06/01/2026

Summer Series Post-Webinar Blog 1. Teaching ethical use of AI as part of academic integrity training

by Kate Marzen

The ICAI Summer Intensive Webinar Series kicked off its first session on May 28, 2026, with a strong session about teaching ethical AI use through a values-based lens as part of a broader academic integrity curriculum. Dr. Loretta Goff and Dr. Beatriz Moya Figueroa presented to a Zoom room of over 150 engaged participants, offering this framework as well as concrete institutional and individual implementation examples. Their pre-webinar blog set the stage, emphasizing the need to reframe instruction to include lessons around the critical, responsible, and ethical use of AI tools. That foundation was woven into the session as the authors paired it with the six fundamental values of ICA: honesty, trust, fairness, respect, responsibility, and courage, to build practical, scenario-based GenAI education opportunities for students.

This session was well structured as Loretta and Beatriz offered a clear and accessible definition of artificial intelligence, grounded learners in the difference between academic impropriety and academic misconduct through a virtues and vices framework, shared concrete micro and macro practices for instructors and institutions, and allowed participants to practice what they had learned in real time.   

Two elements from this session were particularly impactful to me as an academic integrity practitioner:

1. Visual mapping of meta-virtue and meta-vice academic integrity and academic impropriety

What I appreciated most was how effectively this illustration, and the research it highlighted, differentiated outright misconduct and the more nuanced ethical grey areas of student decision making that are often difficult to teach. Seeing these actions named so effectively gave us clearer language for conversations we regularly navigate with faculty, staff, and students at our institutions.

2. Fundamental values scenarios and accompanying discussion questions

Framing ethical GenAI use from the lens of ICAI’s six fundamental values at both individual and institutional levels is immediately and broadly applicable. These activities are well-suited for academic integrity offices, outreach events, and classrooms regardless of discipline. Moreover, the activities center students’ capacity to critical consider GenAI from a meta level, fostering meaningful development and reflection. The ability of Loretta and Beatriz to create activities that center students and can be used in any academic context must be emphasized.

This session, along with the two highlighted takeaways, has given me a clearer path forward for integrating scenario-based GenAI education more broadly and intentionally throughout academic integrity conversations at my institution. If this first session is any indicator of what the rest of ICAI’s Summer Intensive Webinar Series has to offer, the bar has been set high, and I look forward to what’s next.

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 first 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 1 by Loretta Goff and Beatriz Moya Figueroa.

Required readings (short, blog post-y):

Roberts, C. (2025). Aligning AI with ICAI’s fundamental values. Integrity Matters ICAI blog Nov. 24, 2025.

Lund, B.D., Lee, T.H., Mannuru, N.R. et al. (2025) AI and Academic Integrity: Exploring Student Perceptions and Implications for Higher Education. Journal for Academic Ethics 23, 1545–1565. https://doi.org/10.1007/s10805-025-09613-3

Recommended further reading(s):

Eaton, S. E., Moya Figueroa, B. A., McDermott, B., Kumar, R., Brennan, R., & Wiens, J. (2025). What should we be assessing exactly? Higher education staff narratives on gen AI integration of assessment in a postplagiarism era. Assessment & Evaluation in Higher Education, 1–20. https://doi.org/10.1080/02602938.2025.2587246

Perkins, M., Roe, J. (2024). Decoding Academic Integrity Policies: A Corpus Linguistics Investigation of AI and Other Technological Threats. Higher Education Policy 37, 633–653. https://doi.org/10.1057/s41307-023-00323-2

Cullen, C.S., Murphy, G. (2025). Inconsistent Access, Uneven Approach: Ethical Implications and Practical Concerns of Prioritizing Legal Interests over Cultures of Academic Integrity. Journal for Academic Ethics 23, 1415–1434. https://doi.org/10.1007/s10805-025-09606-2

Next week we'll share pre-reading for webinar 2 'Re-designing assessment for ethical use of AI' on June 11.