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…). 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).
What is Agentic AI?
Agentic AI can autonomously complete tasks on behalf of the user. Sometimes this requires a user providing all of the security to the AI software including user names and passwords. An example of this technology is Perplexity Comet which can respond to emails, draft schedules and calendars, and even be a personal shopper. In higher education, AI Platforms such as Einstein are able to complete entire Canvas courses on behalf of the student. Read a IHE article about it here.
What are the policies in place regarding academic integrity at Loyola?
In simple terms, 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."
Canvas Module for Faculty to Use in Courses
Adam Beauchamp, Head of Research & Instruction and Assistant Professor in Monroe Library, developed and shared a Canvas Commons Module that faculty can easily add to their courses as supplemental, or required, viewing for their students. For help adding the module to a course, please reach out to the CTRL team.
https://lor.instructure.com/resources/05ce1cc4a92e4e94bfdffa0dca072f6b?shared
Exploring AI in Higher Education — A Video Series Created with AI by Dr. Dan Guo (dguo@loyno.edu) (Series in progress; updated weekly)
1. Video: Artificial Intelligence in Higher Education: Enhancing Teaching Effectiveness and Student Learning Experiences; Reference PDF: Waje et al. (2025)
2. Video: Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations; Reference PDF: U.S. Department of Education (2023)
3. Video: Reassessing Academic Integrity in the Age of AI: A Systematic Literature Review; Reference PDF: Balalle and Pannilage (2025)
4. Video: Design and Assessment of AI-Based Learning Tools in Higher Education: A Systematic Review; Reference PDF: Luo, Zheng, Yin, and Teo (2025)
5. Video: The Role of Instructional Designers in the Integration of AI in Online and Blended Learning in Higher Education; Reference PDF: Kumar et al. (2024)
6. Video: Mapping Student-AI Interaction Dynamics: Supporting Personalised Learning and Reducing Performance Gaps; Reference PDF: Hao et al. (2025)
7. Video: A Design-Based Approach to Analysing Student Engagement with A GenAI-Enabled Brainstorming App; Reference PDF: Chia and Frattarola (2025)
8. Video: Innovative Assessment and Grading Practices in Higher Education; Reference PDF: Mesny et al. (2026)
Has Loyola Provided Any Training on AI?
Yes, faculty are encouraged to join one of of Faculty Learning Communities, attend a workshop, or join our AI book clubs. Please watch for emails from CTRL and the Provost's Office.
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)
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.”