Navigating the evolving landscape of Artificial Intelligence (AI) requires a thoughtful approach to its impact on academic integrity.

UMass Lowell's Academic Integrity Policy explicitly identifies unauthorized use of AI tools by students as academic dishonesty.

Current AI detection tools, like Originality AI and Turnitin, lack consistent accuracy and may yield false positives or negatives. Consequently, UMass Lowell does not endorse any specific AI detection tool at this time.

Instead, we encourage faculty to use a combination of strategies to identify potential instances of AI-generated content in student work. These strategies focus on identifying inconsistencies, anomalies and patterns that may indicate the use of AI, rather than relying solely on automated tools.

Faculty can consider the following approaches:

Interior of O'Leary Library with UMass Lowell logo on desk. Students and other people walking around.
  1. Stylistic inconsistencies: AI-generated text may have inconsistencies in writing style, tone or voice compared to the student's previous work. Faculty should look for sudden, unexplained changes in a student’s writing style.
  2. Lack of personal insights or experiences: AI-generated content may lack personal anecdotes, experiences or unique perspectives that students might otherwise include in their work (depending on the assignment). An essay that feels generic could be a red flag.
  3. Unusual phrasing or awkward sentences: While AI writing has improved, it can still produce awkward phrasing or unusual word choices. Faculty should look for sentences that don't quite sound natural or human-like.
  4. Inconsistent or irrelevant references: AI models may generate references that are outdated, irrelevant or inconsistent with the content of the paper. Be aware that AI may generate fictitious references, known as 'hallucinations.
  5. Lack of understanding during discussions: If a student struggles to discuss or explain the ideas presented in their work, it may indicate that they didn't write it themselves. Faculty should engage students in conversations about their work if they suspect any form of academic dishonestly. (This applies to plagiarized work or work completed by someone other than the student.)
  6. Absence of intermediate drafts or research notes: If a student submits a polished essay without evidence of the writing process, such as drafts, outlines or research notes, it may raise suspicions. Consider requiring drafts and research notes to verify the writing process.
  7. Unusual topic or prompt responses: Work that deviates from the assigned topic or includes unfamiliar terms may signal AI involvement.

These strategies are not foolproof and should be used in combination with other methods, such as discussing academic integrity with students and creating assignments that require personal insights and critical thinking.

Ultimately, fostering a culture of academic integrity and teaching students the value of original work is key to preventing the misuse of Artificial Intelligence (AI) in academic settings.

For further insights on AI's benefits and challenges in education, visit the Center for Excellence in Learning and Teaching (CELT) Resource Page on AI.