Faculty and staff townhall on artificial intelligence in learning and teaching focuses on academic integrity

On September 25, more than 100 faculty, teaching assistants and staff gathered virtually to share questions and concerns at the Townhall on Artificial Intelligence in Learning and Teaching.

The event was organized to help guide the university’s newly created AI Learning and Teaching Task Force, part of SFU's AI Strategy Committee looking at how the university can explore the opportunities and impacts of artificial intelligence at SFU.  

As described by Paul Kingsbury, associate vice-president, learning and teaching pro tem and task force chair, “AI is a very complex tool, it's exciting but also full of uncertainty. This conversation and the work of the task force that will follow are about uncovering the foundational values that will help us define the perils and possibilities of AI.”

Speakers at the townhall also included Centre for Educational Excellence educational developer Megan Robertson and computing science instructor Parsa Rajabi. The event was facilitated by SFU Public Square executive director Janet Webber. 

Below are some highlights of the key topics discussed:  

Generative AI and academic integrity

Several townhall participants asked whether it is possible for instructors to detect if material submitted by students was produced with generative AI. Robertson explained that there is currently no effective or accurate tool for detecting the use of AI generated outputs. She instead encouraged instructors to adopt practices which support learners to make informed decisions about generative AI usage. Specifically, she suggested that instructors:

• Communicate with students about how and where using generative AI may benefit or undermine learning.
• Employ good reference and citation practices when using course materials, including those that draw on generative AI, to show transparency and model disclosure of tools.
• Align learning outcomes, activities, and assessments to emphasize value and applicability of course materials and assignments. Strong alignment throughout a course helps students see clear connections between course goals, assignments, and evaluation.

A participant also asked what the best practices are for reporting suspected misuse of generative AI and academic integrity violations.

Panelists noted that academic integrity is a critical focus for the task force, which may call for policy revisions or realignment. In the meantime, instructors are encouraged to have early, ongoing, and transparent discussions with students and provide explicit guidance and expectations related to disclosing use of generative AI.

Finally, a participant asked what SFU is planning to do to support the appeal processes of students accused of academic dishonesty related to generative AI. Kingsbury noted that this situation is one of the driving forces behind the creation of the task force and that it will remain a top priority as the group moves forward.

Generative AI’s impact on courses, programs and the university

One townhall participant asked how instructors should take generative AI into consideration when planning assignments. Robertson suggested that, to avoid a sense of overwhelm, instructors consider one element of their course and the impact of generative AI on student learning. This may mean, for example, developing course specific language in a syllabus about student disclosure of generative AI use, creating assignments that encourage students to use generative AI (and provide options for students who choose not to use these tools) in critical ways, or introducing class activities to collaboratively determine ethical and appropriate use of generative AI tools in group work.

A related question was also asked about the impacts of generative AI on curriculum, given that students will likely need to understand this tool as they move into the job market. Robertson noted while generative AI may be viewed as disrupting education, it is important to remember that SFU’s institutional-level educational goals remain as relevant as ever. These include, for example, the ability to “evaluate and use source materials effectively and ethically to support and advance ongoing and new knowledge.”

She also suggested that as programs begin undertaking curriculum renewal processes that they see this change as an opportunity to more actively engage students as stakeholders.

Kingsbury concluded the event by thanking faculty and staff for their questions and comments, which will be taken forward to the task force for further consideration as they begin developing guidelines, policies and governance structures to guide the use of generative AI in learning and teaching.

Next steps

The AI Learning and Teaching Task Force will be launching a survey to gather student input on the use of generative AI in learning and teaching January 2025. Updates on the survey or any of the AI Learning and Teaching Task Force's other initiatives will be available on SFU's AI Strategy page.

Related articles and resources

• Discuss learning and teaching and generative AI with your peers at CEE's Community of Practice for the SFU Teaching Community (next session on October 22)
• Video recording of the townhall
• PDF of the townhall presentation 
• Faculty and staff dashboard article, Creating an AI Strategy for SFU