Introduction to AI and Ethics in Higher Education

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Attribution-NonCommercial
CC BY-NC

Table of Contents

• Acknowledgments
• Introduction 
• Foundations of AI and Ethics
  • AI and Digital Literacy
  • Ethics of Using AI in Higher Education and Its Impact on Academic Integrity
• Ethical Considerations in AI Deployment 
  • Implications of Copyright Law on the Use of GenAI Tools in Education and the Workplace
• Perspectives on AI and Ethics 
  • How to use AI to Help, Not Hinder, Your Learning
  • Will Robots Replace Us?
  • Validity Issues and Ethics Concerns of AI-Assisted Assessment
  • Exploring the Dual Facets of Artificial Intelligence 
• Appendices
  • Appendix A 
  • Appendix B

About the Book

This work examines the implications of AI on ethics, and vice versa, in higher education. It discusses these issues from the perspectives of students, educators, and administrators. Topics include types of AI deployment and integration, the impact of copyright law on AI use, issues with validity and fact-checking, and administrative and educator policies regarding AI in higher education.

About the Contributors

Authors

Reed C. Hepler is the Digital Initiatives Librarian, Copyright Agent, and Archivist for the College of Southern Idaho. He obtained a Bachelor's Degree in History from Utah State University and a Master's Degree in Library and Information Science from Indiana University. Currently, he is enrolled in the Master's Program in Instructional Design and Technology at Idaho State University. He has used his experiences in instructional technology, digital curation, copyright, records management, public communication, and database research to develop best practices guidelines for Generative AI use. He also applies these guidelines in his separate consulting company, heplerconsulting.com. In his corporate and educational work, Reed promotes ethical, equitable, and open technology and information access. He also advises on data privacy and confidentiality measures that should be at the forefront of generative AI interactions. His views and projects can be seen on his LinkedIn page or his blog, CollaborAItion, on Substack. Contact him at reed.hepler@gmail.com for more information.

Amy Vecchione is the Assistant Director of Research and Innovation with Boise State University's eCampus Center's Division of Extended Studies. Amy has expertise in student success, open education, online learning, innovation, and research in higher education. Amy achieved the distinction of rank of Professor, and served as the Faculty Senate President at Boise State University 2020 - 2021. Amy recently co-authored a book, At-Risk to At-Promise: Academic Libraries Supporting Student Success with Cathlene McGraw designed to help academic library staff and faculty collaborate for student success. Amy started the EdD program for Higher Education Leadership at Idaho State University in 2022.

Ritamarie (Re) Hensley is always looking for ways to leverage technology to enhance learning. As an instructional designer and adjunct instructor at Simmons University, she partners with faculty to build engaging online courses and assignments. After attaining her EdD in Leadership, she transitioned from teaching high school English to instructional designer. She understands how to translate effective in-person teaching strategies to flexible digital learning experiences. Having seen firsthand the time burdens on instructors, Re is particularly interested in using AI to improve work processes so faculty have more time to focus on students. She stays on top of the latest AI capabilities and considers how they can save effort while maintaining quality. Understanding that AI in education marks both a significant change and a disruption, Re makes it a priority to ease instructors into understanding the many applications AI offers. She consults with them to evaluate needs, demonstrate AI functionality, and slowly integrate selected uses at a comfortable pace. Re finds small wins go a long way toward gaining faculty buy-in. With AI geared to suit teaching and learning goals, professors can spend less time on administrative tasks, and more time engaging students.

Anne Fensie has been an educator for over 25 years, as a high school and college teacher, an adult education administrator, and a distance education instructional designer. She is a doctoral candidate at the University of Maine where her research focuses on applying the science of adult learning to instructional design in distance education, and she also teaches educational technology to nontraditional undergraduates. Anne earned a bachelor's degree in music education from Ithaca College and a master’s degree in instructional technology from Bridgewater State College. She is an active member of AECT, ICICLE, IMBES, and ISLS, has presented internationally on the science of adult learning, learning engineering, instructional design, and distance learning, and has several peer-reviewed publications on these topics. Her greatest contribution is the bridging of adult learning theories and the learning sciences. Anne has won awards for her innovative programs in adult workplace and college transitions, her mentorship to graduate students, and her podcast, Learner Engagement Activated! A neurodivergent scholar and practitioner, Anne works to ensure equity for adult learners in higher education by increasing access and improving instructional designs that suit their unique needs based on life responsibilities, social identities, and cognitive changes throughout the lifespan.

Dr. Suparna Sinha is an Instructional Designer with University Online Education Services (UOES) at Rutgers University. She has a MA in Education with a focus on Educational Technology from Michigan State University and PhD. from the Graduate School of Education, Rutgers University. She is interested in understanding how students’ engagement with technologies influences their thinking and learning. Her dissertation reflected this line of research by investigating influences of technological affordances (of simulations, hypermedia and modeling tools) on collaborative engagement and subsequently how student’s collaborative engagements in technology intensive learning environments influences individual transfer of learning. Her interest in blending these two major research areas, i.e. engagement and transfer, stem from her professional focus on educational technology. Prior to working for UOES, Dr. Sinha was the Director of In District Initiatives at the Center for Math, Science and Computer Education where her focus was on K-12 teacher professional development in the areas of Mathematics, Science and Maker Education.

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