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Designing for Trust in the Age of Agentic AI: When Students Become Supervisors of Knowledge Rather Than Builders of It
Imagine a student sitting down to complete an assignment. Not too long ago, the process would begin with uncertainty. They would search for sources, open multiple tabs, read through articles that often contradicted each other, struggle to make sense of arguments, and slowly begin forming their own understanding. Then came the phase where they had to prompt, re-prompt, and prompt again to try to get the answer they were looking for their assignment.
Read MoreReflecting to Return: Supporting Suspended Academic Integrity Students
One of the benefits of being an inaugural Director of Academic Integrity is having the ability to create programming when you notice a need or a gap in services for students. At my institution, Columbia University in the City of New York, I am the only administrator with a focused title on Academic Integrity and I have had the privilege of creating new opportunities for undergraduate students at Columbia College and Columbia Engineering.
Read MoreGenerative AI as a Modern Socrates: Why Integrity Begins With Better Questions
What if the greatest gift of generative AI is not that it can answer our questions but that it exposes how poor many of our questions have become? Much discussion of generative AI centres on efficiency. Faster outputs. Quicker decisions. Apparent expertise on demand. Within an Integrity Matters context, this framing is incomplete and at times misleading. Integrity is not about speed or volume. It is about responsibility, judgement, fairness and care. When we rush to answers we often bypass those values. Generative AI brings this problem into sharp focus by responding fluently even when our questions are poorly framed, ethically shallow, or conceptually weak.
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