• Seton Hall University
• Department of Information Technology

While we understand the advances in GenAI provide opportunities for its integration into the classroom, the use of AI may not be appropriate for use by all disciplines. Below are recommendations for adapting course assignments and activities to reduce the use of AI-generated content by students. 

Assignment Ideas to Mitigate the Use of AI-Generated Content 

Below are recommendations for adapting course assignments and activities to reduce the use of AI-generated content by students. 

• Real-World Application »

  Craft assignments that require students to apply course concepts to real-world scenarios or problems. This makes it difficult for AI to generate relevant content because it necessitates critical thinking and context-specific knowledge.

• Case Studies »

  Assign case studies or specific examples that are not readily available in AI-generated content databases. Ensure that the case study is current or unique to the course to discourage plagiarism.

• Original Research »
  Encourage students to conduct original research or experiments. These assignments often involve collecting and analyzing data, making them less susceptible to AI-generated content.
• Experiential Learning »
  Create assignments that involve experiential learning, such as internships, fieldwork, or laboratory work. These experiences are challenging to replicate through AI.
• Group Projects »
  Assign collaborative projects that require students to work together, share ideas, and contribute unique perspectives. AI is less likely to generate content that mimics group dynamics and individual contributions effectively.
• In-class Writing Assignments »
  Ask students for an in-class writing assignment through Honorlock. This will provide faculty with a baseline writing sample to compare future 
• Reflection and Analysis »
  Ask students to reflect on their personal experiences, goals, or the course content. Require critical analysis, self-assessment, and connections between their experiences and course materials.
• Creative Assignments »
  Assign creative projects such as art, music, writing, or design tasks that showcase individual creativity and expression. These assignments are typically challenging for AI to replicate. 
• Class Discussions and Debates »
  Incorporate assignments that involve participation in class discussions, debates, or forums. Require students to engage with peers' ideas and develop their arguments.
• Peer Reviews »
  Implement peer review processes where students evaluate and provide feedback on each other's work. This can deter plagiarism and promote originality.
• Time-Constrained Assessments »
  Use timed quizzes, tests, or in-class writing assignments to reduce the opportunity for students to consult external sources or use AI-generated content.
• Open-Ended Questions »
  Frame assignments with open-ended questions that require students to formulate their responses based on their understanding and analysis of the course material.
• Continuous Assessment »
  Break assignments into smaller, incremental tasks with checkpoints along the way. This discourages last-minute plagiarism attempts and promotes ongoing learning. 
• Oral Presentations »
  Assign presentations or speeches that require students to communicate verbally and demonstrate their understanding of the material. AI-generated content is less effective in this context.
• Citation and Source Analysis »
  Include assignments that focus on evaluating sources, analyzing their credibility, and properly citing them. This encourages responsible research practices and discourages plagiarism.
• Individualized Assignments »
  Customize assignments to the individual needs and interests of each student, making it challenging for AI to generate pre-made responses.
• Authentic Assessment »
  Align assignments with real-world scenarios, where the authenticity of the task and the need for practical skills make it difficult for AI to provide ready-made solutions.
• In-Class Assessments »
  Conduct assessments during class time, where students have limited access to external resources or AI-generated content. Faculty can leverage Honorlock to proctor the assignment.

---

Tools to Mitigate AI 

The tools below focus on identifying AI content. While these tools can detect AI to a degree, modified AI-generated text is difficult to detect. False positives and negatives may happen. It is important to know how the AI detection tool works and understand the reports. As AI tools evolve, they will become harder to detect. It’s best to start with an in-class and/or proctored writing assignment for a sample of original writing.