AI and Academic Dishonesty: �My Latest Suggestions
Accountability: you own your mistakes. You acknowledge them, accept responsibility, and make amends.
“I’m worried that students are using AI on my assignments. What do I do?”
Come to CTET. We are here to help you deal with this.
Consults are the single most effective way to support faculty teaching, because they are individualized
Three Main Points for Today
1. AI detection tools remain unreliable. Do not rely on them alone to confirm that academic dishonesty has occurred.
2. Create AI course policies and teaching practices that are clear, without threats and excessive and unreasonable sanctions.
3. Framed correctly, instances of academic dishonesty are an opportunity to teach and foster integrity.
1. AI detection tools remain unreliable☹. Do not rely on them alone to confirm that academic dishonesty has occurred. �
Detection tools remain unreliable.
Studies are ongoing, but to date, no single detection tool has been identified as valid and reliable.
I’m not saying not to use them. But given that detection remain unreliable, alone should not be considered sufficient evidence of academic dishonesty.
The problem with sole reliance on AI Detection tools.
False accusations
Sanctions impede progress toward graduation
Likely to be a painful experience for students
Sanctions
May be excessive and unreasonable
2. Create and consistently reinforce AI course policies and practices that are clear, without threats and excessive/unreasonable sanctions. �
Recommendations
Make your AI policy clear – “All use of AI is banned” is not clear.
Throughout the course, clearly lay out what is ok, what is not ok, and why.
Avoid threatening statements and excessive and unreasonable sanctions (“If I suspect AI was used it’s an automatic F”
How to Approach Sanctions
Frame sanctions in terms of accountability and taking responsibility
There must be some form accountability. What it looks like depends on a range of factors (Intent, scope, type of assignment, type of violation)
Examples of accountability
Verbal warning (call it a “reset”)
Written agreement (explicit reset)
Failing grade for the assignment
Reduced course letter grade
Failing grade for course (recommendation – only most extreme cases)
Things to look for in for potential use of AI
3. Framed correctly, instances of academic dishonesty are an opportunity to teach and foster academic integrity.
Teaching and Modeling Academic Integrity
When a academic dishonesty occurs, it can be an impactful learning moment on accountability
Accountability: you own your mistakes. You acknowledge them, accept responsibility, and make amends. This is shows integrity.
Academic Dishonesty Procedure �(from Dispute Resolution Board website)
If the student won’t sign the form, file a formal charge of plagiarism or�cheating with the Dispute Resolution Board.
Do you have evidence or suspicions?
Remember, given that the AI detection tools remain unreliable, they alone should not be considered sufficient evidence of academic dishonesty. It is crucial not to jump straight to sanctions if what you have is partial evidence and/or suspicions.
The meeting with the student is a space to model, teaching, andf affirm academic integrity
This is an opportunity to model academic integrity such that the student is empowered to be honest and accept responsibility or feel comfortable to refute unfounded suspicions
Meeting to discuss your concerns
The recommended approach to this meeting is to de-escalate. Move from an accusatory, punitive approach to one of professionalism, fairness and responsibility
In every case I have had, students are either scared and overwhelmed, or reactive and defensive, regardless of the veracity of the claims.
“We are going to talk about something that is uncomfortable and but very important: academic integrity. I have suspicions and potential evidence that you used AI to complete part or all of your take home exam. Here is why I am suspicious- The citations you used are incorrect, and some are not even actual citations. Additionally, you missed several classes where this material was taught, and your responses reflect an advanced understanding of the concepts. I am curious about how you could have learned the material in such depth.
Education and learning rests on fundamental assumptions of honesty and integrity. Without them, there is no education or learning. Integrity can be shown here in this space by you being honest – you may have done this, or I may be mistaken. I need you to help me fill in the gaps.
There are several factors that lead students to cheat. Often times it is the result of stress, anxiety about grades, time management, or not having learned the material. Whatever the reason, what matters the most now is honesty and taking responsibility. If you did not do this, walk me through so I can understand. If you did, talk to me about happened.”
Resources
Ben Ellis, Director, Student Conduct
ben.ellis@sonoma.edu (707) 664-3396