Resources for teachers
[1] For detecting whether a student has submitted AI-generated text in their papers, I use the Process Feedback browser extension (link). This extension notes every instance in which a student has pasted text from an outside source into their document; I then simply require, as part of the assignment, that the student not paste any text into the document from an outside source. This isn't a magic bullet; it doesn't make it impossible for students to illicitly use AI tools when writing. Still, it does function as one further barrier to their doing so.
[2] I've recently been experimenting with specifications-based grading, as pioneered by Linda Nilson in her 2014 book Specifications Grading. Specifications-based grading (a) grades assignments on a pass/fail basis, (b) allows for resubmissions, and (c) for each assignment, gives crystal-clear specifications which must be met to receive a passing grade. I like it because it holds students to high (but achievable) standards, gives them greater control over the grade they receive, and encourages them (as one student put it) to “focus more on learning rather than focusing on grades.” It also encourages students to devote themselves to fewer, higher-quality submissions. For example: a student who receives a B- in a specs-based course receives that grade not for turning in a large number of below-average submissions, but for turning in a smaller number of higher-quality submissions.
Here are some helpful resources on specifications-based grading:
A helpful essay: "Yes, Virginia, There's a Better Way to Grade", by Linda Nilson
A helpful paper: "Two Years of Specifications Grading in Philosophy", by Dennis Earl in Teaching Philosophy (2022) (with sample specifications)
So far, I've taught two specs-based courses: Philosophy of Language (Spring 2024) and Introduction to Philosophy (Summer 2026); see below for syllabi and specifications. I learned a lot. If you'd like to chat about specs-based grading, please send me an email!
Courses taught as primary instructor (FSU)
PHI 2630 (Fall 2026 (120 students)), Introduction to Ethics/Applied Ethics (focus: ethics of AI)
PHI 2010 (Fall 2026 (45 students)), Introduction to Philosophy
Courses taught as primary instructor (UNC)
PHIL 113 (Summer 2026 (11 students)), Introduction to Philosophy (syllabus) (specifications)
PHIL 105 (Spring 2026 (31 students)), Introduction to Critical Thinking (syllabus) (reading schedule)
PHIL/LING 145 (Spring 2024 (31 students)), Introduction to the Philosophy of Language (syllabus) (reading schedule) (specifications)
PHIL 105 (Fall 2023 (38 students)), Introduction to Critical Thinking
PHIL 105 (Summer 2023 (13 students)), Introduction to Critical Thinking
PHIL 110 (Spring 2023, (39 students)), Introduction to Philosophy
PHIL/LING 145 (Fall 2022 (36 students)), Introduction to the Philosophy of Language
PHIL 105 (Summer 2022 (15 students)), Introduction to Critical Thinking
As teaching assistant (UNC)
TA for PHIL 105 (Spring 2022), Introduction to Critical Thinking
TA for PHIL 143 (Fall 2021), "AI and the Future of Humanity"