As Generative Artificial Intelligence (GenAI) continues to evolve, academic integrity professionals are actively exploring avenues to ensure authentic learning, develop more precise assessments, and address inappropriate use of AI tools. While collectively we remain focused on supporting faculty through assessment redesign and equipping students with the critical thinking skills necessary to navigate AI in both academic and professional settings, we must also consider how to ethically investigate the misuse of AI in academia. The third installment of ICAI’s Summer Intensive Webinar Series offered a timely opportunity to do just that. Justin Tonra and Mike Fernbacher’s session was significantly valuable as many academic integrity professionals dedicate the summer months to refining policies and ensuring procedural fairness.
The structure of the session, along with its breakout group discussions, offered meaningful insights for all higher education professionals, regardless of their level of involvement with academic integrity at their institutions. Justin and Mike walked participants through two distinct but equally effective approaches to investigating potential AI misuse on their campuses. At the University of Delaware, two investigative avenues are possible (via faculty or a central team), while at the University of Galway, Courageous Conversations are centralized with different pathways based on previous violations and intentionality.
Following their procedural overviews, Justin and Mike highlighted their key considerations during AI misuse investigations. They began by examining possible indicators of GenAI use in student writing and explored strategies for gathering additional documentation. Participants also gained insight into how AI detection tools function, learning the significance of perplexity and burstiness in detection algorithms. Before transitioning into small groups, the session reviewed sanctioning options and the significance of restorative reflection questions in that process.
It may seem like a small point, but the most significant takeaway for me was the reminder that academic integrity professionals must consistently guard against confirmation bias when working with students. We must remain committed to reviewing alternative explanations for what may appear to be clear-cut evidence of AI misuse on the surface and erring on the side of the student in borderline cases. This is often easier said than done when our offices are understaffed and caseloads continue to increase in complexity. Though this concept should be second nature to seasoned academic integrity professionals, it is sometimes important to remind ourselves. It is equally important to reinforce this mindset with our faculty and other administrators during trainings, workshops, book clubs, or other university events. This seemingly small fine-tuning can have a meaningful and lasting impact as we head into the new academic year.
This ICAI Summer Series webinar was genuinely fantastic, and I appreciate Justin and Mike grounding us so thoughtfully in our work at the midpoint of summer. As my time as the reflection blog writer for ICA’s summer series passes the halfway mark, I can say that it has been a highlight of my summer. This opportunity is fulfilling, energizing, and even exhausting, in a positive way. Reflecting on the experience, I am reminded of how fortunate we are to be part of such a vibrant international community. Keeping pace with the dynamic presentations, listening to the insights of the presenters, and engaging with the chat, which is filled with experts, is a testament to the richness of this series and to my ability to multitask in the moment. It is almost impossible to capture the full breadth of knowledge shared during each of the summer sessions, which is why ICAI’s repository of presentations is a valuable resource. Members can log in and watch sessions they miss or revisit any content that is significant to their learning. I look forward to reconnecting with this community in a few weeks for what is sure to be another outstanding session.
Kate Marzen is the Director of Academic Integrity at Syracuse University, focusing on the promotion and understanding of Syracuse’s academic integrity policy through education, partnership, and holistic support.
The authors' views are their own.
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EDITOR'S NOTE:
This is the third of our post-webinar blogs with reflections by attendee Kate Marzen to accompany the ICAI Summer Series of webinars.
Here is some recommended post-reading for webinar 3 by Justin Tonra and Mike Fernbacher.
Required reading
Nowak, R. The Procedures of Investigating Academic Misconduct: Perspectives from Academic Staff at a UK Russell Group University. Journal of Academic Ethics 24, 55 (2026). https://doi.org/10.1007/s10805-026-09734-3
Recommended further reading:
Forbes, J.K. The relationship between higher education faculty’s motivation to report suspected academic dishonesty and likelihood to report. International Journal for Educational Integrity 21, 27 (2025). https://doi.org/10.1007/s40979-025-00200-y
Mills (2025). Agentic AI: Considerations for educators. Substack Feb. 4, 2025. https://annamills.substack.com/p/agentic-ai-considerations-for-educators