AI Resources

Even with proper guidance and training with AI, students may still choose to "cheat" for various reasons. Cheating has been around forever, and AI is just one more tool that can be exploited. However, WHY a student might "cheat" may indicate larger pedagogical issues:

• Different Understanding of Academic Integrity Policies: Some students may not fully grasp the seriousness of academic integrity violations. However, sometimes course or assignment expectations are not clearly explained. Instructors need to be clear about the use of AI in assignments, tests, and course expectations. Expectations and directions must be clearly stated in syllabi and assignments, and verbal reminders should also be made. 

• Poor Time Management: High stress levels and academic pressure can lead students to seek shortcuts. Students may cheat when they run out of time to complete assignments or study effectively. Willamette's Academic Support and Success team can help students with time management. Students may not be use to heavier course load or balancing external activities such as collegiate sports with course work. A student's overall semester workload may be too much, but it is possible that there may actually be too much work for a specific course. 

• Course content is not understood => This is a red flag. Communication between student and instructor broke down somewhere. While students need to be reminded to ask questions when they don't understand, they must also have ample time to consider what they don't know and formulate questions. If one student does not understand something, other students may feel the same way.

• Fear of Failure: The fear of failing a course or assignment can drive students to cheat in an attempt to secure better grades. Well-intentioned family and friends may place high or unrealistic expectations on a student. They may have been a straight "A" student in high school or feel the need to get high grades for continued education, and feel the additional burden of meeting familial expectations.

• Peer Influence: The belief that “everyone does it” can normalize cheating, especially when students see their peers engaging in dishonest behavior. Also, what may be acceptable in one course may be prohibited in a different course; a student may think it is okay to use AI the same way as a completely different course.

• Lack of Interest: Disinterest in a particular subject or assignment may lead students to plagiarize or cheat. Students may need help seeing the value or purpose of work. If the purpose of an assignment is not clear, it may be time to review the assignment and learning outcomes.

• Insecure: This is a big factor. Students are not confident in their knowledge, skill, or abilities. They recognize deficiencies in their own writing and feel pressure to write at a higher level than they are currently able to do. They may not know the professional terminology because they have not had enough exposure to it yet. Also, students may not feel like they do not belong or fit in, especially when they receive poor grades. It is important for instructors to provide an inclusive learning environment in their classes and for students to feel free to ask questions and learn from their mistakes. For struggling students, it is important to give students the academic support that they need early on.