Ethical dilemma regarding AI use and plagiarism in student research papers

Course: ELAD 6573/7573 Leading School Improvement Instructions: We want to place an intentional focus on character because we recognize the importance of cultivating knowledgeable professionals who are also caring and ethically guided individuals who will positively impact their communities. Research indicates the intentional focus and nurturing of character makes a profound difference on society as a whole (Arthur, 2003; Berkowitz, 2021; Lickona, 2004; Ryan & Bohlin, 1999). Thus, we have developed a framework for Character-Centered Leadership. As you read through the case study or ethical dilemma, think about what virtues or ethics would apply to the situation. And sometimes, virtues are in conflict with each other so an educational leader must decide what the “best” decision would be in the given situation. You may refer back to the framework that Arkansas State University has developed and/or view the many virtues listed in the Character-Centered Leadership module. While AState’s framework focuses on a select number of virtues, you are free to incorporate others into your responses. After reading the provided ethical dilemma, you will use the Ethical Dilemma framework developed by Maureen Spelman to respond. Of note, phase II requires you to examine the situation from the perspective of all stakeholders. (A situation may be viewed differently as an administrator, a teacher, a parent, a student, or community.) LAST MINUTE ARTIFICIAL INTELLIGENCE Mrs. Smith teaches 9th grade English. As a significant portion of the grade for the third nine weeks, she assigns students a research paper. Throughout the school year, she has been preparing the students with the knowledge and skills, format, and expectations of the paper. At the beginning of the third nine weeks, she has not only provided instruction on how to complete the paper, but also provided some time in class and at the library for students to work on it. The school has a strict policy on plagiarism and cheating. If students are caught plagiarizing or cheating, teachers have the discretion to allow students to redo assignments, but only at 50% credit. Angelica, a student in Mrs. Smith’s 3rd period class, is typically a B or C student, not usually having any behavioral issues. However, her average for the first semester was a low C – 73%. As Mrs. Smith began grading the research papers, Angelica’s paper seemed to be extremely well done, but it didn’t appear to be consistent with work she has turned in throughout the year. Mrs. Smith spoke with her department chair who suggested that Mrs. Smith use a plagiarism detection software that also checks for the use of AI. The department chair said that Mrs. Gonzales, the 11th grade English teacher, had a number of students that used some version of AI last semester to complete their projects. Upon the department chair’s advice, Mrs. Smith ran all of her students’ papers through a plagiarism software that also searches for AI usage. Angelica’s paper was flagged as plagiarism by AI. Mrs. Smith spoke with her department chair again. The department chair told Mrs. Smith that currently, she is not aware of any AI detector that is confidently able to detect AI usage. She said that sometimes, AI detection flags assignments with "false positives." This is when the AI-detection tool incorrectly identifies human-written text as AI-generated. Her suggestion was to address possible plagiarism issues directly with the student. Mrs. Smith spoke with Angelica who admitted that she used ChatGPT to write her paper. Disappointed, Mrs. Smith asked Angelica why she would do this since she knew the school’s policy and since she had so much time to complete the assignment. Angelica began crying and went on to tell Mrs. Smith about an abusive situation between her mother and her mother’s boyfriend. Angelica said that for the last month, she has to take care of her little sister because her mother continues to go to her boyfriend’s house at night, sometimes staying out all night, and often returns with bruises. Ethical Considerations: Mrs. Smith is empathetic to Angelica, but also is wrestling with the situation. Most of Mrs. Smith’s students have issues that are going on outside of school. Some are family issues similar to Angelica’s and some are personal issues that students are facing. However, most of them were able to complete the assignment since so much time at school (over the course of three nine-week periods) has been afforded to the students. According to Angelica, the main issue just became a problem over the last month. However, Mrs. Smith knows that even with a perfect score at 50% credit, Angelica will not be able to pass the nine weeks. And given her performance from the first semester, it is quite possible that she will not be able to pass for the year. How can Mrs. Smith balance school policy with empathy? How does Mrs. Smith maintain accountability and consistency? Does empathy and compassion trump accountability, truthfulness, justice, fairness, honesty, responsibility, and integrity? If Mrs. Smith does not follow policy, what are the ramifications? (Use the template on the following pages to respond to the four phases.) Enter your response for each Phase of the Ethical Dilemma. Responses should be well-written narratives addressing each bullet. Phase I – Be Present (name and strive to understand the situation & perspectives applicable to the situation – ethic of critique) • Share initial reactions. • Formulate questions. • What professional codes of ethics, school rules and/or policies need to be consulted? • What virtues are relevant to the dilemma? • Are different virtues in conflict, and if so, which should be prioritized in this situation? Why? • List all possible stakeholders. Phase II – Frame & Reframe (keep the focus of the process on the people and their best interests – ethic of care) • Examine the emotions, interests, relationships, and perspectives of all stakeholders. • Explore the values, virtues, and/or beliefs that may impact various stakeholder perceptions. • Identify and focus on what’s essential, ignore the noise. • Recognize and name biases. • Determine player(s) that own the moral issue(s).   Phase III – Engage in Dialogue (deciding on actions that will maximize benefits for all while also respecting the rights of individuals – ethic of justice) • What decision would the profession expect? • What decision would the community expect? • What is the right decision based on what is best for students? • Identify Option A and Option B • Brainstorm creative alternatives, is there an Option C? • Come to consensus and defend the final decision. Phase IV – Reflect on the Process • Does your final decision differ from your initial reactions? • How did your personal and professional ethics influence the final decision? • What leadership style(s) would an ethical and moral leader need to call upon to deal with this dilemma? • What leadership virtues and/or character strengths does an ethical and moral leader need to call upon to deal with this dilemma?