Document Type
Chapter
Abstract
Students may turn to generative AI to cheat—not because they don't want to learn, but because academia has been structured to prioritize perfectionism over process. Considering the white supremacist context of academia's unspoken "hidden curriculum" enables educators to re-evaluate norms such as grading policies in order to create classrooms where generative AI can co-exist with essay writing.
Journal/Book Title/Conference
Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
Publisher
Utah State University
Publication Date
2024
First Page
187
Last Page
190
Recommended Citation
Rivera-Dundas, Adena, "18. Cheating as Symptom, not Disease" (2024). Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions. Paper 26.
https://digitalcommons.usu.edu/teachingai/26
COinS