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AI and �Academic Integrity

Andrea Melrose, EdD| UMSL-Division of Student Affairs

February 21, 2024

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Triangle of Doom

Lack of Understanding

Fear of Failure

Poor Prior Planning (PPP)

Desperation/ Bad decision

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Tools for Being Proactive: Your Syllabus

  • Expectations for the course
  • Center for Teaching & Learning examples
  • Turnitin (students can use this through the Writing Center course on Canvas)
  • Approved/authorized collaboration
  • Authorized use of AI (including Grammarly and other writing assistance programs)
  • Share how you evaluate; what is important to you; rubrics
  • Encourage backward planning
    • Provide deadlines for smaller steps
  • Connect to resources
    • Writing Center, Library, online resources
    • Explain the style format (e.g., MLA, APA, etc.) expected for citation

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February 8, 2023

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Tools for Being Proactive: �Normalize asking for help

Give space/time for asking for help

Online/in person office hours

Have class review your syllabus and/or the assignments and ask questions as a group

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Tools for Being Proactive: �Check for Understanding

  • 1 minute papers explaining the assignment
  • Small group to grade/mark a sample assignment
  • Compose a 40 word tweet summarizing the assignment or lesson
  • Sticker voting or red/yellow/green

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February 8, 2023

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Can you assess learning in a different way?

  • No exams----
  • Proctored exams, presentations, oral exams, projects
  • Assign unique data sets to each student
  • Record a video explaining how they completed the problem/assignment
  • Gradescope
  • Other ideas?

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Gradescope

  • Combines benefits of paper-based assessments with the efficiency of online grading
  • Available at UMSL and S&T—linked in Canvas
  • Can grade multiple assignment types
  • Obvious applications in STEM, but addresses cross-disciplinary concerns of AI and Academic Integrity
  • Gradescope at UMSL webpage

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What do I do if I suspect AI?

  • Talk to the student
  • Come with curiosity (v. accusing)
    • How did you approach the assignment?
      • What days/times did you work on it?
      • What resources did you use?
    • What were the most interesting things you learned?
      • What was most important?
      • Ask specific questions that are referenced in the work
    • What was the hardest part of completing this assignment?
      • Did you access any support (Writing Center, Library, Grammarly, peers, etc.)?
      • If I assign this task again, what modifications would you suggest? (feedback)

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50% and a feather

  • If you believe academic dishonesty has occurred, please refer to your campus AIO and allow us to investigate
  • Student standing at the university and the assignment/course grade are separate
  • If you do not report, you may be limiting the amount of “puzzle pieces” we have to 1) hold the student accountable and 2) support the student

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Resources for Students

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