Guidance on Generative AI and Academic Integrity
The use of generative artificial intelligence, such as chatbots, has increased dramatically since the introduction of ChatGPT in November 2022. Faculty members have expressed concern for the tools’ implications for academic integrity. ECU’s academic integrity policy prohibits unauthorized use of generative AI for completing assignments as well as presenting work created by generative AI as one's own original work. While we are still learning how this technology will affect teaching and learning, CETL offers these recommendations.
1. Do not rely on AI detection software as evidence of an academic integrity violation. Although the technology is improving, AI detection tools have been found to deliver false positives, leading to students being falsely accused of academic integrity violations. These incidents disproportionately affect English language learners. For this reason, AI detection software cannot be used as the sole evidence of a violation.
2. Make expectations clear to students. Include discussions in class and statements on an assignment prompt or your syllabus to clarify the extent to which generative AI may be used in the process of completing an assignment.
3. Require and verify citations of sources. Chatbots notoriously fabricate facts as well as citations. Check to ensure that student citations refer to actual published works. You may also teach students to cite their use of AI so that they may use the tools ethically. MLA and APA have developed citation guidelines for generative AI.
4. Design assignments that disincentivize AI use. Create smaller assignments that lead up to a larger project. Bring classroom discourse into your assignments. Integrate reflection and metacognition. These are a few approaches that emphasize the learning process, allow you to see examples of student work to compare to later submissions, and ask for content that is difficult to replicate effectively with generative AI tools. These teaching strategies also improve student learning!
5. Move homework into the classroom. Models such as the flipped classroom make lectures and other instructional materials available online and ask students to spend class time working on assignments. This model can deter unauthorized AI use and other forms of cheating because the instructor can observe students as they work. This approach also opens space for active learning and collaboration, which can encourage attendance and support higher-level learning.
CETL is here to help you with designing courses, developing assessments, and even integrating generative AI intentionally into your teaching. If you have questions or would like support contact Skye Norman at arisnor@ecok.edu or Wendy McKibben at wenlmck@ecok.edu.
