Talking to students about AI

Artificial Intelligence at PCC

Look for deviations from a student’s typical writing style, tone, or voice. This requires creating some baseline assignments early in the term — perhaps in-class writing — so you have something to compare.
Inconsistent or made-up content.
Lots of lists or listing of multiple points.
Watch for broad, generic, or overly polished responses lacking course-specific insights.
Note inconsistent detail, abrupt transitions, or improper citations (or made-up citations).
Look for patterns across student work on the same assignment. For example, are several students making the same exact points with similar language/sentence structures?
Check in with a colleague or someone in Student Conduct to get a second opinion.

Consider if it makes sense to address this as a class or individually.
If possible, avoid communicating accusations in writing; instead, invite students to a conversation.
Start by naming what raised concern (e.g., “Your tone here is different from past work”).
Describe your process at every step (e.g. what made you first suspect misuse; what steps you took to ensure you approached your inquiry fairly; what allowed you to feel confident enough in the misuse to reach out; what doubts you still have…etc.).
Ask open-ended questions: “What tools did you use?” or “Walk me through your process”.
Refer back to GenAI course policies and clarify expectations. Starting this conversation at the start of the term with the whole class helps establish a foundation for these one-on-one conversations.
Consider ways you can invite the student into the process instead of making it feel one-sided and top-down.
Discuss underlying reasons.
Document the meeting, including student responses and agreed-upon next steps.

Remember: You are an educator, not an enforcer.
Approach the student with curiosity and support, not punitively.
Be transparent and collaborative.
Focus on documentation in terms of what raised flags for you, not the emotions the incident may have brought up (e.g. disappointment, frustration).
Avoid defensiveness or assumptions.
Be consistent and equitable; remember AI detectors are biased and unreliable.
Check your own biases and ensure consistency in your approach to all students.
Treat the moment as a learning opportunity, not just a disciplinary one.
Reinforce a culture of integrity, trust, and student growth.

Provided by Melissa Manolas: These tips are drawn from my own experience as well as these sources:

How Do I Address Suspected Student Misuse of GenAI Tools?, The Center for Teaching & Learning University of Massachusetts Amherst
Strategies to Consider if You Suspect A.I. Misuse in Your Course, Vital Teaching Ideas from Villanova University
Recognizing and Responding to Unauthorized AI Writing, presentation from PCC English faculty, Johnny Zackel’s
How to Talk to Students about AI video, State University of New York: Oswego’s Center for Excellence in Learning and Teaching, session 51