Generative AI (GenAI) can synthesize data, learn patterns, and create new content. However, its accessibility presents educators with a significant pedagogical dilemma: should they integrate or prohibit its use? Opponents often cite the potential for academic dishonesty, bias, lack of accountability and authenticity. However, I hypothesize that if students are educated on the ethical use of GenAI, they can use these tools to enhance their learning without compromising academic integrity. In this study, undergraduate microbiology students engaged in a semester-long, team-based project to explore and investigate a microbe. The assignment aimed to develop critical thinking, writing, presentation, and interpersonal skills. Students synthesized and edited primary research articles using GenAI, with an emphasis on academic honesty and mastering citations. Throughout the semester, students also engaged in metacognitive reflections. Thirty-eight students submitted reports. In the first assignment, 36% submitted plagiarized content, and 76% did not cite information correctly. Instances of plagiarism and incorrect citations were addressed with robust feedback. Over the next three collaborative assignments, students revised their content. By the final assignment, a team presentation, all instances of plagiarism had been removed. However, there was considerable variability in citation errors. In conclusion, this activity encouraged critical reflections about the ethical implications of GenAI, thus promoting culturally responsive and inclusive educational practices. As educators, we must continue to explore new pedagogical strategies to leverage GenAI effectively.
