Please keep in mind that new technology like Generative AI (Gen AI) shouldn’t simply make your thinking or work easier, much less take the place of the uniquely singular abilities of human beings to grow cognitively, think creatively, or evaluate critically. If you use Gen AI to simply avoid work, you are doing it wrong. Instead, using Gen AI in the spirit of Douglas Engelbart’s “augmenting human intelligence” and Donna Haraway’s configuration of the cyborg point the way to beneficial heightening of human possibility instead of harmful erasure of the cognitive distinctions of humanity. If you use Gen AI, use it wisely and use it well. This post is the tenth in this series.
In the science fiction novel Do Androids Dream of Electric Sheep?, Philip K. Dick explores a world where advanced androids, nearly indistinguishable from humans, challenge the notion of humanity. Similarly, the rise of generative AI tools challenges our understanding of authorship and academic integrity. As students increasingly use these tools to assist with writing, they must navigate a gray area between acceptable use and academic dishonesty.
The issue of academic integrity arises because AI tools can generate original, coherent text based on a prompt. While this can be a powerful tool for brainstorming or overcoming writer’s block, it also raises questions about authorship. If a student submits work that includes AI-generated text without proper citation or permission, they may be violating academic integrity policies. This is particularly concerning because many institutions are still developing guidelines for the use of AI in academic writing.
Consider a student struggling to articulate their thoughts on a complex topic. They prompt an AI tool to help rephrase their ideas, and the AI generates a well-written paragraph that clearly expresses their points. The student then includes this paragraph in their paper without citation, assuming it is their own work. This scenario raises important questions about the boundaries between collaboration and cheating in the age of AI.
This dilemma is reminiscent of the theme of identity in science fiction, where characters often question what it means to be human. Similarly, students using AI tools must question what it means to be the author of their work. Are they still the sole authors if they rely on AI to generate text? How should they cite AI-generated content, and under what circumstances is it acceptable to use it?
To navigate this gray area, students must consult with their instructors and familiarize themselves with their institution’s policies on AI use. Always read your class syllabus and assignment prompts to ensure AI-related policies are followed. They should also take steps to ensure transparency, such as disclosing the use of AI tools in their work and properly citing any generated content. If in doubt, ask!
The rise of generative AI tools challenges traditional notions of authorship and academic integrity. The cyborg student must navigate this complex landscape with care, ensuring that they use AI tools ethically and responsibly. By doing so, they can harness the power of AI while maintaining the integrity of their academic work.
