AI/ChatGPT and Academic Integrity Considerations

One of the significant benefits of developing authentic assessment activities, as opposed to standard multiple choice quizzes or stock essay questions, is they are inherently less prone to cheating. Because academic integrity is of concern for many instructors, we wanted to share some considerations and tips to help you, as an instructor, find a comfortable position with regard to the possibility of academic dishonesty in your classes.

It's often assumed at least some students are going to cheat but consideration is rarely given to students' motivations for dishonesty beyond labeling the student as lazy, bad, or unethical. A question to ponder: How would our teaching practices change if, instead of working to design assignments and assessments with the goal to prevent cheating, we made a conscious decision to develop trust for and understanding of our students and their learning experience? 

 

While it's a myth that cheating is more prevalent among online students, there is a correlation between students who feel less connected to their instructor and/or less engaged by the course and those who are more likely to participate in dishonest practices.

The thing to remember is that student cheating is not a new phenomenon. What's changed as more instruction moves online is the instructor's relationship to—and perception of—academic dishonesty. Dr. Jason Stephens (academic motivation researcher, University of Auckland) asserts that instructors are uniquely positioned to instill a sense of responsibility in their students and help students dispel rationalizations that enable them to think cheating is acceptable (or, at least, not a big deal). Humanizing practices that support students in creating a sense of connection with you and each other and seeing the relevance of the coursework to their lives/goals will be the most effective defense against cheating. Hello, Authentic Assessment! ;-)

The following are some recommended practices.

Turn Down the Pressure, Turn Up the Engagement

Keep in mind, many—if not most—community college students are working and/or caring for family at the same time as completing their coursework. They're not just being lazy; they're busy with real commitments beyond school. You can help increase legitimate participation by avoiding repetitive or rote assignments that offer little substantive value and instead developing activities that engage student interest and encourage them to apply what they're learning. Ineffective or perfunctory assignment and exam design (unclear instructions, vague prompts, inflated expectations) can contribute to students taking "shortcuts" to their desired grade.

Choose Your Words Thoughtfully

Research has found that students who receive praise for being smart—as opposed to praise for effort and progress—are more inclined to cheat (in order to continue meeting "expectations"). Other research suggests that one of the best ways to improve student success is to provide more descriptive feedback (corrective guidance) rather than more numerical evaluations (grades). Be intentional about focusing feedback on students' efforts - for example, "Fine work on your essay! You really implemented my comments from your first draft well." or "Your solutions to the first three equations are well thought out and clearly written. You could improve your fourth solution by [offer a specific tip]."

Make Academic Integrity a Topic of Discussion

In today's technology-based world, where students are likely reposting images, repurposing memes, and watching parody videos on a daily basis, they often see ownership of content as ambiguous. Ongoing, explicit discussions of ethical conduct can ensure students see what behaviors qualify as cheating in an academic setting. Organizations like Common Sense Media Links to an external site. can provide resources and guidance for teaching students about media literacy and digital plagiarism. 

Shift Students' Attention from Grades to Learning

After 12+ years in our educational system, many students see grades, not learning, as "the point." As much as you can, implement strategies that underscore your desire for students to learn, not just get a good grade.

  • Consider allowing for revision/resubmission more than you do now. Learning how to implement instructor or peer feedback and how to identify, analyze, and correct their own errors are both valuable skills (perhaps even more so than getting it right the first time). "Evolving assignments”—such as papers written in installments or projects completed in discrete steps—with descriptive feedback but no grades until the end can demonstrate that learning is never finished, and that work can always be improved. 
    Here's a delightful example of the power of iterative feedback. (It's an elementary setting but can be "mapped across" to higher ed.)

  • Draw an explicit link between learning objectives and activities/assessments. This helps students see that learning is intimately connected to getting a good grade. In addition, clearly explain the standards for excellent work (e.g., using rubrics) so that students understand how to best direct their efforts to achieve the results they want.
  • Actively encourage an intrinsic motivation for learning by regularly demonstrating your own enthusiasm for your subject matter. Dry presentations (whether in person or on the page) can dishearten even the most motivated of students and compelling ones can draw in even the most apathetic.
  • Adjust your grading policies to incorporate "equitable grading" strategies like those suggested in Grading for Equity (by Joe Feldman) or on Jesse Stommel's Ungrading blog Links to an external site.. 

Knowledge Check

Which of the following is TRUE about academic integrity?

  1. Students are more likely to cheat in the online learning environment.
  2. There's a correlation between academic cheating and a sense of disconnection with the instructor/content.
  3. Instructors have little to no influence over their students' attitude toward cheating.
  4. ChatGPT is a serious threat to academic integrity.

Select the button below for the answer. 

Answer