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Advancing Academic Integrity and Student Success with AI:

UMA's Implementation of Grammarly for Education

May 14, 2026

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Agenda

Welcome & Introduction
Why Grammarly for Education
Pilot Rollout & Implementation
Addressing Academic Integrity
Demo
Q&A

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Grammarly Team

Patrick Creghan

Solutions Engineer

Based in Raleigh, North Carolina
1.5 years at Grammarly (10+ years in Higher Education)

Anna Leporte

Customer Success Manager

UMA’s Strategic partner
Based in Seattle, Washington
Four years at Grammarly (now Superhuman)

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Why Grammarly for Education?

UMA purchased Grammarly for Education in March 2026. The institution now aims to deepen awareness, promote responsible AI use, and maximize Grammarly’s role in supporting writing and academic integrity.

Supporting Student Writing Development

Providing students with Grammarly to improve their writing skills, while ensuring equitable and consistent access across departments and student populations.

Leading with Integrity and Academic Values

Piloting AI in a transparent, scalable way that keeps student learning and faculty trust at the center, rather than rushing or restricting use. UMA’s AI approach is grounded in transparency, academic integrity, and thoughtful implementation.

Empowering Faculty with Transparency and Trust

Giving faculty confidence and insight into how student writing evolves, without relying on accusatory or unreliable detection methods, so they can guide students ethically and effectively.

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Pilot Rollout & Implementation

The Plan

University of Maine at Augusta is implementing a 1,000-user pilot of Grammarly for Education. We plan for a phased rollout approach, starting with a select group of faculty and students to identify successes and any challenges. Access has already been provided to the faculty group.

The Rollout

As the subscription was only purchased recently, we are still in the onboarding phase of the rollout. The goal is to transition from fragmented, individual Grammarly accounts (Free/Pro) to a unified enterprise license.

Outside of the pilot, we’ve seen 5.38k Free and 766 Pro users active with a maine.edu email address in the last 90 days.

Next Steps

We’ve provided initial training and resources to our initial group of faculty users. As the rollout continues, we’ll offer additional support and training for students.

Faculty are now identifying courses where they’d like to use Grammarly. Once selected, we’ll invite those students, ensuring a purposeful and supportive expansion across UMA.

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Grammarly

Invitations

Students will receive an invitation email and log in or create an account to join the institution’s subscription.

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Responsible

Preserve academic integrity and institutional control while embracing the efficiencies and higher-level learning offered by AI

Institutions are in control of who has generative AI features, with the ability to turn features on/off by user group

Responsible use reminders surface when students prompt Grammarly’s gen AI to compose text

Easy to cite when and how generative AI has been used, both from Grammarly and ChatGPT

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students surveyed in January 2024 said institutions should teach ethical use of AI¹

Grammarly for Education is the responsible choice for institutions to innovate with AI. We’ve built our product to remain in the institution’s control, so that you can help students practice responsible AI use while moving at your own pace to take advantage of the efficiencies and learning benefits that generative technology has to offer.

You can turn generative AI features on or off by user group. So, if you want faculty to have access, but not students, that’s a decision you can make
When generative features are available to students, our AI guideline reminders (pictured) surface in cases when students are prompting Grammarly to compose text. This is meant to remind students to check their academic integrity policies and prioritizing using gen AI for ideation and feedback, rather than outsourcing the writing entirely.
And finally, we’ve made the right behavior the easy behavior with transparent generative AI citations and autocitations from both ChatGPT and Grammarly that easily allow students to cite when and how they’ve used generative AI in their assignments.

This aligns with what students themselves are asking for: While well over half of higher education students are using generative AI, 3/4ths want to learn how to use these tools ethically. Grammarly for Education is a great tool to support that desire.

¹Inside Higher Ed Survey, 2024

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Approaches to Responsible AI & Innovation

DETECTION

FORWARD

Understand AI detection �is not perfect but need something to give faculty �a basis for reviewing assignments.

ACADEMIC INTEGRITY FORWARD

Prioritize student learning and ensure students do not become overly reliant on AI.

INNOVATION FORWARD

Focus on infusing AI �across disciplines to ensure students are learning with the latest technology. �Most turn off AI detectors altogether.

RESPONSIBLE USE FORWARD

Understand the importance of student AI literacy for career success but unsure how to implement thoughtfully.

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Detection vs. Transparency

Algorithmic Logic

Black-box algorithms to estimate text sources.

Only professors have visibility

Transparent attribution w/ user consent

Automatic categorization based on clipboard access

Human typed

Typed

Typed then edited

with Grammarly

Typed then rephrased with Grammarly’s gen AI

Sourced content

AI-generated

Copied from an

online source

Copied from an

unknown source

Professors and students have visibility

One of the reasons we feel so strongly about Authorship’s value to institutions, given the current AI disruption, is how it actually works in comparison with widely used AI detection technology. This is not to say that AI detection is inherently bad or has no value; in certain circumstances it can certainly be a valuable tool to help discourage cheating with AI. However, one of the inherent flaws in how AI detection technology is typically deployed is that only the reviewer has visibility into what text is being flagged. Furthermore, because detection is algorithmically heavy and probabilistic, even when certain text is flagged, it’s a mystery as to WHY that text was flagged or where exactly it came from. So, from the jump, there is a significant risk of a trust deficit developing between the reviewer and the author, with one party accusing the other based on limited and one-sided information.

Authorship, as mentioned previously, is different in that it is student-first and based on actual actions taken by the author. The student provides Grammarly access to their clipboard, at which point, Authorship attributes any paste actions to the source they were copied from. The only real algorithmic work is in categorizing certain sites as generative AI or not (ex. ChatGPT vs. The New York Times). You can see the different categories of text that Authorship captures on this slide. Importantly, students see all the same information that their professors will see once the report is shared, but have no ability to alter the information, giving them agency in abiding by professor writing guidelines without the threat of being falsely accused of having AI-generated text in their documents.

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Introducing

Grammarly Authorship

Automatically categorizes all sources of text in a document, providing students and educators with a low-lift, transparent way of showing their authentic work in the AI era.

Analytics

Quick signals on how text is broadly generated

Report

In-depth insights showcasing sources of text

Replay

Full playback of the writing process

One of the things we've built specifically for schools navigating this exact challenge is called Authorship. And I want to be clear about what it is — it is not AI detection.

Detection is one-sided: it flags text, it's often inaccurate, it creates adversarial dynamics between students and faculty, and it puts the burden on the teacher to make a judgment call with imperfect information.

Authorship is a transparency tool. Here's how it works:"

[Pull up the Authorship slide]

"Grammarly captures the full writing process from the moment it's enabled — what was human-typed, what was AI-generated, what was edited with Grammarly, what was copied. The student sees their own report first. They choose to share it with their instructor. Both sides are looking at the same information, which means the conversation shifts from accusation to reflection.

The result at one school we work with: they went from 27 academic integrity violations down to 1 after introducing Authorship — not because they caught more students, but because students became more accountable.

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Demo

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Q&A

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Thank you!