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Use of Generative Artificial Intelligence in Security Policy Project
The rise of generative artificial intelligence (AI) has provided humanity with a means to
organize, research, compose, and proof thoughts and documents instantly. Through ChatGPT
and its peer competitors, anyone with access to the internet can easily access vast quantities of
human knowledge and analyze documents, synthesize thoughts and opinions, compose projects,
and proofread writing using proper prompts. This paper will briefly discuss the academic
integrity implications of using AI, describe the use of generative AI within an assigned college
project, and highlight generative AI tools and methods used to complete assigned projects.
2 2 2 2The use of AI within academic settings is a point of contention with no clear solution
currently available. Several academic institutions have outright banned the use of AI tools whilst
some allow students to use AI tools with specific stipulations on how students can employ AI.
For this paper, we will use the Liberty University academic integrity position on the use of AI
which states:
“Artificial Intelligence (AI) technology has provided access to language-processing aids
and generative AI tools, such as ChatGPT. These tools are growing in their capabilities
and present various academic integrity considerations for students and schools. Liberty
University does not ban the use of AI, but we do have expectations that using any AI
tool, like ChatGPT, be done in alignment with our values. AI can be very useful for
helping students overcome various barriers that may occur when crafting their
coursework. AI can be viewed as a tool available to give feedback, inspiration,
suggestions, alternatives, etc. However, students must author and create all the work
themselves.2Originality2and2authenticity2are two key academic integrity principles that
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students are expected to adhere to at all times. Coursework should not be created by
someone or something else (Liberty University, 2023).”
The core principle of the policy is that students will not use AI to produce or generate work and
submit it as their original work. Students can, however, use AI tools for feedback and
suggestions on their original work.
2 2 2 2The primary AI tool used in this paper is ChatGPT 4. ChatGPT 4 is developed by OpenAI
based on the Generative Pret-rained Transformer (GPT) 4 and is available for subscription
purchase on the OpenAI website at www.openai.com. OpenAI states ChatGPT 4 “is designed to
understand and generate human-like text and trained on a diverse range of internet text, enabling
it to respond to queries, simulate conversations, compose essays, and even write code across
various programming languages. (OpenAI, 2023).” ChatGPT 4 includes the original ChatGPT
discussion model and several user-generated GPT-based application program interface (API)
models that can perform various tasks, such as searching databases, drawing pictures, or writing
code in exquisite languages. Two additional models used in this paper are Consensus and
ScholarGPT. Both models perform searches on academic databases, such as JSTOR, provide
DOI links to articles of interest, and provide properly formatted citations for each article
provided. ScholarGPT comes with preloaded critical reading prompts to assist in understanding
portions of the articles in question (Consensus AI, 2024. Sider, 2024).
2 2 2 2The student in this scenario reviewed the academic prompt and consulted professor-
provided resources before engaging with ChatGPT. Once the student completed his initial
outline, he requested ChatGPT to provide feedback and recommendations for corrections to both
his outline and his thought model. Once the student incorporated the changes ChatGPT
suggested, they requested Consensus to find relevant articles to social engineering research with
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properly cited sourcing, much like searching in an online academic library, and prompted
ScholarGPT to review each resource for context to ensure each properly addressed the research
questions. Through a combination of Consensus and ScholarGPT, the student found several
resources related to his subject far faster and with greater success than any online university
library search function. Consensus also provided definitions for terms listed within the paper
with properly cited sources far faster than any online dictionary or online citation formatting sites
could provide.
2 2 2 2Once Consensus and ScholarGPT located helpful resources, the student reviewed the
resources and requested new resources as his research continued. The student developed his
working draft as his research progressed and after each section was complete, he would return to
ChatGPT and request it to review the section working under a Grammarly-style prompt. Based
on this prompt, ChatGPT identified errors in spelling, grammar, and flow. ChatGPT provided
recommendations to the students to improve readability and served as an outstanding free
alternative to the Grammarly Premium platform recently removed from many university
platforms.
2 2 2 2Once the student completed his research and writing, he asked all three AI assistants to
review the paper and provide feedback and recommendations. The student collected the
recommendations of all three and asked ChatGPT to provide consolidated feedback and
recommended corrections. The student reviewed the recommended corrections and applied them
based on a contextual understanding of his writing and the general flow of the paper.
2 2 2 2The primary concern in AI use in academic settings is originality and authenticity. The
final step taken by the student in this scenario was to verify that nothing he had taken from the
AI assistants could be construed as plagiarism or unauthentic content. Research by Forbes
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revealed several recommended AI detection tools designed to identify and characterize AI-
generated content with written works (Forbes, 2023). The student used three AI detectors to
determine if the AI recommendations incorporated were presented as AI-derived. All three
detectors returned negative results for AI content, and each determined that the work provided
was 100% human-generated.
2 2 2 2In conclusion, AI is a valuable tool for both everyday use and academic research and
writing. AI significantly reduces the time required to research topics of interest and operates far
more efficiently than most online academic libraries. AI allows academic students to focus on
reading and understanding relevant research items and to validate their understanding through
simple and easy critical reading checks. AI also provides valuable feedback on not only grammar
and spelling but actual context and flow, like many approved sites such as Grammarly Premium,
significantly cheaper. The potential for abuse of AI within academic settings is a valid concern
for professors and universities; however, the benefits to students in research, content discovery,
and, most importantly, feedback are too great to dismiss AI use in academic settings entirely.
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References
About us - Consensus: AI Search Engine for Research. Consensus. (2023).
https://consensus.app/home/about-us. Accessed 18 February 2024.
Academic integrity: Dean of students: Liberty university. Dean of Students. (2024).
https://www.liberty.edu/students/dean/academic-integrity. Accessed on 14 February
2024.
Chatgpt. OpenAI. (2024). https://openai.com/chatgpt. Accessed on 14 February 2024.
Clark, E. (2024). The 10 best AI content detector tools. Forbes.
https://www.forbes.com/sites/technology/article/best-ai-content-detector-tools/?
sh=328510225d5e. Accessed on 14 February 2024.
Liberty University. (2024). Academic integrity: Dean of students: Liberty university. Dean of
Students. https://www.liberty.edu/students/dean/academic-integrity. Accessed on 14
February 2024.
Sider. (2024). Free to use GPTs of ChatGPT in Sider. Free to use GPTs of ChatGPT in Sider |
Sider.AI. https://sider.ai/products/chatgpt-gpts. Accessed on 18 February 2024.
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