Academic Integrity
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Artificial Intelligence

Emerging Generative Artificial Intelligence (AI) technology holds significant promise in reimagining approaches to teaching and learning. As we embrace these advancements, it's important for our campus community to deliberate carefully on how to use these tools effectively, while mitigating potential risks. In light of this, our office aims to facilitate understanding among Mountaineers about the implications of AI on our Academic Integrity standards, as outlined in the Academic Integrity Code

  • Yes: The unauthorized use of Artificial Intelligence is a violation of the Academic Integrity Code unless the faculty member has authorized the use of AI in their course and on that assignment. It would be considered "Cheating: Using, attempting to use, or giving unauthorized assistance or materials in an effort to gain academic advantage"

  • Ask your course instructor. They will decide if you can use Artificial Intelligence to help you complete any assignments. When you ask, be sure to explain exactly how you plan to use the service. The professor may restrict the use of Artificial Intelligence services much like how in some cases a professor may restrict certain sources like Wikipedia when completing research assignments or scientific calculators when completing certain math and science assignments. If you do use an Artificial Intelligence service, be sure to cite your work if you take statements from the service and plan to use them in your assignment submission.

  • Yes. When using Artificial Intelligence services to generate statements, figures, images, etc. be sure to cite the work both in text (if applicable) and in a works cited page. Remember that Artificial Intelligence is a new technology so citation guidelines are currently being developed and are subject to change.

  • Prompt Competition a. Identify a major question or challenge in your field or discipline that chatGPT could write about. Preferably a question with no clear single right answer. b. Have students collaborate (in pairs or small teams) on developing 5 to 10 criteria for assessing chatGPT responses to the major question. For example, chatGPTs output references more than one theoretical perspective. c. Ask students to individually write a prompt for chatGPT to answer the major question. d. Have students use their criteria to judge the responses of other students (in the pair or small team), and rate the chatGPT prompts/responses from best to worst.
  • Reflect and Improve a. Ask students to individually identify a major question or challenge in your field or discipline that chatGPT could write about. b. Have students use chatGPT to write a response to their question or challenge. c. Ask students to reflect on chatGPTs output (e.g., what is correct, incorrect, what they dont know if it is correct or incorrect, what should they look up elsewhere to verify, what should they ask chatGPT next). d. Using Track Changes in MS Word or Suggesting in Google Docs, have students improve the output of chatGPT (e.g., correcting errors or misinformation, expanding on shallow content). e. Have students submit their prompt and the improved chatGPT response with their added content highlighted.
  • Re-vision a. Ask students to individually identify a major question or challenge in your field or discipline that chatGPT could write about. b. Have students use chatGPT to write a response to their question or challenge. c. George Heard is attributed with saying The true meaning of the word revision is this: to see again. Have students revise (write again) chatGPTs output from a different angel. For instance, take a different perspective, apply a critical lens, expand on a particular concept, or correct aspects of the output that could cause their peers to misunderstand or misinterpret.
  • Dual Assignments a. Give students a choice between two versions of the same assignment. One version for those that want to use chatGPT and one for those who dont. b. For those who choose to use chatGPT, they have to submit their prompt(s) and the chatGPT output. Using Track Changes in MS Word or Suggesting in Google Docs, have students add depth, clarify misinformation, offer alternative perspectives, and make other improvements to the chatGPT output. c. For those who choose to complete the assignment without chatGPT, they should complete the assignment and sign a statement that chatGPT was not used. d. Grade both assignments on how well students illustrate their depth of knowledge through either (a) their changes to chatGPTs output, or (b) their original writing.
  • Mind Maps a. Since chatGPT cant natively make visual representations of content (see note below), have students create mind maps (aka, associative maps, spider map, process maps) to illustrate the connections between ideas, concepts, approaches, or theories in your field or discipline. b. The more details or levels that students add to their mind minds, the easier it will be for them to demonstrate their newly acquired knowledge and skills.
  • Debates a. Have students debate a major question or challenge in your field or discipline. Even short debates can deepen learning and get students to look at topics from varied perspectives. b. You can choose if students are allowed to use chatGPT in their preparation for the debates opening statements. c. Debates can be done in different formats, and the length of times for speeches can vary depending on how much time and how many students are in your course.
  • Videos or Podcasts a. Rather than written essays, have students make videos or audio recordings as the medium for sharing their knowledge. b. Using a video-based tool (such as VoiceThread, FlipGrid, or Zoom) can make the process easier for students. c. Students can also record audio podcasts on their phone or computer if visuals are not required for the content of the assignment.
  • Explain Your Thinking a. Give the assignment as usual, but in addition require that students use Using Track Changes in MS Word or Suggesting in Google Docs to explain at least 8 to 10 steps of their thinking as comments added to the text. b. Students can describe, for instance, the steps in their logic, their problem solving or writing process, or the development of their theoretical path. c. Students could also document their thinking with audio recordings or videos.
  • 2x2 Matrix a. Have students create a 2x2 matrix relating two concepts covered in the course. For instance, what are shared and different defining characteristics of concepts or processes. b. A simpler version of this assignment is to have students develop Venn Diagrams for comparing important concepts or processes.
  • Next Time a. Ask students to use chatGPT to answer an essay question about a major question or challenge in your field or discipline. b. Have students reflect on their learning about the topic based on using chatGPT, and to write down 5 things they learned about the topic from chatGPT. c. Have students design a new assignment that doesnt allow for the use of chatGPT but that would allow them (or other students) to demonstrate their learning. For example, they might suggest a group project, or mind map assignment.
  • Watkins, R. (2022, December 18). Update Your Course Syllabus for chatGPT [web log]. Retrieved April 1, 2024, from https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003.>

  • As the course instructor you may restrict and use Artificial Intelligence as you deem fit based on the goals and objectives of your course. Artificial Intelligence is becoming exteremly intertwined with the technology we interact with every day so it may be difficult to completely eliminate its use by yourself and your students.