September 2024 – Stalled

You’ve probably heard discussions around how certain kinds of artificial intelligence (AI) should or shouldn’t be used in coursework, and how it relates to academic integrity. There’s no one “right” approach that applies to all courses, so you need to know what each of your professors expects regarding the use of AI in their class.

ACADEMIC INTEGRITY MATTERS

WHAT COLBY AFFIRMS. You’ve almost certainly seen the “Colby Affirmation.” It sets forth how academic integrity and social accountability are cornerstones of a Colby education because they keep the quality of education as high as possible.

That means that academic integrity is essential in providing you with knowledge, skills, and awareness that you’ll need for graduate study as well as for your career. If our academic integrity standards are low, there’s no way to ensure that you know what you need to succeed in whatever you pursue when you leave Colby. You owe it to yourself to learn as much as you can while you’re here.

RESPECT FOR OTHERS. We’re all part of a community here at Colby, and the hard work of professors, staff, and other students deserves the respect of our community. When you protect academic integrity, you respect the work, talent, and dedication of others who educate Colby students, as well as those who came to Colby to receive a world-class education. Academic integrity helps foster a climate of trust. What’s more, academic integrity gives your future employer, coworkers, and clients a truly skilled professional (yes, that’s you!).

AI AND ACADEMIC INTEGRITY

AI IS A TOOL. Like any tool, there are reasons to use generative AI. Your professors will decide if it’s a tool that will help you acheive the goals of a particular assignment. If a professor allows you to use generative AI, think critically about what it, as a tool, allows you to do and to learn.

But like all tools, generative AI might not help your learning in every assignment. If the tool does your work for you, or prevents you from practicing skills that you need for your future, then using it is not consistent with academic integrity.

AI ISN’T PERFECT. Professors have to weigh the potential benefits of allowing students to use AI against any potential drawbacks. Some professors are skeptical about students using AI because copyright issues exist concerning the data on which AI has been trained, there are questions about a lack of diversity in the data being used in generative AI, and AI requires massive energy to run its applications (producing increased emissions in the process), just to name a few concerns.

So, if a professor restricts the use of generative AI or doesn’t allow it, that choice may well be a result of your professor’s commitment to educating you as ethically and responsibly as possible — another essential facet of academic integrity.

WHAT CAN YOU DO?

REVIEW COURSE POLICIES. Many professors have created clearly articulated policies about AI use. So, check the syllabus for each of your courses for an AI policy. Also be sure to check the instructions for individual assignments, if any are provided, which might also contain guidelines for using or avoiding generative AI.

If there is an AI use policy, read it carefully, and be sure to ask your professor any questions that you might have. Remember, you are responsible for your work’s academic integrity, so you need to be proactive and aware.

If you do not find an AI use policy for a particular course, then you might consider asking your professor the following question during class time: “Are we allowed to use generative AI on our assignments?” Be prepared to ask follow-up questions, finding out which assignments may (or may not) be completed using generative AI, and what restrictions the professor places on using generative AI tools for that class.

EACH CLASS IS DIFFERENT. Be aware that the policies for one class are likely to be very different than policies for another, even if the courses are taught by the same professor. Why? Every course has distinct learning outcomes that professors want you to achieve. While the use of generative AI might further goals in one course, AI use might not help you develop the skills or knowledge bases that you need in another course.

So, do not assume that policies for any one course apply to any other course.

FURTHER RESOURCES

International Center for Academic Integrity. The Fundamental Values of Academic Integrity, 2021.

International Center for Academic Integrity. “Statement on Academic Integrity and Artificial Intelligence.”

University of Cambridge, “Why Does Academic Integrity Matter?”

You might have good study skills, but did you know that there are researchers who study the science of learning? They recommend regular use of the study cycle, which is described below. Try it to give yourself the best chance for academic success, and build the study cycle into your semester plans!

WHAT IS THE STUDY CYCLE?

ITERATIVE PROCESS. The study cycle is a process through which students can engage in deep, rather than surface or short-term, learning. It includes 5 components that you repeat for each class session (see image on poster).

PREVIEW. In this phase, students skim readings, noting headings as well as key terms, and review any summaries and reading/chapter objectives. In reading-heavy classes (like literature courses), students complete assigned readings, noting any connections to or contrasts with previous course readings. This stage also consists of creating questions to bring to class.

ATTEND. When in class, ask meaningful questions, voice ideas in discussion, and take careful notes.

REVIEW. As soon after class as possible, look at your notes, filling in any gaps, and note any areas of confusion as well as any questions you have.

STUDY. Schedule several intense study sessions per class per week, including devoting time to course readings. For courses with problem sets or frequent homework assignments, ideally schedule several short sessions per day. Ask “why,” “how,” and “what if” questions, making connections with other course ideas and even with ideas from outside of your course.

ASSESS. Perform regular reality checks. Are you using study methods that are effective? The best way to check for this is to ask yourself: do you understand the material enough to teach it to others? If not, try different methods (ask your professor or learning assistant if you are stuck and don’t know what else to try).

INTENSE STUDY SESSIONS

SCHEDULE THEM! Putting your study sessions into your calendar helps you see how much time you need for studying, and how much time you have available for extracurriculars/non-academic events. It’s important to stick to your schedule so that you give yourself the greatest chance of doing well in your courses and maximizing your learning.

BREAK IT DOWN. Break each study session down into 4 parts: goal setting, studying with focus, rewarding yourself, and reviewing (see image on poster). Goal setting, which takes about 2 minutes, involves deciding what you want to accomplish in your study session. Studying with focus involves 30-50 minutes of interacting with course material, including reading, organizing, concept-mapping, summarizing, processing, re-reading, and reflecting. Rewarding yourself takes the form of a 10-minute break, such as texting a friend, getting a snack, stretching, or otherwise resting your mind. Each study session ends with about 5 minutes of actively reviewing what you just studied.

FURTHER RESOURCES

Johns Hopkins University. Academic Support.“The Study Cycle.”

McGuire, Sandra Yancy. Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, & Motivation. Stylus Press, 2015.

University of North Carolina at Chapel Hill’s Learning Center. “The Study Cycle“.

Month: September 2024

AI and academic integrity (3.3)

The Study Cycle (3.2)