“We're hearing a lot about efficiency and personalization and we're not hearing about things like care, transparency, and, intention.”

“Our students are being bombarded with media messages about AI and help and what does help mean? That's such a loaded term.”

In this 53rd episode of The Opposite of Cheating Podcast, Tricia talks with Carter Moulton, a faculty developer at Colorado School of Mines, about going “analog” on purpose in the age of generative AI.

Carter shares the thinking behind his Analog Inspiration card deck—designed to help educators reconnect with values like care, presence, curiosity, and community, while also offering practical prompts for course and assessment redesign.

Together they explore why “why” matters (especially when AI is being shoehorned into learning), how design can be an act of care, and how intentional analog moments can create focus, accountability, and human connection without slipping into nostalgia or reactionary “back to blue books” thinking.

You can follow Carter on LinkedIn at https://www.linkedin.com/in/cartermoulton/ and learn more about his Analog Inspiration Card Deck at the Analog Inspiration Website.

Show References:

"Perceived Anonymity and Cheating in an Online Experiment" (Denisova-Schmidt et al. 2022)

"The Analog Sandwich: Teaching Writing With and Without AI" Mark Marino

(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

“I am hopeful about is the the increasing degree to which I've encountered students in in this academic year who are thinking more critically about generative AI use.”“I think pessimistically this is going to take a decade to sort out to find an equilibrium of how we proceed here.”In this 52nd episode of The Opposite of Cheating Podcast, Tricia is joined by fellow "hopeful pessimists" Mary-Claire Kennedy (University of Limerick) and Justin Tonra (University of Galway), two national leaders advancing academic integrity across Ireland. Together we discuss how Ireland’s National Academic Integrity Network creates a collaborative infrastructure that supports institutions while preserving local autonomy, allowing universities to share practices, develop guidance, and respond collectively to emerging challenges like generative AI. Mary-Claire and Justin reflect on the evolution from a narrow focus on plagiarism toward a broader culture of integrity grounded in responsibility, transparency, and professional formation. They also explore the opportunities and risks AI presents, expressing cautious optimism that students themselves are beginning to question its impact on their learning. Ultimately, the conversation highlights the power of coordinated leadership, practitioner networks, and shared responsibility in strengthening integrity across an entire higher education system.You can follow Mary-Claire on LinkedIn at https://www.linkedin.com/in/dr-mary-claire-kennedy-0389aa25/ and learn more about Justin's work at https://research.universityofgalway.ie/en/persons/justin-tonra/.You can read up about the HEA framework at Generative AI in Higher Education Teaching & Learning: National Policy Framework - National Resource Hub and the NAIN strategy at national-academic-integrity-network-strategy-2025-2028.pdf(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

“We didn't ask for this, right? We didn't ask for this unregulated, unchecked technology just keep pouring on us every two weeks"“Learning is hard. Learning is work.”In the 51st episode of the podcast, Tricia reconnects with Lew Ludwig (from Episode 27) and welcomes Todd Zakrajsek to discuss their forthcoming book The Science of Learning Meets AI. Instead of spending time chasing tools, Lew and Todd talk about how instructors can ground AI use in learning science—metacognition, memory, spacing, and “desirable difficulties". The episode, and the book, offer a practical, put-into-immediate-action, approach for instructors, instructional designers and teaching and learning centers. They also tackle the realities of rapid AI change (like agents and embedded AI in search), what we risk losing when learning gets too easy, and what gives them hope: smarter assessment design, alternative grading, and a renewed focus on productive struggle and equity.Lew Ludwig is a Professor of Math and previous director of the Center for Learning & Teaching at Denison University. You can learn more about Lew at https://www.lewludwig.com/ and you can follow him on linkedin at https://www.linkedin.com/in/lew-ludwig/.Todd Zakrajšek is Director of the International Teaching Learning Cooperative and you can learn more about Todd at https://www.toddzakrajsek.com/ and follow him on linked in at https://www.linkedin.com/in/todd-zakrajsek-4b3654/(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

“People with integrity aren't perfect. They make mistakes, but the what differentiates them from other folks is that they take accountability for those mistakes and they choose to learn and grow from them.”

“Also expect some of the stuff to fail miserably, right? Because nothing nothing complicated or worth doing works. the first time.”

This special episode (#50) marks the first anniversary of The Opposite of Cheating (University of Oklahoma Press), published in March 2025!

To celebrate the unexpected appeal of the book, Tricia and David hand the mic to returning guest Greer Murphy (Episode 10), who steps in as host. Greer seemed way too excited to “turn the tables” and interview us about how we each found our way into academic integrity work, what surprised us most in writing the book, and what has surprised us since publication.

The conversation ranges from the mentors who “dragged" us into the field, to rewriting the manuscript in the wake of generative AI, to what we’ve learned from thousands of faculty, administrators and students through our virtual and physical visits to 100+ campuses and recording over 50 episodes of this cast.

We close with a grounded, human message: integrity isn’t perfection—it’s accountability, learning, and growth, and its the privilege we have as educators to help our students work towards that.

(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

"You can't have an aha moment unless you go through a period of being stuck or struggling or confused before you get there.”“AI will help you get to the finish line, but it's not going to give you the kind of work related positive impact that you would have by going through that process yourself.”In this 49th episode of The Opposite of Cheating Podcast, David is joined by Professor Jason Lodge (University of Queensland), an educational psychologist and lead author of the Australian Framework for Artificial Intelligence in Higher Education. Together, David and Jason dig into what the learning sciences tell us about “the work of learning”—why meaningful learning is often hard, why confusion can be a productive signal, and how AI can create a “performance without process” trap by helping students reach the finish line without building the underlying capability. Jason argues for moving beyond single snapshot assessments, equipping educators with a toolbox of context-sensitive approaches, and re-centering human relationships in teaching—especially as scale, equity, and the future role of teachers come under pressure. The conversation closes with a clear throughline: know students better to understand their learning better, and keep asking whether we’re doing the things that truly matter.You can follow Jason on LinkedIn at https://www.linkedin.com/in/jasonmlodge/You can access the Australian Framework for Artificial Intelligence in Higher Education at https://s3.ap-southeast-2.amazonaws.com/assets.acses.edu.au/app/uploads/2025/12/Lodge-et-al-2025-Australian-Framework-for-Artificial-Intelligence-in-Higher-Education.pdf. (Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

“I’m an AI optimist long-term—but it’s creating an enormous problem in the short term around assessment.”“The automation allows us to shift the humans to do those things humans do better—like inspiration and one-on-one interaction.”In this 48th episode of The Opposite of Cheating Podcast, Craig Zilles (Computer Science Professor, University of Illinois Urbana-Champaign) shares a compelling case for computer-based testing facilities (CBTF) as essential infrastructure for modern universities—especially in the age of GenAI. Drawing on his background in mechanical, electrical, and computer engineering, Craig explains how scalability, equity, and better pedagogy motivated the University of Illinois’ early shift to computer-based testing long before AI tools like ChatGPT emerged.He outlines how the PrairieLearn platform, developed at UIUC, supports mastery-based learning, randomized assessments, and formative practice at scale, helping faculty focus more on teaching and inspiration and less on logistics and test proctoring. The conversation explores the two-lane approach to assessment, second-chance testing, cognitive offloading, and how secure assessments can support—not hinder—learning.Zilles challenges the notion that exams are inherently stressful or inequitable and offers a vision of assessment that is more human, more supportive, and more meaningful—especially when faculty are freed from the burdens of test administration.You can follow Craig on LinkedIn at https://www.linkedin.com/in/craig-zilles-6b2893/ and see a list of his publications at https://zilles.cs.illinois.edu/.Episode Resources:Every University Should Have a Computer-Based Testing Facilityhttps://zilles.cs.illinois.edu/papers/zilles_csedu_cbtf_2019.pdfIntegrating Diverse Learning Tools using the PrairieLearn Platformhttps://zilles.cs.illinois.edu/papers/paper_pl_splice_2021.pdfHow Much Randomization is Needed to Deter Collaborative Cheating on Asynchronous Exams?https://zilles.cs.illinois.edu/papers/chen_paper_async_randomization_las_2018.pdfInvestigating the Effects of Testing Frequency on Programming Performance and Students’ Behaviorhttps://zilles.cs.illinois.edu/papers/frequent_testing_sigcse23.pdf(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

“We would be doing a disservice to the students if we didn’t at least include AI in the conversation as an institution.”“Digital adaptability — being able to navigate this digital space that’s always changing — is the skill that’s going to be beneficial for anybody in the future.”In this 47th episode of The Opposite of Cheating Podcast, Ronald Lethcoe reflects on what it means to build AI literacy ethically, intentionally, and institutionally. As an instructional design specialist at Clover Park Technical College, Ronald has been at the forefront of helping faculty navigate generative AI—not by jumping on the hype train, but by designing scalable resources, policies, and conversations that meet educators where they are.He shares his team’s approach to scaffolding faculty development through their “AI Essentials” course, discusses their AI usage “stoplight” framework for assignment design, and emphasizes the importance of digital adaptability as a core skill for both students and teachers.Ronald also opens up about parenting in the age of AI—recounting a conversation with his 9-year-old son about when getting help from ChatGPT crosses the line into cheating. The episode closes with a discussion on the limits of graphic infographics, the importance of nuance in course policies, and how infusing values like accessibility and openness into AI strategy can help institutions move forward responsibly.You can follow Ronald on LinkedIn at https://www.linkedin.com/in/rlethcoe/ and listen to his Simon Says: Educate! Podcast at https://open.spotify.com/show/6qwx9B3oNookrZJT8GwHb8Episode Resources:Generative AI in Higher Education Canvas Coursehttps://lor.instructure.com/resources/b385d16a3e36434ebfede2315f585362?sharedApplied AI in College Classroom Canvas Course Crosswalkhttps://docs.google.com/spreadsheets/d/1eIRoeKrWqMD4m9dpgeoeulr8a48ku9EoyAuYLxCqu9g/edit?gid=2027822702#gid=2027822702AI Usage Tags for Syllabi (CPTC TLC LibGuide)https://cptc.libguides.com/TLC/SyllabusGutierrez and Lethcoe’s AI Essentials in Education (AI-Ed) overviewhttps://jonigutierrez.com/2025/11/02/gutierrez-lethcoes-ai-essentials-in-education-ai-ed-responsible-ai-literacy-course-for-a-human-centered-future/AEIOU Ethos Framework for Responsible AI Usehttps://jonigutierrez.com/2025/08/02/aeiou-ethos-a-framework-for-responsible-ai/(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).e the responsibility of the human).

“Every time you engage with these systems, you gain something—but you also lose something.”“Human agency is your capability to make informed decisions, to act with intention, and to exercise judgment.”What happens when the red lines we draw around generative AI start to blur? In this 46th episode of The Opposite of Cheating, Dr. Soroush Sabbaghan reflects on how he’s crossed the lines he once swore he wouldn’t—assigning AI-generated readings and using AI in student feedback—not out of compromise, but in service of integrity, transparency, and pedagogy.As the first GenAI Educational Leader-in-Residence at the Taylor Institute for Teaching and Learning at the University of Calgary, Soroush has developed tools and frameworks to support educators and students navigating GenAI with nuance. He argues for assignment-level AI policies, aligned with specific learning outcomes and ethical goals—not blanket rules—and introduces his system that distinguishes between AI-free, AI-scaffolded, and AI-integrated tasks.Soroush shares his deep concern for student agency, the asymmetry between human and machine learning, and the risks of a purely transactional approach to education. He invites us to live, teach, and design with a mindset of intellectual humility and epistemic integrity—recognizing that every AI interaction has tradeoffs.You can follow Soroush and his work on LInkedIn (https://www.linkedin.com/in/soroush-sabbaghan/) and at https://soroushsabbaghan.com/Episode Resources:

Communicating Generative AI Use: https://teaching-learning.ucalgary.ca/resources-educators/course-outlines/communicating-generative-ai-use-your-students

AI Bot for Designing Courses: https://www.smartie.dev/

AI Bot for making AI Policy: https://ai-policy-mumf.onrender.com(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).e the responsibility of the human).

“We missed the mark with social media. We can’t miss it with AI.”

“College has to reach down and figure out what students are actually learning instead of just existing in this gap space and resenting K–12.”

In this episode, Nick Potkalitsky offers a K–12 lens on AI Literacy, reflecting on how schools, students, and parents are navigating this moment of rapid change—without repeating the mistakes made with social media.

Drawing from over 20 years in education, Nick shares how his work with school districts across Ohio is building more intentional, discipline-specific, and developmental approaches to GenAI in education.Nick outlines a framework that includes policy development, infrastructure security, teacher capacity-building, and student-centered instructional redesign. At the core is the belief that AI Literacy must be more than prompt engineering—it must foster agency, ethical reasoning, critical thinking, and metacognitive awareness.

Nick also warns of the dangerous asymmetry between how fast tech companies are moving and how fractured K–12 systems are. He calls for AI-free zones, authentic process-based writing, and more parent-facing AI education, especially to combat risks of AI misuse and companionship tools that are quietly shaping student behavior.

You can follow Nick on LinkedIn (https://www.linkedin.com/in/nick-potkalitsky-phd-0313ba126/) and at Substack (https://nickpotkalitsky.substack.com/).

(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).

“I have many conflicted feelings about AI, but talking to kind, curious people seems to help.”

“What does academic integrity mean when there are multi-billion dollar companies with armies of people whose job it is to make cheating irresistible?”

In this deeply personal and reflective episode of The Opposite of Cheating Podcast (44), Karen Costa shares what it means to teach for integrity in asynchronous, online learning environments in the age of GenAI.

With nearly two decades of experience across multiple institutions, Karen highlights the role of relationships, care, and relevance in shaping learning spaces that foster integrity—not through surveillance, but through trust. She opens up about the tension between access and academic integrity, especially for adult learners, neurodivergent students, and working parents—populations whose educational opportunities often depend on online formats.

Karen also discusses how the rise of agentic AI has forced educators to confront not just cheating, but the erosion of attention, motivation, and self-belief. She explores her shifting role as an instructor, her experiments with Google Docs version history, and her creative coping strategies—from AI command centers to faculty self-care. Most importantly, she challenges institutions and edtech companies to do more than outsource ethical decision-making to underpaid adjuncts.

You can follow Karen on LinkedIn at https://www.linkedin.com/in/karen-costa-380280a7/ and you can learn more about her book at https://www.amazon.com/Educators-Guide-ADHD-Designing-Teaching/dp/1421453509

(Disclaimer: episode quotes and summary were created using Youtube's Transcript and ChatGPT and edited by a human. Any errors are the responsibility of the human).