Joseph Keegin
The Chronicle
Originally posted 23 MAY 23
Here is an excerpt:
A meaningful education demands doing work for oneself and owning the product of one’s labor, good or bad. The passing off of someone else’s work as one’s own has always been one of the greatest threats to the educational enterprise. The transformation of institutions of higher education into institutions of higher credentialism means that for many students, the only thing dissuading them from plagiarism or exam-copying is the threat of punishment. One obviously hopes that, eventually, students become motivated less by fear of punishment than by a sense of responsibility for their own education. But if those in charge of the institutions of learning — the ones who are supposed to set an example and lay out the rules — can’t bring themselves to even talk about a major issue, let alone establish clear and reasonable guidelines for those facing it, how can students be expected to know what to do?
So to any deans, presidents, department chairs, or other administrators who happen to be reading this, here are some humble, nonexhaustive, first-aid-style recommendations. First, talk to your faculty — especially junior faculty, contingent faculty, and graduate-student lecturers and teaching assistants — about what student writing has looked like this past semester. Try to find ways to get honest perspectives from students, too; the ones actually doing the work are surely frustrated at their classmates’ laziness and dishonesty. Any meaningful response is going to demand knowing the scale of the problem, and the paper-graders know best what’s going on. Ask teachers what they’ve seen, what they’ve done to try to mitigate the possibility of AI plagiarism, and how well they think their strategies worked. Some departments may choose to take a more optimistic approach to AI chatbots, insisting they can be helpful as a student research tool if used right. It is worth figuring out where everyone stands on this question, and how best to align different perspectives and make allowances for divergent opinions while holding a firm line on the question of plagiarism.
Second, meet with your institution’s existing honor board (or whatever similar office you might have for enforcing the strictures of academic integrity) and devise a set of standards for identifying and responding to AI plagiarism. Consider simplifying the procedure for reporting academic-integrity issues; research AI-detection services and software, find one that works best for your institution, and make sure all paper-grading faculty have access and know how to use it.
Lastly, and perhaps most importantly, make it very, very clear to your student body — perhaps via a firmly worded statement — that AI-generated work submitted as original effort will be punished to the fullest extent of what your institution allows. Post the statement on your institution’s website and make it highly visible on the home page. Consider using this challenge as an opportunity to reassert the basic purpose of education: to develop the skills, to cultivate the virtues and habits of mind, and to acquire the knowledge necessary for leading a rich and meaningful human life.
