Generative AI, Academic Integrity, and Introductory American Government: Can We Rebuild What You Destroy?

Exponential growth in the capacities of Generative Artificial Intelligence (GAI) means college instructors face the challenge of being forward thinking while also providing opportunities that guarantee student learning. GAI is a rapidly changing technology and political science instructors need to know about attempted approaches and their relative success. Based on knowledge of student adaptation to technology, student desires for efficient and successful outcomes, and instructor desire for student learning, this article asks: can political science instructors develop assignments that reduce deceptive and inappropriate use of GAI, while encouraging both appropriate use of that technology and student learning? To answer this question empirically, we examine student responses to 16 low stakes writing assignments across two semesters, with prompts altered in the second semester to adapt for GAI. After coding responses based on likelihood of inappropriate GAI use, means are compared to identify more and less successful adaptations. This research should aid political science educators seeking positive uses of emerging technology and point out pitfalls to avoid. It will also benefit future students by encouraging faculty to guide students toward responsible uses of GAI and the development of their own thinking skills and political views rather than simple “cut and paste” techniques to complete assignments.