Integrity by Design: Post Keynote Zoom Lounges by Laura Page

Our keynote discussed how AI changes what we mean by student authorship. What are your thoughts?

las_page — 2025-10-09 16:20:13 UTC

Our keynote addressed how we might set and communicate clear boundaries for AI use in coursework. How might this work for you?

las_page — 2025-10-09 16:21:31 UTC

Following the keynote’s ideas, let’s exchange examples of what we’ve been trying in our teaching with AI. What’s worked well, and what have you learned from the experience?

las_page — 2025-10-09 16:22:38 UTC

Feel free to share any other thoughts or helpful ideas. Thank you!

las_page — 2025-10-09 16:23:13 UTC

las_page — 2025-10-21 15:17:40 UTC

Through sharing examples, students want to see examples

What but also why

2025-10-21 15:17:46 UTC

I would say that it is equally valuable to communicate why we have those boundaries.

Design your assessment to have two parts, one AI assistant use and the other AI is completely not allowed ( student centered) , then compare and allow student to reflect

2025-10-21 15:19:49 UTC

Setting Foundation

2025-10-21 15:19:52 UTC

Ensure students have the basic foundations of what they are learning so they can use AI to audit the hallucinations.

las_page — 2025-10-21 15:21:14 UTC

Through clear instructions and terms of submission for assignments and course work

2025-10-21 15:21:14 UTC

Idea of redefinition and restorative practices and how we deal with student and Academic Integrity is being talked about amongst faculty more and more. Goal is to find out more about how to integrate AI into common discussions, current assignments and this lends itself to authorship.

Boundaries to use AI in coursework.

2025-10-21 15:21:52 UTC

AI tools may assist with debugging, explaining algorithms, or suggesting code improvements.
However, you must be able to explain your code and reasoning in your own words.
Submitting code or reports generated entirely by AI, without personal comprehension or contribution, violates academic integrity.

Fairness and Expectations

2025-10-21 15:23:09 UTC

Outlining the concept of 'fairness' among peers and learning 'expectations'. There is an expectation that if we are using AI, then the quality of submission should be higher.

poquizamie — 2025-10-21 15:24:55 UTC

Students should be encouraged to use their own experiences as a foundation for learning. AI tools may be used to check grammar, spelling, and to clarify understanding of what has already been learned.

However, AI should not be used to generate ideas, complete assignments, or think on their behalf. We must set clear boundaries to ensure that AI is used responsibly—as a tool to support learning, not to replace personal effort or creativity.

Standardization / Clear Expectations

2025-10-21 15:25:02 UTC

We need to be standardized across programs to fully integrate AI within the course. There is a need to embrace AI and integrate it within the course curriculum and program. Including AI use in course outlines with clear guidelines and expectations on how to use AI using it 'wisely' to avoid any AI (academic integrity) violations.

Make expectations clear

2025-10-21 15:27:55 UTC

Make your expectations around use of AI clear (whether it is permitted or not).

Emphasize the desire to hear their 'authentic voices'.
Stress its use as a 'learning tool'. Bring outputs to class to discuss.

2025-10-21 15:28:03 UTC

Including a justification for your answer in a case answer for example.

Paralegal program example

las_page — 2025-10-21 15:31:00 UTC

Disclosure statements: "I used AI in this assignment" and provide search terms. They are told to use it for idea generation, make ideas more succinct, look for overlap. "What did you look for in the case? What did you limit your analysis to?"

Problem of AI creating more work for faculty, and burden on part time faculty

las_page — 2025-10-21 15:31:31 UTC

Example from Liberal Arts

2025-10-21 15:35:40 UTC

we had students in a COIL project doing discussion boards. They had to collet and summarize articles with their international partners. And they also used GenAI to summarize that article and discuss what id added and what was lacking from the summary and how that impacted the discussion.

2025-10-21 15:35:46 UTC

The notion of rebuild curriculum makes sense but how do you use technology and roll it in? Students should to understand knowledge first then learn how to use tools with that knowledge to problem solve to connect it with the industry.

Having some in-person practical tests might help that the students are supposed to do the test in a limited time without AI.

2025-10-21 15:36:26 UTC

Technical writing

las_page — 2025-10-21 15:37:22 UTC

we want their authentic voice, examples...

AI Usage in Lab Tests

2025-10-21 15:38:49 UTC

I'm teaching a technology program where students perform all their work for the course on PCs, and I feel liek there is a huge struggle between "allowing AI usage" and "testing".

For example, I'm considering allowing students to use AI during lab tests, but it raises a question about what would be a reasonable amount of time if AI is allowed.

My current timing for lab tests is that I time myself completing it, and then multiple the time by 3.

Should the length of a test stay the same, be reduced, or increased?

Authentic Voice

2025-10-21 15:39:31 UTC

We want the student's authentic voice.

It is ok to use AI to help revise your writing, but not to answer the question.

New definition of cheating.

2025-10-21 15:40:33 UTC

Traditional definitions assume human-only work.
Cheating used to mean outsourcing your work to another person or copying existing material.
Now, with AI, you might not be outsourcing to a human — you’re co-creating with a machine. That blurs authorship, intent, and responsibility.
AI use isn’t always dishonest.
Using AI to brainstorm, clarify a concept, or format text can enhance learning, not undermine it.
The issue isn’t using AI — it’s misrepresenting AI-assisted work as entirely one’s own intellectual product.
Detection alone can’t define integrity.
Old systems focus on catching cheating.
New frameworks emphasize educating for ethical use, disclosure, and accountability.

poquizamie — 2025-10-21 15:40:41 UTC

Gave my class assignments that connect to real-life situations / simulations so they can apply and reflect on what they’ve learned.
I ask the stduents to focus on their own ideas and experiences, not answers that AI can easily give.
AI can help check their work and understand better, but real learning happens when they think, create, and reflect for yourself.

Emphasize the why

marysorkhabi — 2025-10-21 15:42:45 UTC

-Value voice and process over perfection and end-product

- Embrace the role of AI as an assistant not the boss

- Integrate meta cognitive tasks to embrace a culture of academic integrity

Suno and other AI Music Platforms

2025-10-21 15:43:08 UTC

Industry discussions are alive and kicking regarding, in particular, the creation of professional-sounding, fully produced audio demos on platforms like Suno. As IPS coordinator and professor in both music programs, this topic has not been brought to the classroom....yet.

2025-10-21 15:46:21 UTC

I tried using MyTutor. One issue is my tutor doesn't generate practice math problems well - it seems to have problems generating symbols

Prompt to support the use of open -ended questions in interviewing.

2025-10-21 15:47:39 UTC

I created the prompt to help students practice forming open-ended questions where the AI acts as the witness to an event and a coach. The students try to gather information from the witness and dig deeper by asking good questions. Each question results in a witness response and new information; students ask the next question for eight Q&A rounds. Then the AI switches to coach and provides feedback on how to improve their questions to be more open. And an "openness score". Then a second round of Q&A, six more questions and a final critique/feedback & openness score to see if they improve their question structure.

Upside: gave students direct feedback and guidance that they can apply, and redo repeatedly, as the interview is randomly generated and unique. Downside: Depending on the AI tool used, the results differed in quality...and some provided suggested questions so students didn't need to think of their own questions.

poquizamie — 2025-10-21 15:48:05 UTC

I used scenario -based exams, simulations for discussions and reflective questions that work without students using AI generated answers.

2025-10-21 15:51:59 UTC

A possible issue with AI is some courses are geared more toward writing professional examinations - if the examinations do not incorporate AI, does it make sense for AI in the classroom?

Still figuring out the critical thinking piece...

2025-10-21 20:46:56 UTC

I'm honestly still trying to figure out how to get the critical thinking parts tackled. Thinking of elective courses with high enrollment.....

Taking another look at the 6 Tenets of Postplagiarism

2025-10-21 21:00:53 UTC

As a language teacher (ESL/EAP), I'm wondering about the "Language Barriers Overcome" tenet. "One's first language will begin to matter less and less as tools become available for humans to understand each other in countless languages." If this is a given, will language instruction/learning be necessary in the future? In my classes, I can already see the temptation/usage of GenAI for translation and outright composing for tasks.