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Reimagining the first-year experience in MTU: Scaffolding academic integrity in a GenAI world.

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Bibliographic Details
Title: Reimagining the first-year experience in MTU: Scaffolding academic integrity in a GenAI world.
Authors: Morari, Violeta1
Source: Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 3, p600-606. 7p.
Subject Terms: *Generative artificial intelligence, *First year experience programs, *Education ethics, *Moral education, *Tutors & tutoring, *Higher education, *College student orientation, Artificial intelligence & ethics
Abstract: This On the Horizon paper presents the vision and development of the MTU Ethical Learning with GenAI project, a cross-institutional initiative that aims to address the ethical challenges and opportunities posed by generative artificial intelligence (GenAI) in higher education. Grounded in the principles of academic integrity and critical Artificial Intelligence (AI) literacy, the project builds on prior Strategic Alignment of Teaching and Learning Enhancement (SATLE) work at Munster Technological University (MTU) and leverages evidence from a multi -disciplinary student survey, staff focus groups, and national academic policy networks. This project introduces a multi-tiered strategy: updating Courageous Conversations guidelines, embedding GenAI and integrity-focused induction for first-year students, and evaluating GenAI’s role for first year students in tutoring within the Academic Learning Centre (ALC). [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This On the Horizon paper presents the vision and development of the MTU Ethical Learning with GenAI project, a cross-institutional initiative that aims to address the ethical challenges and opportunities posed by generative artificial intelligence (GenAI) in higher education. Grounded in the principles of academic integrity and critical Artificial Intelligence (AI) literacy, the project builds on prior Strategic Alignment of Teaching and Learning Enhancement (SATLE) work at Munster Technological University (MTU) and leverages evidence from a multi -disciplinary student survey, staff focus groups, and national academic policy networks. This project introduces a multi-tiered strategy: updating Courageous Conversations guidelines, embedding GenAI and integrity-focused induction for first-year students, and evaluating GenAI’s role for first year students in tutoring within the Academic Learning Centre (ALC). [ABSTRACT FROM AUTHOR]
ISSN:20519788