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Generative AI and Academic Integrity

What is Generative AI?

Generative AI which refers to artificial intelligence capable of creating new content—whether text, images, or other data—based on patterns and structures learned from existing training data (such as but not limited to ChatGPT, Scribe, Bard, Dall-E, Synthesia, Copilot, Lexis-Nexis, Westlaw, etc…).

For example, found at, ChatGPT is an open AI chatbot that requires a login to access. This technology creates prompt-generated text that appears human written (in many ways, but also may seem obviously generated when one knows what to look for). If we ask ChatGPT to define itself, here's what it says,

"I am ChatGPT, a large language model developed by OpenAI based on the GPT (Generative Pre-trained Transformer) architecture. I am designed to generate human-like responses to natural language prompts, allowing users to engage in conversational interactions with me on a wide range of topics. I have been trained on a vast corpus of text data, including books, articles, and websites, which enables me to generate responses that are informed by a broad range of knowledge and perspectives. My goal is to provide helpful and informative responses to users and to facilitate engaging and natural conversations."

(generated on March 16, 2023)


What are the policies in place regarding academic integrity at Loyola?

AI should only be used with permission of an instructor as it pertains to the specific teaching pedagogy of a course. In all cases, the use of AI should be disclosed and acknowledged. Not doing so would constitute academic dishonesty. Loyola's complete AI policy can be found here

Our University Bulletin states that plagiarism, "is the act of taking material that is not one’s own and representing it as one's own. The material in question can include (but is not limited to) unacknowledged words, sentences, paraphrases, data, images, videos, sounds, music, ideas, calculations, translations, and solutions to problem sets. This material can be written by another person, a group of persons, or even a computer or website. As the Modern Language Association (MLA) website describes plagiarism “It is thus a kind of fraud: deceiving others to gain something of value. While plagiarism only sometimes has legal repercussions (e.g., when it involves copyright infringement—violating an author’s exclusive legal right to publication), it is always a serious moral and ethical offense."

Has Loyola Provided Any Training on AI?

You will find slides from Dr. Dan Guo's presentation on AI and ChatGPT here.  

You will also find the presentation to Senate provided by Sarah Allison (English) and Joseph Bohlinger (English) here

Additional Resources

Why we must teach AI literacy in higher education (Leo, 2024, eCampusNews)

Beyond the classroom: The future of university teaching (Johnston, 2024, eCampusNews)

AI on the brain: The latest higher-ed news (Ascione, 2024, eCampusNews)

The imperative of ethical AI practices in higher education (Ocleppo, 2024, eCampusNews)

4 Simple Ways to Integrate AI Into Your Class (2024, Harvard Business Publishing)

Let ChatGPT Be Your Teaching Assistant (2024, Harvard Business Publishing)

Syllabus Statement Templates (Honorlock)

ChatGPT in Higher Education: A Primer for Instructors (Cengage)

Chronicle of Higher Ed Webinar

Chronicle Teaching: What you need to know about ChatGPT

FAQs on ChatGPT (Arizona State)

ChatGPT: A Brief Introduction and Considerations for Academic Integrity (Johns Hopkins)

Turnitin's Statement on ChatGPT

Practical Responses to ChatGPT (Montclair State University)

What is ChatGPT and what does it mean for my teaching? (Reinert Center)

Understanding ChatGPT and teaching (UC Berkeley)

USF resource page

Georgetown resource page

AI in Higher Education

Harvard Business Publishing: Why all our classes suddenly became AI

Considerations for course design (Illinois State)


What does ChatGPT say about how it ties into the Jesuit perspective? 

(provided by an AJCU teaching listserv)

“From a Jesuit perspective, the use of AI in education would be viewed as a tool that can be used to enhance and augment the learning process. However, it would also be important to consider the ethical implications of using AI in education, such as ensuring that the technology is being used in a way that respects the dignity of the student and does not replace human interaction and relationship building.

Jesuits have always emphasized that education should be about formation of the whole person and not just about acquiring knowledge. Therefore, the use of AI in education should be seen as an opportunity to create new possibilities for learning and development, but not at the expense of human relationships and personal growth.

Additionally, Jesuits would also encourage the use of AI in education to be inclusive and accessible to all students and to work to eliminate any biases or discrimination that may be present in the technology.

In summary, the use of AI in education should be viewed as a way to enhance and augment the learning experience, but it should also be used responsibly and ethically, with an emphasis on formation of the whole person and inclusivity.”