Instructors should design their courses to emphasize student support over surveillance to prevent AI misuse, writes Matthew Brophy (High Point University). Brophy argues that in general, students want to complete the work without cheating. However, institutional choices to limit AI-assisted cheating have reduced student support and increased surveillance, sending students the message that they are assumed to be cheating. The author writes that conversely, approaches that focus on support show students that they are trusted and that the course is designed for their success. To reduce cheating, Brophy recommends removing incentives to cheat, such as desperation; requiring assignments that clearly build skills that apply beyond the course; and ensuring assignments focus on process rather than product.
