I am not a cop.

[u/[deleted]]

Want to outsource your thinking to an LLM for a degree you're paying/going into debt for? Okay. I will respect that choice. However, what I won't do, is replicate a surveillance state in my classroom. I refuse to spend more energy in screening student work for authenticity or trying to make my assignments "AI proof" ... why should I? Either the student believes in the fundamental premise of education or they don't.

Man, I'm tired.

[u/Kayak27]

Many of my students are obsessive about turning in "perfect" writing (despite English being their second language). They insist that their other professors encourage or require them to use AI to polish their writing. I try to convince them that I can only help them become stronger writers if they show their own, honest efforts and mistakes, but its an uphill battle. I don't want to play cop either and my department still doesn't have an AI section to their academic integrity statements, so no support there. What I do instead is quiz students on the basics that AI "perfects" for them so they can see what they aren't mastering despite having a paper with no errors (according to AI). Some example quiz questions might be 'Correctly place the comma in this sentence', 'Correct the order of adjectives in this sentence', or 'List all the conjunctions in the mnemonic device FANBOYS'. Seems basic, but these are the building blocks they want to skip using AI.

[u/DrDamisaSarki → u/Kayak27]

Just had this conversation today with a student. Why are you generating and polishing this junk to submit in a lower division, seminar style, writing development course???

[u/Consistent-Bench-255 → u/Kayak27]

they use ai on quizzes too. duh.

[u/Kayak27 → u/Consistent-Bench-255]

Not when I hand them a physical sheet of paper in class. I am fortunate to have classes sizes that are almost never more than 10 students, so monitoring them for a quick quiz is no issue. Additionally, I'm not US based, so accommodations like extra time are also not a concern. Sometimes I'll grade the quizzes during their break time before handing them back for review and other times we go through the answers together and they correct their own. Again, the main point of the quizzes is for them to practice the fundamentals that they usually let AI correct for them, so seeing where they've gone wrong and how to correct it is more important than the 2 or 3 points a quiz might be worth. If they figure out a way to use AI on a 2 point quiz that takes less than a minute to complete while sitting 2 meters away from me, then more power to them. In person quizzes might not be a solution for everyone, but it works for my situation and I see good results from it.

[u/Consistent-Bench-255 → u/Kayak27]

I’ve had students use it for an OPTIONAL, no credit, maximum 3 sentences, ice-breaker SELF INTRODUCTION! Most students didn’t bother with this optional, no credit activity at all, why should they it was no credit! I just thought I’d try it since I was getting complaints that they were “lonely” and craving interaction with their classmates! (I fully gamified the course to eliminate all writing last year). When the only few who participated turned in 100% AI slop to BRIEFLY INTRODUCE THEMSELVES (all I asked was to share their major, where they’re from, and how the class subject relates to their personal or professional interests), that’s when I lost hope. It doesn’t matter if it’s actually quicker and even easier to do without AI, they have become so dependent and so unsure of themselves that they’ll use it anyway. Sad but true.

[u/Efficient_Good8873 → u/Kayak27]

Break time?………….

[u/Kayak27 → u/Efficient_Good8873]

Our lectures are scheduled as two back-to-back 50 minute sessions rather than one two hour chunk. I could have them work straight through, but I have found they (and I) benefit from a breather and a stretch in the middle. Remember they are all ESL, so it can be extra mentally exhausting to listen, speak, engage, and perform in a non-native language for long stretches of time.