Artificial Intelligence & Academic Integrity

Why is AI Literacy Needed?

Generative AI (GenAI) tools, like Claude or ChatGPT, produce text, images, and code in response to a prompt, and they do it quickly and in ways that make it increasingly difficult to detect. GenAI tools present both challenges and opportunities for education. They can replace and augment human thinking. They can take-over and enhance problem-solving. They can hinder and amplify human creativity. And they can hinder and accelerate learning. 

Students are already widely using the technology. In one survey, 46% of teens have used the tools and 46% of those have used them to complete assignments/exams. In another survey, 35% of teens admit to using the tools at least once/work and 74% of them use them to improve their school performance. Yet, students are also asking for help in using these tools ethically and responsibly. Students are worried that their critical thinking skills will decrease with their use of AI and 47% believe its easier to cheat with the tools. And 70% believe universities should be providing AI Training and 55% feel unprepared to use generative AI technology in the workforce.

Although there is not yet campus-sponsored AI Literacy training, you can help educate students. This module, adapted from one created by Rush University, aims to help you engage students in conversations about AI, even while it is still relatively new to all of us. Your expertise in the course content, along with this AI Literacy Module and the AI Office's Guide for Instructors, can help you guide students in using GenAI tools ethically and responsibly for your course(s).

 "We assume our students are inherently digitally native, but they don’t always understand the professional, ethical ways to deploy new technology like gen AI. They need to be taught how to use these tools responsibly, effectively, and efficiently" ~Sid Dobrin (Warner et al., 2024). 

Why AI Literacy Matters

Education and technology are increasingly interconnected, from the prevalence of Microsoft Office and Google products, to learning management systems (CANVAS), to Zoom rooms and now GenAI. It has become challenging to teach, learn and assess without technology. 

AI Literacy matters because we - instructors and students - are not always cognizant of what tools we're using, why we're using them, and how they impact our approaches to teaching, learning, and assessment. Students accept Grammarly suggestions without realizing that they are AI generated which might make their writing sound robotic. Instructors may falsely believe that so-called "AI detectors" are valid and accurate, thus using them to "catch" students who are cheating with GenAI. Other AI tools are working behind the scenes - like the AI summary when you do a Google search - so innocuous that many do not realize that their reading of the summary has replaced the critical discernment of "hits" that they used to do. 

AI Literacy helps instructors and students: 

1. understand when GenAI is helpful and not helpful in school
2. engage in informed discussions about GenAI's role in learning and teaching
3. prepares students to use GenAI ethically and responsibly

What is AI Literacy?

AI literacy is the ability to identify if, when, where, and why to use GenAI tools. Being able to do this requires that users understand the capabilities, limitations, and broader implications (e.g., ethics) of GenAI.

Key aspects of AI literacy include:

1. Understanding AI fundamentals and their societal impact: Recognizing how AI is reshaping various sectors, including education, and its potential long-term effects.
2. Critical evaluation of AI-generated content: Assessing AI outputs, understanding their origins, potential biases, and limitations.
3. Ethical reasoning and risk awareness: Exploring moral implications of AI use, including privacy, fairness, and accountability, while identifying potential risks such as data privacy concerns and algorithmic bias.
4. Responsible engagement: Learning to interact with AI systems appropriately, including knowing when AI use may be inappropriate or harmful.
5. Adaptation and continuous learning: Staying informed about AI advancements and developing skills to adapt to evolving AI technologies.

It's crucial to note that AI literacy is not about promoting AI use. Instead, it's about equipping individuals with the knowledge and critical thinking skills to navigate a world where AI is increasingly prevalent. This includes recognizing situations where human judgment and skills are irreplaceable.

By fostering AI literacy, we aim to create a society of informed individuals who can engage with AI technologies thoughtfully and judiciously, always prioritizing human values and societal well-being.

How to Use The Canvas Module

The Critical AI Literacy Canvas Module was adapted by the Academic Integrity Office and the Teaching & Learning Commons from a module designed by The Center for Teaching Excellence and Innovation (CTEI, Rush University inks to an external site.). It is meant as a resource to support instructors to introduce students to fundamental AI competencies so they might become critical users and understand if, when and how they can leverage the technology responsibly and ethically.

Module Structure

The module aims to increase in students the four competencies of AI Literacy - Recognition, Comprehension, Critical thinking, Proficiency - through key questions that students ask about GenAI: What is Artificial Intelligence, How Does It Work, How Do I Use it, and How Can I Use it Responsibly?

Implementation Strategies for Instructors

1. Announce the module's availability using our sample announcement template.
2. Create a Q&A discussion forum to encourage ongoing dialogue
3. Use the sample AI survey for students (removing or adding questions as you like)
4. Utilize Rush University's AI ethics discussion prompts, tailoring them to your course context.
5. Incorporate Rush University's sample class activity Links to an external site. on evaluating AI applications and their outputs.

By integrating this module and these additional strategies into your course, you can empower students to use GenAI tools ethically and responsibly.

 "The only bad way to react to AI is to pretend it doesn’t change anything" (Mollick, 2023). 

New Book by our Director, Tricia Bertram Gallant   Tricia and her coauthor David are doing Podcast Episodes with instructors and practitioners who have put into practice the strategies mentioned in the book. These episodes provide just-in-time inspiring lessons learned to help others figure out which strategies might work for their context.   You can listen to and/or watch those videos here.

OTHER HELPFUL RESOURCES

Reinforcing Academic Integrity in the Age of AI: A Guide for Instructors (2024 Edition)

• a Google site that advances the 2023 Guide (below) into two sections:
  • Instructional Fundamentals in the Age of AI
    • Understanding GenAI
    • Appreciating the GenAI Use Landscape
    • Discussing GenAI with Your Students
    • Crafting Your GenAI Course Policy
    • Securing Your Assessments
    • Identifying & Responding to GenAI MisUse
  • Beyond the Fundamentals
    • What is the Impact of GenAI on my courses and assessments?
    • How do I redesign assessments for the age of AI?
    • What can I do differently with grading to minimize the harms and maximize the benefits of GenAI?

GenAI - Dos and Don'ts for Academic Integrity

Request a GenAI in Education Presentation, Workshop, or Consultation with Dr. Bertram Gallant

• Is Using ChatGPT cheating? Can I use artificial intelligence for school work?
• Does working with others (humans or machines) count as cheating?
• The Library's GenAI and Academic Integrity Guide