Perspectives on AI

A variety of perspectives were shared during our conversation with TRU faculty members at our “Artificial Intelligence: Questions and Guidance” session on May 17, 2023:

Overall, we advocate for an open, transparent approach to addressing the changes that generative AI is making in our disciplines. As you determine where you fall along the continuum of AI use, we offer some classroom activities and conversation starters to explore with your learners. If you have an AI activity you’d like to share with us, please email learningtech@tru.ca.

Have Conversations with Students about AI

Having conversations about AI in the classroom is beneficial to gather insight and share perspectives. By talking to students about AI, it helps you understand what students think about it and how they may use it. It also helps students understand what you think about it and how you might use it. These kinds of conversations build trust and transparency between you and your students.

Below are some guiding actions and conversation starters you may be interested in using with your students.

Students will have different levels of awareness when it comes to generative AI. Some guiding questions for conversations with your students may include:

  • What do you know about artificial intelligence?
  • What AI app(s) do you use? 
  • What value does this app(s) provide you?
  • Why did you choose to use them?
  • What are your concerns about using AI?
  • How can you use AI to support and show your learning?
  • When is it inappropriate to use AI?
  • How do you think AI could be integrated into the classroom or discipline area?

Sharing your perspective with students will let them know how you feel about AI and what your expectations are for the class. The following prompts can be used to help develop your perspective:

  • Take a moment to consider your general perspective about AI use. What do you think about Artificial Intelligence? Do you use AI tools in your own practice? Do you think AI has a place in the classroom? Why or why not?
  • Explore AI apps that your students may use to help develop your awareness of what tools exist.
  • Consider how AI is impacting your academic field and/or the profession that students are pursuing. Is it suitable to integrate AI into your classroom to support future career realities students will face? 
  • Reflect upon your existing assessments from the perspective of artificial intelligence. Evaluate the current alignment between your course learning outcomes and your assessments, while also contemplating the influence of artificial intelligence applications.
    • Which types of assessments demonstrate the strongest alignment with your course learning outcomes? How does AI impact these assessment methods?
    • Which types of assessments demonstrate the weakest alignment with your course learning outcomes? Is there an opportunity to consider alternative assessment methods as a way to enhance alignment and proactively consider the impact of AI?
    • Can you make minor modifications to your overall course design to proactively consider the impact of artificial intelligence applications?

The “generative” in generative AI means that the tool will make things up if it cannot access an answer to a question. This means that generative AI can perpetrate misinformation and generate false citations. Demonstrating this in class can be useful for students.

  • If you have a presence online prior to 2019, try asking generative AI to create a biography for you. Go through it with your students to explore what is correct and incorrect.
  • Use an assignment question as a prompt and work together as a class to fact-check the output.
  • Ask generative AI to generate a list of citations on the class topic, and then have students try finding the original sources.

If you have a clear rubric for your assignments, it can help students to see that generative AI is missing much of the classroom context required to do well on a particular assessment. Consider creating an AI-generated response of your own assignment and then marking it as a group against your rubric. This can also be helpful for students to understand the rubric and how it is applied.

By allowing students to be part of the conversation regarding the use of AI in your classroom, this will encourage them to share how AI could be used to show their learning in a responsible way. Some ideas to consider are:

  • Collaboratively establish class guidelines with your students regarding the suitable and unsuitable use of artificial intelligence apps in your courses.
  • Jointly define expectations for citing, referencing, or acknowledging the incorporation of artificial intelligence applications in course work and assessments. These expectations may also be included in assignment descriptions, rubrics, and syllabi as a reminder.
  • Co-develop rubric criteria that will be used to assess assignments, focusing on skills and actions that students should be showcasing
  • Create a space to discuss AI throughout the semester. For example, this could be done asynchronously by using a Forum in Moodle.

Define Acceptable Uses of Generative AI

The GENAI Assessment Scale (Perkins et al., 2024) is a useful resource for educators, designed to help you define and communicate acceptable uses of Generative AI (GenAI) in your classroom. When considering this, it’s important to reflect on things such as:

  • Is this an introductory or advanced course? What are positive and negative outcomes of GenAI use at this level?
  • What skills are important for students to develop on their own for this assignment? What aspects or tasks in the assignment can GenAI assist with?
  • What does the responsible use of GenAI look like and not look like for this assignment?

The GENAI Assessment scale provides educators a practical framework to guide the appropriate and ethical use of generative AI in assessment design through five specific levels of use.

According to the authors of the framework, the guiding principles of the framework are:

  1.  It reflects the need for a more nuanced understanding beyond a dichotomous “use or don’t use” approach
  2. It facilitates transparent communication between teachers and students about what is appropriate and useful and why
  3. It is primarily an assessment design tool to be used in the process of discussing, creating, and updating assessments with GenAI in mind

The AI Assessment Scale is not:

  1. An assessment security tool and will not stop students from “cheating” or inappropriately using AI
  2. A shopping list of prompts or methods to use AI
  3. A benchmark for “how much AI to use” or a criterion unless it is a necessary part of the task

(Furze, 2025)

Each level targets specific ways of integrating and communicating allowed uses of Generative AI to students. Click the accordions below to learn more about each level, including methods for communicating student expectations. Please note which course assessments fall under each level. This is a starting point and can be adapted further for your context.

1. No AI

The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills

Communicating Student Expectations

  • The assessment requires your original demonstrations of course learning outcomes without AI assistance.
  • This is to ensure that you are relying solely on your knowledge, understanding and skills to demonstrate learning.
  • You must not use AI at any point during the assessment.
  • Any AI tools used in your academic work may result in academic misconduct.
  • You are permitted to use AI tools for study assistance; however, be mindful of not uploading intellectual property or personal information to these tools, as they can be used to further train their models and be exposed to parties that you did not grant permission for.
  • It is not necessary to document the use of AI for the permitted purposes noted above. If you are ever unsure about whether a particular tool counts as AI or whether its use would be appropriate, please reach out to your instructor.

This assignment serves as an opportunity for me to evaluate your writing [e.g. critical thinking, research skills], so it is not an opportunity to make use of generative AI. Using generative AI for this assignment is a failure to demonstrate these skills, and if it is used, this will be reflected in your grade. If I have concerns about potential AI use in any part of your work, I’ll ask to meet with you to discuss the assignment in detail.

Notes for Instructors

This approach is used when you want a full original demonstration of student learning that aligns with the learning outcomes without the use of AI tools. This approach is ideal for testing core knowledge and comprehension. Attempting to fully ban GenAI in all assessments or police its use is neither realistic nor educationally sound in most cases. 

Students may be using GenAI as a study tool, such as helping to explain concepts for their own learning or pose questions for themselves. You will not be able to monitor their use of GenAI for this purpose, so it is recommended that you discuss how GenAI can be used for this purpose both effectively, such as providing example prompts or tools that are safe to use, and responsibly, such as discussing issues surrounding data privacy and intellectual property.

The only way this approach is tenable is through a supervised, controlled environment in which the absence of GenAI can be assured. For example:

  • In-class discussion
  • In-class written document
  • In-class quiz, test or mid-term (written or oral)
  • Invigilated exam

This approach is challenging for online learning environments, and must accommodate students who rely on digital assistive technologies.

2. AI Planning

AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasize the ability to develop and refine these ideas independently.

Communicating Student Expectations

  • The assessment requires demonstrations of course learning outcomes that allow for use of AI for brainstorming, idea generation, outlining, and initial research. 
  • You are responsible for developing, refining and presenting your own arguments, analyses and conclusions without the use of AI.
  • You may use AI to enhance your own brainstorming, creation of structure of the assignment, and idea generation.
  • AI may be used to construct outlines, perform searches, create draft notes, design slides, undertake analyses of data, suggest counter arguments, summarize literature, etc.
  • There is to be no AI content in the final submission of the assessment.
  • You may be required to include a reflective paragraph detailing what tool was used, how it was used, and when.

You may use AI for [planning, idea development, research etc.]. Your final submission should show how you have developed and refined these ideas.

Notes for Instructors

This approach is for when you are okay with students getting ideas and generating possible directions using GenAI as they may already do with friends, family and search engines.It is suitable for assessments for demonstrating writing skills. Students may use AI tools to generate ideas for an essay or report. AI may provide student assistance in getting started, expanding on initial thoughts or providing other perspectives.

This approach emphasises supporting students in developing their planning and ideation skills with AI as a collaborative tool. This requires carefully structured assessment components that distinguish between AI-supported planning phases and independent development while acknowledging that strict delineation between these phases may not be technically feasible. 

Assessment design should acknowledge that while we cannot technically restrict AI use to planning stages, we can create tasks that meaningfully engage students in demonstrating their development of ideas. (Perkins, Roe, & Furze 2024, p.11)

3. AI Collaboration

AI may be used to help complete the task, including idea generation, drafting, feedback, and refinement. Students should critically evaluate and modify the AI suggested outputs, demonstrating their understanding.

Communicating Student Expectations

  • The assessment requires demonstrations of course learning outcomes that will allow for use of AI for editing, refining and evaluating your work.
  • AI may assist in the final quality of writing (spelling, punctuation, grammar, structure), word choice, clear and effective expression of ideas.
  • You may use AI to receive feedback on draft versions or identify areas for improvement of writing and structure of the written assessment.
  • You are responsible for deciding if the suggestions are appropriate and then appropriately incorporating them into your work.
  • AI-generated content must be critically evaluated for accuracy, bias and citations while building your evaluative judgment skills.
  • AI may complete some of the parts of the assessment and then you must discuss the results and make decisions about what is accurate, useful and relevant to the assessment.
  • You may be required to include a reflective paragraph detailing which technologies and where in your assessment you used AI.

You may use AI to assist with specific tasks [such as drafting text, refining and evaluating your work]. You must critically evaluate and modify any AI-generated content you use.

Notes for Instructors

This approach allows students to use AI for drafting and composition while prioritising critical evaluation and preserving their own voice.

Faculty should help students understand AI’s limitations and reinforce that their knowledge, critical thinking, and subject expertise remain essential to high-quality academic work. This includes developing critical AI literacy (CAIL), spotting errors or biases, and integrating AI-generated content with their own insights so their voice is retained.

Technological authorship verification tools, such as document tracking, are unreliable and can disadvantage students without access to advanced AI models or the technical skills to use them effectively (Perkins, Roe, & Furze, 2024, p. 12).

This approach works best for assessments that encourage deep engagement with course materials, independent learning, and critical evaluation of AI outputs. Examples include having students analyze AI-generated results, compare them with other sources, and identify what is accurate and what is not.

4. Full AI

AI may be used to complete any elements of the task, with students directing AI to achieve the assessment goals. Assessments at this level may also require engagement with AI to achieve goals and solve problems.

Communicating Student Expectations

  • AI is used as a co-pilot to enhance creativity and meet learning outcomes.
  • This lane is suitable when your work may be based on an earlier organization, idea generation, discussion, oral activity or other methods.
  • AI acts as an assistant helping you organize your thoughts, integrate various viewpoints and present findings in a creative manner.
  • You may use tools that help you draft outlines, suggest structure, or even provide initial content that you can build upon and refine.
  • You may be required to include a reflective paragraph detailing which technologies and where in your assessment you used AI.

You may use AI [extensively throughout your work either as you wish, or as specifically directed in your assessment]. Focus on directing AI to achieve your goals while demonstrating your critical thinking.

Notes for Instructors

This approach marks a shift toward strategically integrating AI tools to achieve defined learning outcomes. At this level, students demonstrate not only subject knowledge and critical thinking but also the ability to direct AI effectively, moving the focus from restricting AI use to assessing its purposeful application. 

Equity of access is essential. Providing institutional tools, such as Copilot, or designing tasks achievable with free resources can help, though not perfectly. Transparency about permitted tools sets clear expectations. This approach also enables multimodal assessments, where AI supports outputs, such as video, synthetic media, or mixed formats, that extend beyond what students could realistically produce alone within time limits.(Perkins, Roe, & Furze 2024, p.13).

5. AI Exploration

AI is used creatively to enhance problem-solving, generate novel insights, or develop innovative solutions to solve problems. Students and educators co-design assessments to explore unique AI applications within the field of study.

Communicating Student Expectations

  • Design and carry out original AI projects that go beyond existing templates or simple multimodal generation.
  • Work with your instructor to create innovative methods, media, or outputs that cross traditional disciplinary boundaries.
  • Apply AI to complex, future-focused challenges such as building world models, generating bespoke datasets, or creating adaptive systems.
  • Think critically about your use of AI by evaluating its role, judging its effectiveness, and ensuring your work remains authentic and demonstrates strategic tool use.

You should use AI creatively to solve the task, potentially co-designing new approaches with your instructor.

Notes for Instructors

At Level 5, instructors shift from directing tasks to collaborating with students in the co-creation of innovative, AI-enabled assessments. The focus is on reimagining academic work rather than simply adapting existing tasks for AI integration, encouraging boundary-challenging and cross-disciplinary outputs. 

Equity remains essential, but the emphasis moves toward providing equal opportunities for experimentation through access to institutional AI resources, self-hosted models, APIs, or discipline-specific tools. 

Assessments should be flexible, adaptable, and responsive to emerging technologies, targeting advanced undergraduate, postgraduate, doctoral, or other high-level independent projects where autonomy, creativity, and innovation are central.

Adapted from Perkins, Furze, Roe & MacVaugh (2024) The AI Assessment Scale and Knaack (2024) NIC AI Assessment Scale under a CC BY-NC-SA license.

Once acceptable uses of Generative AI have been defined and communicated with students, below are strategies to support the decision regardless of where it falls along the scale.

Strategies for Minimizing the Use of Generative AI in Assessments 

Concerns about students using AI to fully complete their assignments are real. However, the uncertainty over who wrote a student’s paper has always existed – was it written by a parent, a sibling, or was it contracted out? If we spend the majority of our time determining if a computer has completed student work, it reduces our time and capacity to focus on creating meaningful learning experiences for our students. Rather than worrying about how students may use AI to cheat, perhaps a more productive question to consider is: how can we best educate our students and design assessments that are authentic, relevant, and meaningful? 

Here are a few strategies for revising assessments to encourage student creation and demonstration of knowledge which in turn reduces the usefulness of AI tools.

Although AI has the potential to be a helpful tool, it is crucial for students to understand that relying on AI as a substitute for their own work is not acceptable. 

If you are not allowing students to use AI in your class be sure to explain why:

  • It can be considered cheating because they are misrepresenting their knowledge by employing unauthorized devices or aids.
  • It can be considered plagiarism because if students submit work as their own creation, even if it was generated by an AI tool, it means presenting the ideas of others, even if those “others” are not human beings.
  • Students may be submitting fabricated or false information as AI tools sometimes make up information including references and sources.
  • Students may be infringing on copyright. For example, using a text-generating AI tool like ChatGPT to compose a song resembling a particular artists’ song or using an image-generating AI tool like DALL-E to produce an image in the style of a contemporary artist, could potentially violate copyright laws. AI tools rely on existing works and may generate derivatives that infringe upon intellectual property rights.

Consider replacing assessments like short answer questions and essays with different kinds of assessments, such as:

  • Multimedia (video, podcast) presentations: Ask students to create multimedia submissions (audio and/or video). This requires conceptualization and technical skills in order to put together a clear and concise product. Also, it encourages students to demonstrate their knowledge in a manner that is most suitable for them. Kaltura is a TRU supported tool that allows students to create and host audio and video content that can be integrated with Moodle assignments for seamless submission. 
  • Mind maps: Ask students to create a mind map that illustrates how they conceptualize a certain topic and/or how they see relationships between topics. This encourages more holistic and wide-reaching thinking.
  • Debates: Ask students to debate a key question or challenge in your discipline. This encourages students to look at topics from varied perspectives and communicate their ideas clearly. You can decide whether you want students to use a tool such as ChatGPT to help them prepare for their opening statement or to gain ideas of possible counter arguments they can prepare for. 
  • Oral presentations: Ask students to share what they learned with the class. By encouraging class-wide dialogue and discussion after the presentation, this prompts students to know their material well so they are prepared to answer follow up questions. 
  • Portfolios: Ask students to curate their learning and showcase it in a digital portfolio. TRUBOX is TRU’s locally-hosted instance of WordPress where customized portfolio templates can be created for your classroom. Connect with the Learning Tech team to learn about the support provided with website development projects (learningtech@tru.ca).

Scaffolding an assignment and breaking it into smaller parts helps to minimize student stress and pressure. Also, it provides multiple opportunities for self reflection and feedback from peers and/or the instructor. 

Create assessments that allow students to develop products and ideas over time, with checkpoints integrated throughout the assignment. Examples of checkpoints may include:

  • Creating an outline
  • Drafting a proposal
  • First draft of a project
  • Revised drafts of a project
  • Annotated bibliography
  • Documentation of the research process
  • Reflective journals and/or logs pertaining to the assignment
  • Asking process-oriented questions for students to answer

Tools like ChatGPT do not have access to information or events beyond September 2021, nor cannot pull information from specific sources (yet). So, to lessen the appeal of using artificial intelligence, ask students to draw from, incorporate ideas/evidence from, make connections to, or reflect upon sources such as: 

  • Course materials: Course textbooks, readings/videos in Moodle, class discussions (online or in-person), etc.
  • Current events: Recently published studies, current events in your discipline, current events from around the world, etc.
  • Specific sources: Articles, textbooks, videos, etc.
  • Physical artifacts brought into the classroom

Provide students with opportunities to reflect and draw connections between their personal experiences and what they are learning. This makes the assessment relevant which is more motivating for students. The University of Cambridge describes a few models for reflection:

  • ERA Cycle (experience, reflection, action)
  • Driscoll’s What Model (What? So what? Now what?)
  • Kolb’s Experiential Learning Cycle (Concrete experience, reflective observation, abstract conceptualization, active experimentation)
  • Gribb’s Reflective Cycle (Description, feelings, evaluation, analysis, conclusion, action plan)

Ask students to complete certain work during class time. For example, utilize entrance or exit tickets that capture student reflections about material learned. This strategy can also help students prepare for activities that build upon this, such as group work or discussions.

Strategies for Integrating Generative AI into Assessments 

Providing students with opportunities to use AI tools in the classroom can help them learn how to use them in safe, ethical, and constructive manners, as they relate to their field of study. Below you will find a few strategies for integrating generative AI into activities and assessments.

However, a few cautions to consider before engaging with or assigning AI tools:

  • Please note that none of these tools have been through a privacy impact assessment. Do not put student data, including names, email addresses, and student numbers, through any artificial intelligence tool. This includes the use of AI detection tools.
  • Generative AI tools may not work with screen readers and other adaptive technologies. Beware of limiting who can engage in the classroom experience with you.
  • Remember that there are significant ethical issues in using AI tools, including issues of bias, climate harm, and copyright. Deciding when it is appropriate to choose to engage with AI is an important part of developing a responsible relationship with generative AI.

Be as clear as possible when describing how AI can be used in an assessment. This will help students understand how AI can be used ethically and responsibly in their work. For example, ask yourself questions such as:

  • What is considered appropriate use of AI in this assignment?
  • What is considered inappropriate use of AI in this assignment? Why?
  • Do students have to acknowledge their use of AI in this assignment? If so, how? For example, TRU’s Artificial Intelligence: A Guide for Students page shares guidance on how students can acknowledge the use of AI and how they can add citations.
  • Will you allow any AI tool or will you provide one or more approved AI tools? 
  • Will you utilize generative AI as a study aid? If so, will you allow your students to upload content you created to generate practice quizzes and questions?
  • If you think students will ask AI to explain theories and concepts, make sure they know that they need to evaluate the generated content for things such as accuracy, bias, and comprehensiveness. 

Once expectations are determined, share them in assignment descriptions, rubrics, and/or course outlines. Keep in mind, involving students in the co-creation of guidelines for AI use in assessments can be a powerful and meaningful experience. 

Model the safe and ethical use of artificial intelligence by being clear and transparent about how it can be used for learning. Demonstrate effective practices when using artificial intelligence with students. For example:

  • Describe how you determined which AI tool you used, mentioning consideration of ethical concerns such as environmental impact or privacy and data collection
  • Describe how you used the AI tool (to summarize text, create an outline, generate content, etc.)
  • Describe how you evaluated and fact-checked the content AI generated, mentioning consideration of inherent inaccuracies and bias
  • Describe the overall experience with the tool and whether it helped or hindered your learning
  • Describe how your experience with the tool aligned/misaligned with the scholarly standards of your field

When used thoughtfully and carefully, generative AI tools may help students engage in higher order thinking skills. For example, have an AI tool generate a response to a question/prompt and have students (individually, in pairs, or in small groups): 

  • Analyze the strengths and weaknesses of the response (What did it capture well? What did it miss?)
  • Fact check the response and identify incorrect information (What aspects may be inaccurate? What would need to be revised and improved?)
  • Evaluate the response for logic, consistency, accuracy, and bias (Does the response make sense? Is the information accurate? Is the information inclusive?)

To utilize generative AI in the classroom in a low-stakes and casual way, you may consider using it for formative or ungraded assessments during class time. York University shares a number of examples:

  • Use generative AI to create a starting point for class discussion on a specific topic. Evaluate it as a class by discussing what it gets right, what it’s missing, and how it would need to be revised.
  • Have small groups of students explore AI tools to generate content on a specified topic. Then, have them compare the results and/or the process (What grade would they assign the response using a course rubric? What prompts and adjustments were needed to generate the response?)
  • Engage in a class debate and use generative AI to create counter arguments. This helps students evaluate different perspectives and strengthen their own arguments.

Having students revise the work generated by a machine may be less intimidating than reviewing the work of a peer. The following activities are examples of ways AI tools can be used in small group activities: 

  • Revision: Have students edit a piece of text generated by AI – expand upon the paragraphs, combine or separate sentences, add supporting evidence, or rewrite introductions/conclusions.
  • Prompt Competition: Share a major question or challenge in your field (something without a single answer) that generative AI could create a response to. Have students determine the criteria that will be used to assess the AI response (e.g. accuracy of content, multiple perspectives, etc.). Then, have students (individually or in small groups) write their prompts that will be used to generate a response. After the prompts generate their responses, students evaluate the responses based on the criteria they determined.

Did you know?

TRU Library created Artificial Intelligence: A Guide for Students which covers how Artificial Intelligence (AI) may be used responsibly and ethically in student work, how to critically evaluate content created by generative AI (e.g., ChatGPT), and how to acknowledge and cite AI.

References

AI technology and academic integrity. Academic Integrity. (2023, June 14). https://www.yorku.ca/unit/vpacad/academic-integrity/ai-technology-and-academic-integrity/

Artificial Intelligence in higher education. Teaching & Learning – Trent University. (n.d.). https://www.trentu.ca/teaching/teaching-resources/artificial-intelligence-higher-education

Assessment Design using Generative AI. A.I. In Teaching and Learning – The University of British Columbia. (n.d.). https://ai.ctlt.ubc.ca/assessment-design-using-generative-ai/

Furze, Leon (June 11, 2025). How I Use the AI Assessment Scale: Part 1. Retrieved from https://leonfurze.com/2025/06/11/how-i-use-the-ai-assessment-scale-part-1/.

How do I consider the impact of AI tools like CHATGPT in my courses?. Center for Teaching & Learning : UMass Amherst. (n.d.). https://www.umass.edu/ctl/how-do-i-consider-impact-ai-tools-chatgpt-my-courses

How to make your assessment more ai-proof. UvA Teaching and Learning Centres (TLC). (2023, May 9). https://tlc.uva.nl/en/article/how-to-make-your-assessment-more-ai-proof/

Knaack, L. (2024). NIC AI Assessment Scale. Retrieved from https://teachanywhere.opened.ca/home/learning-technologies/artificial-intelligence/nic-ai-assessment-scale/.

Perkins, Mike & Roe, Jasper & Furze, Leon. (2024). The AI Assessment Scale Revisited: A Framework for Educational Assessment. 10.48550/arXiv.2412.09029.

Prochaska, E. (2023, January 11). Embrace the bot: Designing writing assignments in the face of ai. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/course-design-ideas/embrace-the-bot-designing-writing-assignments-in-the-face-of-ai/?st=FFdaily%3Bsc%3DFF230123%3Butm_term%3DFF230123&mailingID=4402

Teaching and learning with Artificial Intelligence Apps. Taylor Institute for Teaching and Learning. (2023, January). https://taylorinstitute.ucalgary.ca/teaching-with-AI-apps?fbclid=IwAR3D9cEnKf8cmQVZgxI5zfo7hxGzJA2GDJTxcmWNZQAyySq8RUdVIFUuOb4

Valuing process as equal to, or greater than, product. Valuing Process as Equal To, or Greater Than, Product | Center for Teaching & Learning. (n.d.). https://teaching.berkeley.edu/valuing-process-equal-or-greater-product

Watkins, R. (2022, December 19). Update your course syllabus for chatgpt. Medium. https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003