Academic Integrity and AI Use
AI offers powerful tools to enhance student learning and creativity, but it also raises pedagogical and ethical concerns, particularly regarding academic integrity. The U of A’s new Student Academic Integrity Policy (September 1, 2024) defines academic integrity as a commitment to upholding “the fundamental values of honesty, trust, fairness, respect, responsibility, and courage in every aspect of academic and scholarly activities.” For students, this means completing academic work honestly; for instructors, it means fostering integrity in learning.
Students must understand that while GenAI and Academic Integrity can support learning, using it to gain an unfair advantage undermines education and violates U of A policy and community values. See Section 3, Student Academic Integrity Policy Appendix A: Academic Misconduct:
Contract Cheating
Using a service, company, website, or application to
a. complete, in whole or in part, any course element, or any other academic and/or scholarly activity, which the student is required to complete on their own;
b. or commit any other violation of this policy
This includes misuse, for academic advantage, of sites or tools, including artificial intelligence applications, translation software or sites, and tutorial services, which claim to support student learning.
Promoting a culture of integrity starts with clear, proactive communication about course expectations and responsible AI use.
Key principles
Understand academic misconduct
- Using GenAI outside coursework and assessment tasks does not always equate to academic misconduct at the University of Alberta
- Students may use AI tools such as Google Gemini Chat or ChatGPT for valid learning purposes, such as designing study questions, reviewing material, or clarifying complex topics. These activities are similar to consulting resources like dictionaries or Wikipedia
Be clear about AI expectations
- AI tools often come embedded in commonly used applications like grammar and code checkers or word processing tools)
- Clearly define what AI use is permissible and what it is not
Align AI use with course learning outcomes
- When deciding, align AI use with course learning outcomes/objectives
- Allowing students to edit their work independently, refine it using AI and reflect on the differences could support learning and prepare them for assessments. Conversely, where students must demonstrate independent editing skills, AI tools should be restricted
setting expectations
Instructors are responsible for setting clear expectations around academic integrity in their courses. Foster transparency and open dialogue to help students understand the importance of academic integrity and how it fits within your course.
- Ask yourself: for their students: do course learning outcomes/objectives align with AI use as part of academic practice, course activities, and assessment tasks?
- Discuss the importance of academic integrity
- Be explicit with students about whether and how GenAI tools are permitted in coursework and assessment
- Discuss the appropriate tools and uses in the context of your course and assessment tasks
- Highlight how GenAI can support or hinder required student learning rather than offload learning to these tools
- Consider disciplinary practices related to AI use
- Encourage students to ask questions if they need clarification on the expectations or appropriate use of GenAI
- Adapt your statement of expectations through ongoing dialogue with students
Syllabus Statements: ESSENTIAL POINTS
At the U of A, decisions about GenAI tool use in courses and assessments are made at the course or program level, often based on your judgment of its appropriateness for the course learning outcomes and disciplinary context. Clarify AI use expectations early in the term by providing a clear Statement of Expectations for AI Use that is included in the course syllabus and shared on the course’s LMS (Canvas or eClass). The statement should outline acceptable GenAI use expectations for academic work and assessments by specifying how students may use GenAI in the course and by setting clear guidelines for responsible, ethical, and appropriate use.
Transparency and appropriate course-based GenAI use
- If students can use GenAI, explain what tools are addressed in your statement
- Be explicit. Explain how students should be transparent about their use of specified tools
- If you do not intend to limit GenAI use, be clear with students about why this is the case
GenAI-use and assessments
- Based on course learning outcomes, determine whether tool use is appropriate
- Given the nature of specific course learning outcomes, you may also decide that some GenAI tools (but only some such tools) are suitable
- Be transparent and share this information with students. Explain your reasoning. Curious students will appreciate the chance to understand your approach better
Academic integrity and coursework
- Remind students of the importance of their learning (and education)
- Stress that it is vital that they do their work and not offload work to GenAI or other parties
- Be specific and share how using GenAI outputs as part of academic work requires that students think and act responsibly (ethically and transparently) and critically (analyze, synthesize, evaluate, and assess) about how such content is used in their coursework
- Reference the Student Academic Integrity Policy
Citation and attribution expectations
- If GenAI is allowed for academic use and assessment tasks, carefully explain to students how and when they should acknowledge its use, such as through citation and/or attribution
- Share the U of A Library’s Using GenAI Guide with students, which includes GenAI citation guidance according to multiple citation styles
- You may also request that students track and record/share their chat interactions (or samples) for specific tasks. Ensure that you are clear with your students about such requirements
Responsible and ethical use
- Emphasize if students use GenAI tools, they need to review (to the best of their ability) all outputs for fabrications (hallucinations), bias, and harmful content
- Explain to students how these tools can be deceptive (outputs appear plausible and convincing) and how ‘real learning’ requires time, effort, engagement and practice
- Learning is not, in most cases, easy. (See the Students and AI section for examples of tools you and your students can use to track and record responsible uses of GenAI tools.)
Add student reflections
- You may ask students to complete AI use reflections. Fostering academic maturity includes nurturing the values of responsibility, ethics, transparency, and even individual agency and trust. This balance of elements can be reinforced actively by having students communicate their use of GenAI tools on assessments (assignments, papers, projects, etc.) through the following: GenAI Use: Acknowledgement and Reflection and GenAI Tool Use: Responsibility Statement
- Each time a student completes an assessment, they fill out such a form to track, disclose, and reflect upon the role (or lack of a role) of AI/GenAI in their skill building
Sample Statements
Rationale
This statement’s underlying premise is that AI Literacy will likely become a required skill for employees in future workplaces. This statement opts to justify and explain the use of integrated AI tools in this context.
Adapted from Ethan Mollick
Sample statement of expectation
You can use GenAI tools in this course, but your AI use depends on assessment (assignment) requirements. Follow all directions as provided. If you have any questions/concerns, please ask.
Learning to use AI tools well takes time and practice, so set aside time to ‘play’ with the AI tools used in this class. Since AI Literacy is an emerging skill (for instructors and students), we will experiment to discover how best to use AI tools for our academics.
Familiarize yourself with AI strengths and weaknesses. AI is prone to fabrication (factual inaccuracies), so check AI outputs. Assume outputs contain errors unless you know the answer or can confirm the outputs using other supporting sources. You are responsible for any errors or omissions the AI tool provides that you fail to identify and resolve.
Important: AI is a tool, but one that you need to acknowledge using transparently. In addition to standard reference and citation expectations (*see the U of A Library’s How to Cite AI), always include a supplemental reflective paragraph (written only by you, the student)) at the end of any assignment that uses AI. Explain (in your own words) what you used the AI for and what prompts you used to get the results. Failure to do so may be considered cheating and a violation as outlined in the relevant sections of the University of Alberta (September 2024) Student Academic Integrity Policy.
Words of advice: If using GenAI, the primary challenge you face will be to ensure that AI use supports, rather than replaces, your learning. Be thoughtful.
Follow-up learning evaluation and reflection assignment (GenAI Use: Acknowledgement and Reflection) explaining AI use must be completed by the student alone (no AI) and uploaded to Canvas/eClass assignments within one (1) day of specified assessment task completion.
Rationale
These expectations specify when AI use is allowed /not allowed and highlight the importance of seeking prior approval.
The instructor emphasizes a commitment to a learning community that values ethical and transparent AI use. The instructor plans to discuss assessment AI use options with students. The attribution expectations and reflection components are couched to encourage process-based learning. The instructor emphasizes responsible and ethical usage while reserving the right to identify assessments and assignments designated by AI no-go zones.
Sample statement of expectation
This course supports ethical and transparent AI use. While AI tools may be used for specific assignments, students must follow these guidelines:
Seek approval: Obtain prior instructor approval for AI use in designated assignments.
- Cite AI use: Clearly cite any AI-generated content (*see the U of A Library’s How to Cite AI), including prompts and outputs, as part of your academic record.
- Reflect: Include a personal reflection (written without AI assistance) in assessments, explaining how AI tools supported your learning.
Important: AI use is strictly prohibited in assignments not approved by the instructor. Failure to abide by this guideline may be considered cheating and a violation as outlined in the relevant sections of the University of Alberta (September 2024) Student Academic Integrity Policy.
(Note: In large courses, instructors may specify AI-appropriate assignments and permitted tools directly in the syllabus. Alternatively, an instructor in a large course with many students could opt for different wording:
"In the syllabus, I have identified which assignments are "AI appropriate" and which AI tools can be used in each AI-appropriate assignment. Only use the permitted AI tools for the specified assignments in this course.”)
Rationale
While this course does not integrate AI into assessments, students may use AI to support their learning.
The instructor emphasizes a commitment to a supportive learning community by promoting ethical and transparent AI. Clear guidelines on citation, attribution, and reflection (“What did the student learn through using generative AI?”) are provided for students choosing to use AI coursework. The instructor also references the new Student Academic Integrity Code.
To align with course learning outcomes/objectives, the instructor may designate specific assessment tasks as AI-free zones.
Sample statement of expectation
This course does not incorporate GenAI into assessments and assignments, but students may use AI tools as learning support. If you use GenAI to support your assessment task (assignments, presentations, tests, exams, and so on) work, you must clearly cite and attribute AI-generated content in your work (see the U of A Library’s How to Cite Generative AI). Always review AI outputs for accuracy and potentially harmful content.
The instructor may prohibit GenAI use for specific assessment tasks if it conflicts with course learning outcomes/objectives. Failure to abide by this guideline may be considered cheating and a violation as outlined in the relevant sections of the University of Alberta (September 2024) Student Academic Integrity Policy. *
Please visit the University of Alberta Library’s Using Generative AI for helpful information and suggestions about using AI ethically and creatively.
Follow-up learning evaluation and reflection assignments (GenAI Tool Use: Responsibility Statement) explaining AI use must be completed by the student alone (no AI) and uploaded to Canvas/eClass assignments within one (1) day of major assessment task completion.
Rationale
This example builds on a co-created statement of expectations the instructor and students developed collaboratively, as described in the preceding section. Portions are adapted from Kelly Matthews.
Sample statement of expectation
On the first day of class, we will co-create a learning agreement identifying AI-use expectations that ensures everyone: 1) understands the benefits and limitations of the tools, 2) can differentiate between appropriate and inappropriate uses, 3) has equal access to such tools, and 4) is clear on the U of A’s relevant policies and procedures.
The agreement will align with the University of Alberta’s academic integrity policies and procedures (See relevant section on cheating in the University of Alberta (September 2024) Student Academic Integrity Policy).
As necessary, we will agree to reconsider aspects of the agreement throughout the course to ensure all members have the required shared understanding of the expectations for AI tool use in this class.
Important: you must clearly cite and attribute AI-generated content in your work (see the U of A Library’s How to Cite AI).
*Please visit the University of Alberta Library’s Using Generative AI for helpful information and suggestions about how you can use AI in ethical and creative ways.
Follow-up learning evaluation and reflection assignments (GenAI Tool Use: Responsibility Statement) explaining AI use must be completed by the student alone (no AI) and uploaded to Canvas/eClass assignments within one (1) day of major assessment task completion.
Rationale
The instructor has reviewed their course learning outcomes and aims to provide students with opportunities to develop skills and knowledge relevant to their discipline. They believe early use of GenAI may hinder skill development and knowledge acquisition. Therefore, they deem AI use inappropriate for coursework and assessment tasks.
The instructor emphasizes the importance of skill-building and fosters a learning community that recognizes and values this rationale.
Sample statement of expectation
In this course, we foster an equitable, inclusive, and accessible learning community that prioritizes individual critical, creative, and affective thinking as well as problem-solving skills specific to the discipline. To achieve the course learning outcomes, students must engage with tasks and assignments that allow them to develop and demonstrate their skills and knowledge authentically.
The use of AI tools is not allowed for coursework and assessment tasks. Students are expected to complete independently, without substantive assistance from others or GenAI.
In this course, although there are no plans to integrate GenAI into assessments and assignments, students may use AI tools as personal learning supports.
Important: Please note that AI use is strictly prohibited in coursework, assignments, and assessments. Failure to abide by this guideline may be considered an act of cheating and a violation as outlined in the relevant sections of the University of Alberta (September 2024) Student Academic Integrity Policy.
Rationale
The instructor carefully reviewed the course learning outcomes and determined that GenAI use was not in students’ best interest. They fear offloading aspects of critical learning opportunities to GenAI tools. They also have ethical concerns about students sharing personal and sensitive data with AI tools. They worry about disparities in access, which could create inequitable learning experiences.
The instructor is apprehensive about potential concerns about academic integrity.
Sample statement of expectation
In this course, we cultivate an equitable, inclusive, and accessible learning community that emphasizes individual critical thinking and problem-solving skills. AI use is inappropriate for achieving the necessary learning outcomes (skills, knowledge, and mindsets).
To ensure a fair learning experience for all students, the use of Generative AI tools is strictly prohibited for all academic (written/coding/ creative/etc.) work, assignments, and assessments in this course. Each student is expected to complete all tasks without substantive assistance from others, including AI tools.
In this course, although there are no plans to integrate GenAI into assessments and assignments, students may use AI tools as personal learning supports.
Any use of AI tools in your academic work may be considered an act of cheating and a violation as outlined in the relevant sections of the University of Alberta (September 2024) Student Academic Integrity Policy.
The draft Framework for Responsible and Ethical Use of AI at the University of Alberta sets down guiding principles and accountability processes to ensure the university meets its legal and moral obligations within this sphere.
Resources
Resources for instructors:
Classroom Policies for AI Generative Tools, Searchable by discipline/course type, see Lance Eaton’s compilation of crowd sourced AI-use syllabi expectations statements
Responsible Use Considerations GenAI Quickstart: Foundations for Faculty (McGill University) Part four in a series of online modules exploring GenAI and teaching and learning.
Student Academic Integrity Policy, University of Alberta
Resources for students:
How to Cite AI, University of Alberta Library
Using Generative AI, University of Alberta Library