AI and academic integrity

Introduction

The use of AI tools in higher education environments presents us with many compelling but complex opportunities to consider how students demonstrate their learning. At the same time, faculty and students are understandably concerned about how AI use intersects with academic integrity frameworks. Boston University’s academic integrity guidelines are a critical starting place as we consider AI use in academic contexts. The Academic Conduct Code identifies three main areas that may be invoked by instructors concerned about the use of AI: cheating, plagiarism and misrepresentation, falsification, or fabrication of data, which may be unintentional given the unreliability of AI-generated information.

However, neither cheating or plagiarism are clearcut in an AI world. These conversations will evolve as individuals and groups within higher education use these tools more broadly. In the meantime, instructors will need to think carefully about their definitions of academic integrity and how “stated or commonly understood ground rules” (see the Academic Conduct Code) may be infringed upon by AI use.

While Boston University does not currently have an institutional policy on AI use, a proposed modification to the existing Academic Conduct Code is under review and is expected to be approved soon. With or without an institution-wide policy, faculty need to be transparent and clear in their communication with students about how AI use and academic integrity intersect for their specific course. (See also the suggestions in Communicate with your students about generative AI.)

Consider the following steps for communicating your course expectations in order to prevent misuse, misrepresentation, or any confusion regarding what is acceptable and what will be considered inappropriate use of AI: 

• Determine if and/or how you will allow generative AI tools to be used in your course
• Create a syllabus statement that clearly defines AI usage in your course. Add a syllabus statement indicating that use outside of the specified context or guidelines will be considered academic misconduct. Direct students to student-facing information about Academic Integrity and explain the role of the Designated Academic Integrity Representative (DAIR)
• If AI will be used in specific contexts (such as a particular assignment), provide clear information on student use and attribution
• Include a list of the specific generative AI tools that you approve for use 
• Use the first day of class to discuss the use of these tools in the course and gain an understanding of the student perspective. This is an excellent way to build community and trust, and ensure everyone understands community standards.

The Use of AI Checkers

Boston University does not currently support any automated tools for AI detection. Faculty wishing to use AI detection tools should be aware of high false-positive rates in reporting AI language and concerns of bias. More information about testing of these tools, including Turnitin, can be found in these reports from Tech Crunch (2023, February 16) and Inside Higher Ed (2023, June 1). Staff in Educational Technology  continue to monitor developments in this area and can provide advice to faculty who would like to understand the context of AI checkers.

How might course and assignment design support academic integrity?

Clear and concise guidelines are one way to prevent misunderstandings about AI use in class. Faculty could also consider why students might cheat on assignments or exams, and think about course assignment design and expectations that could potentially prevent those situations.

Common reasons for infringements of academic conduct codes:

• Lack of knowledge or understanding of what constitutes academic misconduct and/or what the consequences may be. 
• Students may feel peer pressure to perform as well or better than fellow students. Competition for grades or points between students may put pressure on students, causing them to resort to academically dishonest measures to try to stay ahead. 
• Course or exam performance anxiety: High stakes exams that are the majority of a course grade exert high pressure on students. Consider reducing the exam percentage of a course grade and adding some low stakes assessments that support exam performance and learning. 
• Feeling overwhelmed: Students may blame a professor for being too difficult or too demanding. They may also see other students cheating and feel it is the only way to pass the class. 
• Unprepared for the demands of college life: students may lack time-management skills or be unprepared for the responsibilities of college life, leading to poor study skills and performance. 

A combination of clear syllabus statements and open communication will support students in their academic performance, understanding of academic integrity, and how to avoid academic misconduct. It also lays solid groundwork for course instructors in situations where misconduct is suspected, allowing them to confidently address the situation supported by clear course policies already set in place. 

References

“Causes of Academic Dishonesty | Academic Integrity Tutorial for Students.” Northern Illinois University, https://www.niu.edu/academic-integrity/students/causes/index.shtml. Accessed 15 Aug. 2023.

Eke, Damian Okaibedi. “ChatGPT and the Rise of Generative AI: Threat to Academic Integrity?” Journal of Responsible Technology, vol. 13, Apr. 2023, p. 100060. DOI.org (Crossref), https://doi.org/10.1016/j.jrt.2023.100060.

Teaching Strategies to Support the Honor Code and Student Learning | Teaching Commons. 26 Aug. 2020, https://teachingcommons.stanford.edu/news/teaching-strategies-support-honor-code-and-student-learning.

“Why Students Cheat—and What to Do About It.” Edutopia, https://www.edutopia.org/article/why-students-cheat-and-what-do-about-it/. Accessed 15 Aug. 2023.

Last updated: August 22, 2023