Artificial Intelligence, Teaching, & Learning

The release of free, easy-to-use artificial intelligence tools in early 2023 is presenting questions, challenges, and opportunities across higher education. At the Center for Teaching & Research Excellence, we know that if students and instructors are to navigate this new technological frontier, they will need knowledge and support, as well as a chance to practice, experiment, and learn from one another. This page is designed to be a beginning; a resource people can come to to start the conversation.

What is AI?

Artificial intelligence is a technological concept that has been around for some time, with the field of research established in post-war period computer science and widespread use in industry and computing beginning after 1970 (Russell & Norvig, 2021). Also sometimes referred to as open-source intelligence or machine learning, it can crudely be described as the ability for computers to draw inferences from broad datasets and leverage those inferences toward what are considered the human-like capabilities of problem-solving, decision-making, and creativity (Luger & Stubblefield, 2024).

While AI tools have long been deployed in robotics, word processing, and other more simple applications, its capabilities have increased exponentially in the past few yeras as the result of more advanced algorithms and its ability to take advantage of ever-larger datasets available on the internet and in large servers. In the past year, new applications have been introduced that allow everyday users–students and teachers included–to harness the power of AI toward tasks like writing, music, and art. Think OpenAI and ChatGPT, to reference two released in early 2023. This presents new opportunities and new challenges for instructors for whom academic integrity is a foundational and necessary element of the learning that takes place in their classrooms.

AI and academic integrity

The CTRE grounds our approach to AI in a few basic principles that are in line with the latest research and best practices in teaching, and that are aligned with our values as a minority-serving institution that provides transformative learning opportunities for a wide diversity of students. We know that…

academic integrity, defined as honesty, trust, fairness, and respect in the learning process, is at the heart of all authentic teaching, learning, and assessment;
faculty want what is best for their students and approach matters of academic integrity from a place of care, concern, and authenticity;
students are more likely to adhere academic integrity expectations when those expectations are transparent, when students feel a sense of ownership and autonomy over their learning, and when accountability is achieved through shared norms and a sense of community and connection in the learning environment;
all students deserve the opportunity to engage with the latest technologies and be prepared for life in a high-tech world, whether that be in the workforce or in their broader social and civic lives.

Like paid paper-writing services, Cliff Notes, taking photos of exams, and other tools, AI creates opportunities for academic dishonesty and requires us to revisit the principles established above. Unlike many of those services, however, it also presents opportunities and can be used for good. More like calculators, or word processors, it is something our students are likely to encounter in the working world, and they need to be prepared.

In order to move forward, it is important that we 1) get to know the technology and the debates surrounding it; 2) learn how to integrate it into teaching and learning in ways that are good for instructors and students alike; and 3) approach integrity and accountability with care, in ways that uphold the dignity of students whose dignity is sometimes compromised by oppressive systems outside of our classrooms. See the resources below to get started:

Resources on Artificial Intelligence and Teaching & Learning

ChatGPT: Perspectives & Strategies for Prohibiting, Reducing, or Embracing it in Your Curriculum, Erin Stapleton-Corcoran, Center for the Advancement of Teaching Excellence, University of Illinois Chicago

Teaching in the Age of Artificial Intelligence, Stacey M. Johnson et al, Center for Teaching, Vanderbilt University

Writing an Academic Integrity Statement

Instructors have the ability to write policies and statements that fall in line with their values and expectations. When it comes to AI, those values and expectations are likely the same as we would have for academic integrity more broadly: honesty, transparency, and good faith. We also want to consider language that actually works. We know from the research that success-oriented and student-centered language works better than language about what students might do wrong (Richmond, Morgan, & Cooper, 2018). A warm tone works better than a punishing one (Gurung & Galardi, 2021). And students want to know the why of the shared norms and expectations in the classroom. See the academic integrity statement below for examples of all three:

Academic Integrity

In order to achieve our learning goals in this course, it’s important that students engage with the course work in good faith. That means thinking about assignments and assessments as tools that help you grow and become the best student, scholar, and, eventually, professional that you can be. Plagiarism, dishonesty, or other kinds of academic misconduct are not only against university policy, but rob you of the chance to learn the material and practice important skills. Misconduct can also jeopardize your academic standing. It’s not fun for you, and it’s not fun for your professor. If you’re struggling with an assignment or preparing for an exam, please reach out to me, your TA, and/or your peers. Click here to see CSU’s academic integrity policy and procedures.

A note: Artificial intelligence tools like ChatGPT and OpenAI present numerous opportunities to circumvent or shortcut the true intention of some assessments. When in doubt, ask yourself, “am I practicing the skill or demonstrating the knowledge that I’m being asked to practice or demonstrate?” If the answer is no, there’s probably some dishonesty involved. Integrity means ‘being true to.” True to your values. True to the original intention. True to your word. Professors can easily detect the use of AI on their own and with the help of software. If you want to use it, talk to them first.

References:

Russell, Stuart J.; Norvig, Peter. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Hoboken: Pearson. ISBN 978-0134610993. LCCN 20190474.
Demaio & Dixon (2022), “Promoting Academic Integrity in Institutions of Higher Learning,” Journal of College & Character 23(1), pp. 6-20.
Dweck, Carol. (2007) Mindset: The New Psychology of Success. New York, NY: Ballantine Books.
Gurung, R.A.R; Galardi, N.R. (2021). "Syllabus Tone, More than Mental Health Statements, Influence Intentions to Seek Help. Teaching of Psychology 1-6.
Kanat-Maymon, Benjamin, Stavsky, Shoshani, & Roth (2015). “The role of basic need fulfillment in academic dishonesty,” Contemporary Educational Psychology vol. 43, pp. 1-9.
Luger, George; Stubblefield, William (2004). Artificial Intelligence: Structures and Strategies for Complex Problem Solving (5th ed.). Benjamin/Cummings. ISBN 978-0-8053-4780-7.
Richmond, Aaron S; Morgan, Robin K; Cooper, Anna Grace (2018). "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi 46(1).
Russell, Stuart J.; Norvig, Peter. (2021). Artificial Intelligence: A Modern Approach (4th ed.). Hoboken: Pearson. ISBN 978-0134610993. LCCN 20190474.