The rapid adoption of artificial intelligence tools like ChatGPT has severely disrupted traditional homework grading and academic integrity in higher education, according to a former university professor writing for CNET. The shift has forced educators to rethink how student learning and coursework are evaluated.
The Challenge of AI in Coursework
In an article published by CNET, a former professor of practice at Arizona State University’s Walter Cronkite School of Journalism and Mass Communication described how evaluating homework transformed into a constant search for hallmarks of AI-generated text. Following the public release of ChatGPT in late 2022 and the rise of sophisticated AI chatbots, reviewing assignments increasingly revealed writing patterns and complex references inconsistent with established course materials.
The former educator noted that by the time they left teaching earlier this year, they suspected at least 90% of their online students were using AI tools to complete all or part of their work. While students consistently achieved top grades on written tasks completed with AI, they reliably struggled during assignments that could not be outsourced, such as live classroom simulations and recorded oral presentations.
Institutional Stance and Educational Impact
The author recounted confrontations with students regarding the unauthorized use of AI, including one instance where a student used ChatGPT to generate a presentation but was flummoxed when asked to explain their creative process. Despite private discussions and promises to stop, the student repeated the practice on subsequent assignments.
When discussing the issue with university administrators, a supervising dean stated that the college was still grappling with how to address widespread AI adoption. Official guidelines at Arizona State University indicate that the institution focuses on using AI to address educational challenges while aiming to respect and uplift learners.
Reflecting on the nature of education, the former professor emphasized that learning is a personal process designed to build genuine fluency and expertise rather than simply obtain high marks. The author warned that using AI as a crutch compromises students’ long-term credibility and skill development as schools continue to navigate the technology’s role in the classroom.
