Discussion Board

1. This violates student privacy and autonomy. It breaches the principle of informed consent, exposes the student to potential emotional distress or public scrutiny, and undermines the trust essential to the teacher-student relationship.

2. The teacher should immediately remove the content, issue a formal apology to the student, and consult with the school’s administration to address any harm caused.

3. Schools should establish clear policies requiring explicit, written consent before sharing student work. Teachers should be trained on privacy laws and ethical communication, and students should be informed of their rights regarding the use of their academic work.

If a teacher shares students’ work publicly without permission, this involves copyright problems. In such a situation, the teacher should remove the work from public access right away, ask for the author’s permission, and protect any personal information in the work.

In the future, students should choose their publishing platforms carefully and clarify copyright issues. Any sharing of their work must get permission first. Otherwise, it may become a legal issue.

In my experience as a TA, I've encountered assignments that were 100% AI-generated. Instead of immediately penalizing, I found it more constructive to have a one-on-one conversation with the student. I'd ask them to walk me through their process: What specific prompts did you use? How did you decide which parts of the AI's output to keep, and which to modify? This dialogue often revealed that the student was using AI as a crutch due to anxiety or a lack of confidence, rather than malicious intent. It opened the door to guiding them on how to use these tools ethically as a learning aid, not a replacement.

A student used the powerpoint slides that created by others in his own presentation. Last semester, they were groupmates, so he directly used the slides made by others in a different course. It involves collusion. The PPT slides are jointly produced by other students, but he presents it as his own work. If this student find that the content is useful for another course, he needs to create the slides by himself with proper ciations. In the future, the teacher needs to emphasize the importance of ethical or integrity-related issues from time to time. Teachers usually emphasize the importance berfore submitting paper or essay, but they do not emphasize ethical issues before the presentation.

I was one of the teaching assistants in one across-discipline course, helping review mid- and final-term reports. We found some students set very big aims without any details in their own discipline, experience, or accurate feeling. They wield labyrinthine sentences and convoluted syntactic architectures—not to illuminate, but to obscure; not to clarify, but to inflate—transforming straightforward ideas into ornate mazes of verbiage (just like this sentence).

I found it just a self-aware spiral of elaboration, meticulously engineered to amplify length rather than insight, echoing without origin, explaining without assertion, and rehearsing without revelation. I asked them to submit a new version, with the most important thing being to reflect their own thoughts and viewpoints. And submit an explanation regarding the use of AI, indicating which parts have utilized it.
 

Last semester, while serving as a teaching assistant, I discovered that some students’ homework contained extremely high levels of AI‑generated content—sometimes even reaching 100%—without acknowledgement. This situation is concerning because it undermines academic integrity and prevents students from truly engaging with the learning process. To address this, instructors should first remind students of the proper guidelines for AI use, emphasizing that acknowledgement and transparency are essential. Preventive measures include designing scaffolded assignments, requiring personal reflections, and incorporating accountability mechanisms such as short quizzes or oral explanations. When a teacher encounters a case of unacknowledged AI use, the decision should be guided by the institution’s academic integrity policy: the student may be asked to resubmit with proper citation, receive a penalty, or in serious cases face formal disciplinary action. These steps both educate students and uphold fairness in the classroom.

A student submitted an essay that was rewritten by AI, but didn't acknowledge it. This violates academic integrity.

First, have a private conversation to confirm the use of AI. Secondly, require the student to revise the essay to demonstrate genuine understanding.

Clearly outline AI use policies in the syllabus and teach students how to cite AI ethically, and design the assessments that emphasize the process over the final products.

One of the common dilemmas that teachers encounter nowadays, especially in my country, the Philippines,  is that students use AI to write or rewrite an essay without acknowledging it. This raises an issue of academic integrity, as the student has not practiced the ethical use of AI. The appropriate action for teachers is to talk to the student, encourage responsibility, and emphasize the proper academic and ethical use of AI. One effective way to prevent this issue in the future is to provide students with clear guidelines on using AI ethically and responsibly at the beginning of the class. Additionally, teachers should consistently remind students of the importance of proper AI usage every time an assignment or writing task is given.

A real dilemma example: A professor sent a student's essay to another student to learn and refer to without original author's permission and highlight of academic integrity.

This scenario involves a serious breach of student privacy and confidentiality, and potentially intellectual property rights. A student's essay is their personal academic output, and sharing it without their explicit permission violates their right to control their own work. The lack of emphasis on academic integrity may leave the door open for the second student to inadvertently or intentionally misuse the material.

Appropriate actions would include the professor immediately apologizing to the original student, retracting the shared essay, and ensuring it is not used further. The institution should review the professor's conduct and reinforce policies on student data handling.

To prevent similar issues, professors must always obtain explicit, informed consent from students before sharing their work, even for pedagogical purposes. Regular professional development for faculty on student privacy, intellectual property, and best practices for academic integrity is crucial.

I want to share my real experience during my study at HKBU. I took a course last semester, I treated it seriously because it was a mandatory course and a useful one. However, I forgot to submit my AI declaration together with my final assignment, and it showed that my AI written percentage was over 20%. I prechecked my paper, using ChatGPT Zero and Turnitin (teacher's version), which showed my AI rate is under 15%. I submitted all the materials, even pictures of my handwritten draft, but I still got a C without a specific explanation. Although the grade cannot be changed , I still felt quite wronged. This has prompted me to think: How should teachers define the boundaries of AI usage? Should  they give a reasonable explanation of grading on AI usage, especially after the students explain the use of AI?