Education and Writing

In an online first-year English course, Dr. Carleigh Brady redesigned assessment to create multiple checkpoints that helped students engage with course readings, demonstrate their thinking—including orally—and receive feedback throughout the writing process. The redesign made learning more visible while adapting assessment to the realities of generative AI.

And most employers prefer to hire workers with a college degree, even if the job doesn’t require one.

In their fight against AI, professors are monitoring their students in ways previously unimaginable.

Welcome back to our Responsible AI series, created by the Digital Scholarship and Data Services department as part of its ongoing commitment to promoting ethical and responsible AI practices for the Hopkins community. “Fluent but Not Factual” Chatbots are designed to generate language that seems as coherent as human communication. They function as what computer […]

Is this post AI? What textbook is that? Why are there bolded headers? Wow, that student is using the work of a scholar I came across in graduate school! Awesome or cheating? Grading online...

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Lisa Sperber, Sophia Minnillo, Joy Ok, Anna Mills, Open Practices for Wicked Problems, Writing on the Edge, Vol. 33, No. 2 (Fall 2025), pp. 21-34

Written assignments for large classes pose a far more significant challenge in the age of the GenAI revolution. Suggestions such as oral exams and formative assessments are not always feasible with many students in a class. Therefore, we conducted a study in South Africa and involved 280 Honors students to explore the usefulness of Turnitin's AI detector in conjunction with student self-reflection. Using a Mixed Methods Research (MMR) approach, we analysed data generated from the Turnitin AI reports, our grading rubrics, and qualitative student self-reflection. The findings show that incorporating self-reflection into assessments supports ethical GenAI use and improves the transparency lecturers need for decision-making. A declaration form allowed the students to be upfront about using Generative Artificial Intelligence tools. We found that students who can reflect on their learning relied less on generated content. However, students with high AI detected scores ( 20%) did not adequately reflect on how the tools supported their learning and could not give credible explanations of use. We contribute to the body of knowledge by providing students and academics with examples of responsibly handling AI-detected scores in large-class settings. We present a guided self-reflection and declaration with an AI detector to support students and help lecturers make decisions when grading. We also present a decision tree that lecturers and graders can use when evaluating AI use in assessments.

Resources for faculty

This paper examines the transformative role of Large Language Models (LLMs) in education and their potential as learning tools, despite their inherent risks and

This model guides students to ask vital questions about their AI use and to reflect on how it benefits their learning.

Both faculty and students want more say in systemwide AI policies.

A pilot study analyzing college students’ writing with AI shows an interactive process, from brainstorming to editing the output produced by chatbots.

Instead of banning AI, why don't schools teach students to use it critically? College freshman Maximilian Milovidov shares what he has learned in an "AI writing" course at Columbia University.

Increased use of new technologies accompanied by rising fear of being accused of cheating, with many universities’ policies on what is acceptable still unclear, has students on edge.

The Campus AI Crisis Young graduates can’t find jobs. Colleges know they have to do something. But what? By Jeffrey Selingo, author of 'Dream School: Finding the College That's Right for You' JAN. 20, 2026 Photo-Illustration: Intelligencer; Photos: Getty This article was featured in New York’s ...

The Campus AI Crisis Young graduates can’t find jobs. Colleges know they have to do something. But what? By Jeffrey Selingo, author of 'Dream School: Finding the College That's Right for You' JAN. 20, 2026 Photo-Illustration: Intelligencer; Photos: Getty This article was featured in New York’s ...

A chat platform developed by two scholars aims to encourage productive discussion among students. Some professors who have used it sing its praises.

The perverse incentives of our attempts to combat cheating.

It's not just students, more professors are using AI in the classroom. But they say more guidance is needed on how to use the technology.

A new report warns that AI poses a serious threat to children's cognitive development and emotional well-being.

Four principles to guide your thinking on the role of ChatGPT and other such tools in your teaching.

High school and college educators say that student use of artificial intelligence has become so widespread that they need to rethink how to assign and assess students. Many teachers have shifted all writing to the classroom. Some are returning to pen and paper exams to avoid cheating. As the new school year gets underway, educators say it's clear that AI is transforming how students learn and study and how teachers teach. But it is also creating new confusion over what constitutes cheating. Students say they often turn to AI with good intentions for things like brainstorming or editing help but sometimes it's hard to know where to draw the line.

Introducing students to disciplinary writing in its various forms is essential, yet it can be challenging to balance how much instruction and guidance is needed, and at what scale.

Teaching authentic writing through collaboration and choice can help students persevere even though AI is available to them.

My students’ easy access to chatbots forced me to make humanities instruction even more human.