Artificial intelligence (AI) platforms, especially chatbots like ChatGPT and Gemini, are influencing many areas of higher education. Students and instructors can interact with these tools
It is no secret that Artificial Intelligence (AI) technology is transforming college classrooms. AI tools can easily and quickly assist students in various tasks such
I recently attended a student panel on use of AI in college classes. The three panelists shared their perspectives, borne out in an April 2025
As a learning designer in a centralized teaching and learning unit, it’s my job to explore new technologies, particularly AI. But I’ll admit, I didn’t
Two years ago, I was invited to deliver a course at a prestigious management school abroad. Though hesitant at first, I accepted the opportunity to
Please refer to Part 1 for the six essential considerations for addressing AI-driven cheating. Part 2 discusses how you can redesign assignments using the TRUST
The launch of the artificial intelligence (AI) large language model ChatGPT was met with both enthusiasm (“Wow! This tool can write as well as humans”)
Plagiarism seems like a clear-cut crime: if the words of another author appear in one’s writing without appropriate attribution, that writer has “stolen” those words. U.S. higher education institutions take the offense seriously: minor cases often result in probation, suspension, or expulsion. This black-and-white perspective toward plagiarism, however, does not effectively identify, prevent, or resolve writing issues.
The most common approach to cheating involves trying to prevent it—multiple versions of a test, roving observation during tests, software that detects plagiarism, policies that prohibit it. However, if we look at cheating across the board, what we’re doing to stop it hasn’t been all that successful. Depending on the study, the percentage of students who say they’ve cheated runs between 50% and 90% with more results falling on the high side of that range. Can we be doing more? Here are some ideas.
Although there are software-based services that can help instructors check the originality of student writing and discourage students from deliberately copying the work of others, many instances of plagiarism stem not from a willful disregard of the rules but from simple ignorance of them.
Elizabeth Kleinfeld, an English instructor and director of the writing center at Metropolitan State University of Denver, has studied plagiarism and students’ use of sources for the last seven years, mostly among students in first-year writing courses. She has found that many students don’t understand the differences between paraphrasing, summarizing, and plagiarism.