Australian National University (ANU)

“Inappropriate use of AI is unacceptable and constitutes a breach of academic integrity. If students submit AI-generated content as their own work, they are not submitting original work. Other forms of academic misconduct, as outlined in the ANU Academic Integrity Rule 2021 , such as plagiarism and contract cheating, have overlapping actions that could be considered breaches of academic integrity when using AI.”

Localisation des preuves: Section: Inappropriate use of AI; Extracted text SHA256 4e66a347f6dfa5ed79521ee7623b0f9aca25c8d2b8c2ffa5f7837a44ab4b23e4; original binding lines 144–144; characters 5687–6102; excerpt offset 0–415

Using AI-generated content when not permitted and claiming authorship without acknowledgment constitutes a breach of academic integrity.

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All work submitted for assessment at the ANU Law School must be your own independent and original work. This means that you must not use generative AI to draft your assessment content.

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Disclosure Requirement In any piece of submitted work where you have used AI tools, you must explicitly declare: The name(s) of the application(s) used The purpose for their use (e.g. grammar editing, structure suggestions) The extent and frequency of their use This declaration should be included in the first footnote.

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The  ANU procedure  for suspected misuse of generative AI is the same as for any misconduct, which includes giving a student the opportunity to respond.

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Using AI inappropriately may breach the Academic Integrity Rule 2021 and, for law students, may also have serious consequences for admission to legal practice, as breaches must be disclosed to the relevant admissions authority.

Localisation des preuves: Section: Principles to Keep in Mind; Extracted text SHA256 a462a601acae381515cce07b6da265267f71bad9298f363828152f6100ad842b; original binding lines 180–180; characters 2864–3091; excerpt offset 0–227

Using AI-produced text ‘as your own’ This is a clear academic integrity issue - a student doing this is passing of the work of someone/thing as their own. Asking ChatGPT to write a 1000 word essay on ‘What was the most important reason for the wars in Vietnam?’ Using AI to generate structures for assignments such as essay plans This may be an academic integrity issue. Structures are not neutral - they tell you what to talk about and what to ignore. These are vital parts of the work students are expected to do because a structure is in effect an argument about what is important enough to discuss.

Localisation des preuves: Section: Bad use table; Extracted text SHA256 9dd302abdb521a6d3e694a04c6408d32b5ab5850ee98e28b9444d347a61b0091; original binding lines 294–299; characters 7953–8556; excerpt offset 0–603

Accountability: Retain records of all prompts entered into AI tools and all outputs of those tools produced in the process of preparing for your assessment. These must be provided to any academic integrity processes on the convenor’s request.

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No Breach No Breach means that the course convenor concludes that the conduct has not breached the academic integrity principle. This is the end of the process. There will be no record on the student’s record or official transcript. Poor Academic Practice This is when the course convenor believes that the conduct is a breach of the academic integrity principle, however the conduct is excusable due to mitigating circumstances (e.g. personal, emotional, health-related circumstances, etc.) or the conduct is unintended, careless, inadvertent or uninformed. The breach is also not of a serious nature nor is it a recurrence. The course convenor can take certain actions, e.g. require the student to

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re-submit their assessment, or reduce the student’s mark for the assessment.

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Step 2: Seek support if required If support and/or assistance is needed at any point in time of the process, please contact ANUSA or the Dean of Students for advice.

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reduce the student’s mark for the relevant examination or other assessment no more than 25% of the mark available for the assessment (Rule 30(2) (g)/ Rule 51(2) (g)) no more than 10% of the mark available for the assessment for students within their first 48 units of an undergraduate coursework award (Rule 30(3)/ Rule 51(3))

Localisation des preuves: Table of Outcomes - Poor Academic Practice mark reduction limits; Extracted text SHA256 c821f16619d66cb622a6b5cc289b036d9577d884e00f98834ee1658848d76907; original binding lines 476–478; characters 18851–19177; excerpt offset 0–326

(g)     subject to subsection (3 ), reduce the student’s mark for the relevant examination or other assessment by no more than 25% of the ma rk available for the assessment; (h)     tell any relevant professional, government or other organisation or agency about the finding and any action taken in relation to it. [ Note:   For action under paragraph (d), (e) and (f), see section 56 (Undertakings and requirements: finding of poor academic practice). ] (3)     However, under subsection (2)(g) the course convener may reduce the student’s mark by no more than 10% of the mark available for the assessment if the student’s c onduct is in relation to coursework undertaken by the st udent during the

Localisation des preuves: Section 30(2)(g) and Section 30(3) - Course convener mark reduction limits; Extracted text SHA256 41ef5d6b92e42e666b95a9173f64b61863606d72f2381612a86966cb6adb56ed; original binding lines 414–417; characters 36237–37004; excerpt offset 0–700

f irst 48 units of a program for an undergraduate coursework award.

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Generative AI may be explicitly limited in some courses and actively encouraged in others. You should look first at class summaries and assessment outlines for any AI requirements in the course.

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Using AI to improve expression in your own draft, such as grammar, clarity, or structure. Prompting AI for ideas or to help brainstorm — provided you verify all information independently.

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Whether AI is permitted for assessments will vary greatly across different assessment tasks, colleges and disciplines and assessment tasks. Educators are advised to check with their College or ADE for any College-wide advice or guidance. At some points in students’ learning, it is important to assess their achievement of learning outcomes without the use of AI, and at other points, AI may be allowed or be an integral part of the assessment.

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Essays and other traditional assessments, such as quizzes and multiple-choice tests may be more vulnerable to AI misuse. An essay task with a generic or broad topic is quite vulnerable, as is any task with a singular or highly prescriptive outcome, such as programming code, multiple-choice questions or direct language translation.

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For non-language courses: Translation is not a neutral act, it is creative as the choice of words, expression, grammar and syntax do not map simply or linearly between languages. As such students should actively check with a convenor whether using generative AI or some other translation system is appropriate in this course. You should always reference which translation system was used.

Localisation des preuves: Section: For non-language courses; Extracted text SHA256 9dd302abdb521a6d3e694a04c6408d32b5ab5850ee98e28b9444d347a61b0091; original binding lines 383–383; characters 13092–13480; excerpt offset 0–388

For any language course There is a very strong presumption against any use of generative AI or other translation program. You should not use it unless explicitly instructed by a course convenor, and even then only in the completion of the specific task/activity that the convenor noted was a legitimate use.

Localisation des preuves: Section: For any language course; Extracted text SHA256 9dd302abdb521a6d3e694a04c6408d32b5ab5850ee98e28b9444d347a61b0091; original binding lines 389–392; characters 14085–14394; excerpt offset 0–309

For non-language courses: Translation is not a neutral act, it is creative as the choice of words, expression, grammar and syntax do not map simply or linearly between languages. As such students should actively check with a convenor whether using generative AI or some other translation system is appropriate in this course. You should always reference which translation system was used.

Localisation des preuves: Section: For non-language courses; Extracted text SHA256 9dd302abdb521a6d3e694a04c6408d32b5ab5850ee98e28b9444d347a61b0091; original binding lines 383–383; characters 13092–13480; excerpt offset 0–388

For any language course There is a very strong presumption against any use of generative AI or other translation program. You should not use it unless explicitly instructed by a course convenor, and even then only in the completion of the specific task/activity that the convenor noted was a legitimate use.

Localisation des preuves: Section: For any language course; Extracted text SHA256 9dd302abdb521a6d3e694a04c6408d32b5ab5850ee98e28b9444d347a61b0091; original binding lines 389–392; characters 14085–14394; excerpt offset 0–309

academic staff are not permitted to upload student data or academic work to GenAI platforms. Therefore, it is not currently possible to generate student feedback

Localisation des preuves: Section: Can I upload student work into AI to assist with marking or checking work?; Extracted text SHA256 4e66a347f6dfa5ed79521ee7623b0f9aca25c8d2b8c2ffa5f7837a44ab4b23e4; original binding lines 225–225; characters 10315–10476; excerpt offset 0–161

Do not use AI to collect, use, store and/or disclose personal information, without the express consent of the individual(s).

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Students retain Intellectual Property ownership of their assignments, even when they have been submitted for assessment. Therefore, staff are not permitted to upload student work to an AI platform without their express consent.

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For privacy and data security reasons, uploading student work directly into an AI platform without their consent is not permitted, including for the purpose of feedback or marking.

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All technical solutions being used for University business and/or on ANU managed devices must be approved by the University.

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The policy outlines the acceptable use of generative AI tools in the preparation and submission of grant applications to ensure integrity and transparency. Disclosure: Applicants must disclose the use of generative AI in their applications. Accuracy: Information generated by AI must be verified for accuracy and reliability.

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Generative AI tools and technologies, such as ChatGPT, may not be listed as authors of an ACM published Work. The use of generative AI tools and technologies to create content is permitted but must be fully disclosed in the Work.

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All staff have access to Microsoft Copilot through the Microsoft 365 Applications Portal or through either Microsoft Edge, Firefox, Chrome or Safari web browser, navigate to the Copilot icon.

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Copilot Enterprise is available for all ANU staff and students by signing in with an ANU account.

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Overall, generative AI is a permissible learning tool in higher education and can be cited as an information source. However, it is important to note the following: Generative AI is not a replacement for your thinking and originality of your ideas, arguments and creative output.

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Copilot Enterprise is available for all ANU staff and students by signing in with an ANU account. The main benefit of using CoPilot with an ANU account is that personal and company data is protected.

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Adobe Firefly is a generative AI image tool that allows ANU staff and students to create AI images from text, perform generative fill (such as removing objects or adding new ones), text effects and many others. Firefly’s model is trained on the dataset of Adobe Stock, meaning the content is openly licensed and/or in the public domain where copyright has expired. Currently there are limited enterprise licences that are allocated to ANU students but there is also a free version of the tool available.

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Note that currently, access to Copilot Enterprise and Adobe Firefly is free to all staff when using an ANU account. Students also have access to Copilot Enterprise when using their ANU accounts, and some students from specific courses and disciplines have access to Adobe Firefly. Note also that usage may still be constrained by technical limitations and content generation quotas particular to the tool you are using.

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The main benefit of using Copilot Enterprise and Adobe Firefly with an ANU account, is that personal and company data is protected and neither platform utilises user data for AI training purposes. To access the enterprise accounts, login with a “u number” email address. This ensures that staff and students are not required to set up external accounts or expose their personal information to 3rd parties.

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Generative AI is not banned at the ANU. However, that does not mean that all uses of these products and platforms are equally valid.

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UPDATE: ANU has disabled this functionality as of 1 January, 2024 in Turnitin and it is no longer available for ANU staff.

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All technical solutions being used for University business and/or on ANU managed devices must be approved by the University. This is to ensure appropriate data governance, information security and licencing.

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These six guiding principles on the use of artificial intelligence at the ANU were approved by the Academic Board in June 2023.

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Step-by-step advice on designing assessments that reflect real student capabilities in the age of AI.

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Chat GPT and other generative AI tools: What ANU academics need to know February 2023 ANU Centre for Learning and Teaching

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Make use of supported artificial intelligence tools at ANU while speaking to students about best practice.

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