Academic Integrity and Artificial Intelligence

Academic Integrity - Staff Facing Resources

Maynooth University Policy on Plagiarism and Academic Integrity Maynooth University policy document on plagiarism and academic integrity, updated September 2022. Source: Maynooth University (Ireland).

Academic Integrity Guidelines Quality and Qualifications Ireland (QQI) and National Academic Integrity Network (NAIN) guidelines on upholding academic integrity, preventing academic misconduct/protecting academic integrity, detecting academic misconduct, and managing and sanctioning academic misconduct. Source: QQI and NAIN (Ireland).

Academic Integrity: National Principles and Lexicon of Common Terms Quality and Qualifications Ireland (QQI) and National Academic Integrity Network (NAIN) guide which defines academic integrity, outlines principles of academic integrity for student and HEIs and includes a comprehensive national academic integrity lexicon/glossary of terms. Source: QQI and NAIN (Ireland).

Academic Integrity Principles for Assessment Design . Two page guide outlining academic integrity principles for assessment design under the three headings of Standards, Assessment Design and Student Ownership. Source: Teaching Enhancement Unit, DCU (Ireland).

‘CRADLE suggests … Academic Integrity, Assessment Security and Digital Assessment ’. Two page guide which defines academic integrity and assessment security, suggests how they might be promoted, and points to research in this space. Source: CRADLE, Deakin University (Australia).

‘ Understanding academic integrity: considering the extent of student academic misconduct in higher education ’. Three page evidence synthesis focusing ‘on existing research about the prevalence of student academic misconduct, whether this issue is increasing, and what is known about contract cheating or assignment outsourcing.’ Source: Heriot Watt University (Scotland).

‘ Understanding academic integrity: exploring explanatory factors ’. Three page evidence synthesis looking at ‘existing research about the factors that help explain student academic misconduct.’ Source: Heriot Watt University (Scotland).

‘ Understanding academic integrity: strategies and interventions in higher education ’. Five page evidence synthesis focusing on ‘focuses on existing research about strategies and interventions to address academic misconduct.’ Source: Heriot Watt University (Scotland).

Academic Integrity - Student Facing Resources

‘Academic Integrity Quiz’. Quiz of 10 questions about academic integrity and academic misconduct. Source: Hosted on Maynooth University Moodle, original resource shared by DCU (Ireland).

‘Academic Integrity #MyOwnWork’. Short animation which provides an overview of essay mills (as part of contract cheating), why students might be tempted to use them and why they shouldn’t, the possible consequences of using essay mills, and what academic supports might be available for students who are struggling with course work. Source: QQI, NAIN and USI (Ireland).

‘Academic Integrity’. Short course/tutorial on the subject of academic integrity including sections on types of misconduct, plagiarism, detecting plagiarism and good academic practice. Source: University of Edinburgh (Scotland).

‘ Academic Integrity Self-Check ’. One page self-check that students as individuals or groups can use to help to ensure the academic integrity of their work. Source: University of New South Wales (Australia)

‘Avoiding plagiarism at UNSW’. Short animation which explains what plagiarism is and how to avoid it. Source: University of New South Wales (Australia).

Artificial Intelligence

ChatGPT, Academic Integrity, and Teaching, Learning and Assessment

- a brief overview to prompt discussion'. Short Insight Document which provides an overview of ChatGPT including what it is, why we might be concerned, pedagogical opportunities, and what we might do to respond to this and similar technologies. Source: Maynooth University (Ireland).

‘Chat GPT and Education’. Slide deck which provides an overview of ChatGPT and education. It considers ‘What is ChatGPT? What do you need to know about ChatGPT? What can ChatGPT do? What can ChatGPT NOT do? (yet) What can Educators do?’ It also includes a list of additional resources. Source: Trust, T., University of Massachusetts Amherst (US).

‘Ten Facts About ChatGPT’. Short overview of ChatGPT explaining what it is, how it works, some of its limitations, and concerns educators might have around ChatGPT including those associated with academic misconduct. Source: Contact North|Contact Nord (Canada).

Four lessons from ChatGPT: Challenges and opportunities for educators. Blog post summarising ChatGPT in the news and discussing four lessons from ChatGPT to date. Source: Centre for Teaching and Learning, University of Oxford (UK).

'AI, education and assessment: staff briefing #'. Short briefing covering the areas of definitions, trying out ChatGPT, practical steps, assessment considerations, and key actions for teaching staff. Source: University College London (UK)

Artificial intelligence tools and their responsible use in higher education learning and teaching’. Short position paper where the EUA’s the Learning and Teaching Steering Committee shares some key considerations regarding AI tools for European universities. Source: European University Association.

‘The rise of artificial intelligence software and potential risks for academic integrity: A QAA briefing paper for higher education providers’. Short paper which ‘[outlines] what [AI] software tools are and their potential implications for academic standards, as well as suggesting a selection of practices providers can adopt to support academic integrity’. Source: Quality Assurance Agency for Higher Education – QAA (UK).

‘Chat GPT and Artificial Intelligence Tools’. Short guide which outlines what ChatGPT is and can do, provides guidance around talking to students about AI and includes some suggestions around designing effective assignments. Source: Georgetown University (US).

‘Update Your Course Syllabus for ChatGPT’. Blog post which offers practical, advice written in an accessible manner around ‘easy to implement suggestions that will help [colleagues] prepare for the upcoming semester’ in light of ChatGPT. Source: Watkins, R., George Washington University (US).

‘Artificial Intelligence, Generated Text and Academic Integrity: Navigating the Ethics of AI in Academia’. Blog post which considers ‘the ethics behind the student use of ChatGPT and other similar systems. With wider world use of AI technology, should the use of AI be considered academic misconduct, or simply as a helpful tool for learning and assessment?’ Source: Lancaster, T. Imperial College London (UK).

‘Acknowledging the use of generative artificial intelligence’. Student guide of recommendations about how ‘to acknowledge the use of generative artificial intelligence in academic work’. Source: Monash University (Australia).

Using Artificial intelligence. Student guide including information on what AI is, AI’s reliability, and tips for using AI ethically and responsibly in university. Source: Monash University (Australia).

‘Perspectives on the use of ChatGPT for PGCert courses’. Blog post based on Padlet posts and professional conversations between international colleagues (including Staff and Educational Development Association (SEDA) colleagues) on the use of ChatGPT for PGCert courses. Source: SEDA (UK) and international colleagues.

Sarah’s Thoughts: Artificial Intelligence and Academic Integrity’. Visual of Sarah Eaton’s high level thoughts on artificial intelligence and academic integrity.

Teaching and Learning with Artificial Intelligence Apps Short guide on teaching and learning with AI apps organised under three headings of Engage, Explain and Explore. Source: Eaton and Anselmo, University of Calgary (Canada). Plagiarism Past, Present, Future. Implications for assessment Slide deck considering ChatGPT and plagiarism in the context of learning. The deck includes an overview of how transformer AI systems work, what they can’t do, how their use in an essay might be detected and what the future might hold. Source: Sharples, M., Institute of Educational Technology, The Open University (UK).

AI Text Generators. Sources to Stimulate Discussion among Teachers’. Comprehensive shared Google doc including links to range of articles on the topic of ChapGPT and the possible implications for higher education writing assignments, using text generators for pedagogical purposes, sample policy statements about text generators, audio and video resources. Source: curated by Anna Mills for the Writing Across the Curriculum (WAC) Clearinghouse, Colorado State University (US)

‘What to do about AI text generators? Next steps for educators.’ Recording of webinar hosted by NAIN and QQI with Anna Mills, College of Marin. The webinar works provides a background on AI text generators, explores academic integrity considerations and how to respond, and provides links to a range of resources on this topic. Also see https://www.annarmills.com Source: Anna Mills, QQI and NAIN.

‘Robot-generated submissions’. Blog post reflecting on ChatGPT and similar technology which includes possible ways for HE colleagues to respond to the existence of AI text generators. Source: Forsyth, R,. Lund University (Sweden).

‘Playing with ChatGPT: now I’m scared (a little)’. Blog post on the experience of experimenting with ChatGPT with examples from interaction with the technology. Source: Bates, T., Contact North | Contact Nord (Canada).

‘Ways to change the world with Chatbot GPT’. Podcast between Krishnan Guru-Murthy (presenter of ‘Ways to Change the World’) and ChatGPT where it explains what it is, how it works, its reliability or otherwise, fears about AI, ideas about the future of AI, bias in AI, wishes regarding how to change the world, the possibility of AI developing empathy. Source: Guru-Murthy and ChatGPT, ‘Ways to Change the World’ podcast, Channel 4 (UK).