In a recent University Affairs article, Loleen Berdahl (Johnson Shoyama Graduate School of Public Policy) explores the challenges that instructors face when using generative AI (GenAI) detection software. Berdahl notes that detection tools lag behind GenAI’s rapid development and fail to identify all instances of student GenAI use. This shortfall causes equity issues by penalizing some students, while overlooking others. The author writes that relying on detection software can also increase instructors’ workloads and cause stress for students who are wrongly accused. To address these issues, Berdahl highlights solutions for instructors, including returning to in-class exams, fostering open discussions about GenAI, and being transparent about using detection tools. She concludes that navigating this evolving landscape requires operating from a place of strength, not fear.
