The author's PhD training and 25 years of teaching experience did not prepare her for dealing with widespread cheating. Is it better to confront cheaters personally, or just fix the evaluation system and move on? How can the process of failing cheaters be handled in a way that is fair to all? Finally, can a potentially disastrous cheating incident become a teachable moment? Based on the author's personal experience of failing almost a fourth of a class, this article explores both personal and procedural justice issues, and offers a case example and classroom exercise to promote classroom integrity.
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