AI and Brophy

Brophy embraces possibilities, challenges with AI technology

What does it mean to go to school in a world where artificial intelligence is increasingly present in learning, business decision-making and even creative processes? As we navigate these developments, our challenge as a Jesuit, Catholic community is to discern how AI can enhance our pursuit of truth, wisdom and the greater good, while upholding the dignity of human creativity, critical thinking and ethical responsibility.

Artificial Intelligence has both amazing potential and pitfalls. AI can be used for ideation, research, writing, editing, data analysis, medical discoveries, image creation and problem solving. It can also just as easily be used for disinformation and plagiarism. If used correctly it can bolster creativity and human connection. If used maliciously or without caution, it can chip away at those important human elements. This dichotomy is something we are used to on campus and we will continue to operate within this tension.

The Jesuit model of education is one that has always pushed its students to the frontiers — both the literal frontiers of society and also the frontiers of learning and knowledge. In this tradition, Brophy views technology not as an evil to be avoided or a distraction to be controlled but as an evolving method of communication, a mechanism for acquiring knowledge, and a powerful instrument to enhance creativity, collaboration and innovation.

AI technology has already proven to be both instrumental to progress and disruptive to education, future careers, and other business and intellectual endeavors. In full awareness of that, rather than avoid or block AI, we seek to incorporate it into learning and classroom conversations, explore the new possibilities it creates, and examine the ethics, inequities and risks of computer-generated content.

Academic integrity and AI transparency are vital

While schools across the globe continue to wrestle with this new paradigm, Brophy’s existing academic ethics policy is a good point of departure for how students should look at using AI tools for their work.

The handbook states in part:

“Students are expected to be transparent about any AI use and include complete MLA style citations when appropriate. Teachers may indicate when AI can and cannot be used on an individual assignment basis. Students who use AI for plagiarism, meaning that they use AI to create an unfair advantage for themselves or use AI as a substitute for their own original work, will be subject to academic and disciplinary consequences. Students are encouraged to ask their teachers for clarity about when to appropriately use AI as part of any assignments or assessments.”

If students complete an assignment in a way that is not consistent with a teacher’s instructions and include work that is not their own—whether that is with AI, copying from a classmate, or using online content—they are violating our academic ethics policy. The use of AI in classes will vary, but regardless of the course, students should use AI as an assistive tool and not to generate content without explicit permission from their teachers. Students are encouraged to ask their teachers for clarity about when to appropriately use AI as part of any assignments or assessments.

Links to Resources

School priorities with a quickly evolving technology

At Brophy, we will…

Consult about AI policies, practices, possibilities, and concerns with a wide range of stakeholders including faculty, students, parents, educational experts, and industry leaders.
Review and revise our academic integrity policies relating to AI technology as needed to provide clear expectations for students, teachers and families.
Explore innovative applications for generative AI in the classroom and provide professional development for faculty for writing and assessment practices.
Continue to advocate for transparent, ethical, and equitable technology usage.
Inform students and parents about major developments in AI and their impact on academic endeavors.

Our classrooms have adapted and will continue to evolve

There is important work to be done when it comes to AI in schools, but the technology is here now and in our students’ hands. In the short term we encourage effective classroom uses for AI and simultaneously promote a culture of academic integrity. We know this new technology means we need to teach and assess writing differently. Students can expect more in-class writing workshops, a continued requirement to use plagiarism detection services such as Turnitin, and writing done within tools such as Respondus LockDown Browser.

Brophy administrators and faculty will continue to explore this topic and seek input on what this means for our school from a wide range of stakeholders including students, parents, educational leaders and technology experts. We will continue to craft guidelines and practices that align with our Jesuit ideals and existing academic integrity policies in order to embrace the powerful potential of generative AI. We will aim to help students avoid the moral hazards these tools create and value the human component of any content they consume. And we will continue to provide thought-provoking professional development for our faculty and staff.

Looking toward the future, we know we must continue to evolve our pedagogy, including the intent of student projects, and how we can emphasize critical thinking and authentic demonstrations of understanding. Generative AI undoubtedly makes some tasks more efficient, which creates more time and energy for students to reinvest into their work and personal engagement. As platforms and practices rapidly evolve, we must clearly articulate expectations for the use of this technology in all of our school assignments, and in a bigger sense, the post-academia world students will soon enter. As with all of our campus technology, we have a responsibility to teach students how to effectively and ethically use these tools to seek the greater glory of God.