Generative artificial intelligence: Use at University

References for sources used in this guide

Blakeslee, S. (2004). The CRAAP Test. OEX Quarterly, 31(3). https://commons.emich.edu/loexquarterly/vol31/iss3/4

Bozkurt, A. (2024). GenAI et al.: Cocreation, authorship, ownership, academic ethics and integrity in a time of generative AI. Open Praxis, 16(1), 1-10. https://doi.org/10.55982/openpraxis.16.1.654

Bozkurt, A. (2024). Tell me your prompts and I will make them true: The alchemy of prompt engineering and generative AI. Open Praxis, 16(2), 111-118. https://doi.org/10.55982/openpraxis.16.2.661  

Committee on Publication Ethics. (2023, February 13). Authorship and AI tools: COPE position statement. https://publicationethics.org/cope-position-statements/ai-author

Bozkurt, A., & Sharma, R. C. (2023). Generative AI and prompt engineering: The art of whispering to let the genie out of the algorithmic world. Asian Journal of Distance Education, 18(2), 1-6. https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/749/405 

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148  

 Currie, G. M. (2023). Academic integrity and artificial intelligence: Is ChatGPT hype, hero or heresy? Seminars in Nuclear Medicine, 53(5), 719-730. https://doi.org/10.1053/j.semnuclmed.2023.04.008 

Deakin University. (2023, July). Inquiry into the use of generative artificial intelligence in the Australian education system: Submission by Deakin University. https://www.aph.gov.au/DocumentStore.ashx?id=bdfa6e83-3c7b-4153-bcc0-25309024b67d&subId=745138 

Deakin University. (2024). Understanding the risks and limitations: Ethical and evaluative use. https://www.deakin.edu.au/students/study-support/study-resources/artificial-intelligence/risks-genai

Giray, L. (2023). Prompt engineering with ChatGPT: A guide for academic writers. Annals of Biomedical Engineering, 51(12), 2629-2633. https://doi.org/10.1007/s10439-023-03272-4 

Harvard University. (2023, August 30). Getting started with prompts for text-based generative AI tools. https://huit.harvard.edu/news/ai-prompts

Heston, T., & Khun, C. (2023). Prompt engineering in medical education. International medical education, 2(3), 198-205. https://doi.org/10.3390/ime2030019 

Lo, L. S. (2023). The art and science of prompt engineering: A new literacy in the information age. Internet reference services quarterly, 1-8. https://doi.org/10.1080/10875301.2023.2227621 

Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 1-15. https://doi.org/10.3390/educsci13040410  

Loder, J., & Nicholas, L. (2018, May). Confronting Dr Robot: Creating a people-powered future for AI in health. https://media.nesta.org.uk/documents/confronting_dr_robot.pdf 

Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 1-18. https://doi.org/10.3390/educsci13090856 

Monash University. (2023, July 12). Generative AI in education. https://www.aph.gov.au/DocumentStore.ashx?id=98d34f1a-1f3b-4ee1-a742-f57076f924c8&subId=745132

National Health and Medical Research Council, Australian Research Council, & Universities Australia. (2019). Authorship: A guide supporting the Australian Code for the Responsible Conduct of Research. Commonwealth of Australia. 

O'Connor, S., Peltonen, L.-M., Topaz, M., Chen, L.-Y. A., Michalowski, M., Ronquillo, C., Stiglic, G., Chu, C. H., Hui, V., & Denis-Lalonde, D. (2024). Prompt engineering when using generative AI in nursing education. Nurse Education in Practice, 74, Article 103825. https://doi.org/10.1016/j.nepr.2023.103825 

Oremus, O. (2022, June 17). Google's AI passed a famous test - and showed how the test is broken. The Washington Post. https://www.washingtonpost.com/technology/2022/06/17/google-ai-lamda-turing-test/ 

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research Practice in Technology Enhanced Learning, 12(1), 22-13. https://doi.org/10.1186/s41039-017-0062-8   

Stokel-Walker, C. (2023, January 23). ChatGPT listed as author on research papers: Many scientists disapprove. Nature, (613), 620-621. https://doi.org/10.1038/d41586-023-00107-z 

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 1-10. https://doi.org/https://doi.org/10.37074/jalt.2023.6.1.17

University of Melbourne. (N. D.). Acknowledging AI tools and technologies. https://students.unimelb.edu.au/academic-skills/resources/academic-integrity/acknowledging-AI-tools-and-technologies

University of Melbourne. (2023, July 14). Inquiry into the use of generative AI in the Australian education system: Submission to the House Standing Committee on employment, education and training. https://about.unimelb.edu.au/__data/assets/pdf_file/0032/396446/UoM-Submission-Inquiry-into-Generative-AI-in-Education-FINAL.pdf 

UNSW Sydney. (2023, November). Guide for referencing and acknowledging the use of generative intelligence tools. https://www.student.unsw.edu.au/sites/default/files/uploads/group136/Referencing%20%26%20Acknowledging%20The%20Use%20of%20Artificial%20Intelligence%20tools%20(Academic%20Skills).pdf