote instruction due to the COVID-19 pandemic.
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