In a recent editorial for eCampusNews, Kevin Stringfellow discusses how faculty can navigate students’ feelings around exam integrity processes. Stringfellow writes that while integrity is a good thing, some students interpret academic integrity processes as implying that they cannot be trusted and view these processes being rigid and unforgiving. The author recommends that educators communicate to students that the integrity process is intended to promote equity and that students should focus on their own knowledge rather than worrying about the advantages peers may have. Stringfellow encourages educators to approach new rules by involving students in a conversation about exam integrity, allowing them to voice their concerns, and building a community with mutual understanding. eCampusNews Note: Archived stories may contain dead links or be missing source links.