Generative AI in the Criminology Classroom: Perspectives, Policies, and Practices

• In Event: Roundtable: GenAI in the Criminology Classroom - Perspectives from Across the Country

Abstract

With the rise of Generative Artificial Intelligence (GenAI) programs available to assist students with their writing, the academic integrity of students' work is being called into question like never before (Jensen et al., 2024). Despite established course policies in syllabi, many students admit to using AI to prepare at least part of their written work (Welding, 2023). Overall, there is limited but developing research on student and professor perspectives on its use in higher education. However, there is no known research that specifically examines criminology and criminal justice (CCJ) students’ and professors’ attitudes towards use of GenAI for their coursework. Using survey data from criminology and criminal justice students at a variety of college campuses across the country, this paper explores student attitudes towards the use of GenAI in their CCJ coursework. Additionally, CCJ professors’ own policies and practices regarding the use of GenAI in their classes will be explored. Finally, an examination of the gap between student and faculty perspectives will be analyzed. Overall, the preliminary results appear to indicate a divide in perspectives between students and faculty regarding the use of GenAI in CCJ classes. Implications and strategies for navigating the presence of GenAI in course activities will be discussed.

Authors

• Forrest Rodgers, Framingham State University

• Doshie Piper, University of the Incarnate Word

• J. Renee Trombley, Metropolitan State University of Denver

• Denise Nation, Winston-Salem State University

• Victoria Time, Old Dominion University

• Khadija Monk, California State University, Los Angeles