With more than 25 years as a university professor, I can’t recall a time with more upheaval in how teaching, learning and assessment takes place on Canadian campuses.

Although universities have always had to adjust to new forms of technology – such as scientific and graphing calculators, note-sharing apps and other digital tools – nothing comes close to what we have experienced since ChatGPT burst on the scene in late 2022. The plethora of available generative AI (GenAI) tools is dizzying, with approximately three quarters of Canadian students relying on them for their coursework.

GenAI: Two camps, one path forward

So, how should universities confront the challenges to academic integrity presented by GenAI? This is the question with which every professor, program director, dean and senior administrator is currently grappling across Canada and the rest of the world.

The choices are not infinite and there is little agreement amongst academics on the best approach.

Traditionalists argue GenAI should be banned and in-person exams should reign supreme to ensure the validity of grades assigned to students.

Conversely, AI adopters argue for its strategic integration into coursework – let students use GenAI but make sure what you are grading is their unique contribution. Essentially, prepare them to be AI literate so they can thrive in the modern world.

Ironically, both camps still make an implicit assumption of learning and........

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