It was late, the end of an exhausting term at a public university in the Midwest. I logged into our learning-management system (LMS) to answer a routine student email. The gradebook — rows and columns I had populated myself — should have been familiar. But one number was wrong.
A student who had failed my course after submitting a final exam composed almost entirely of AI-generated text now showed as having passed. The F I had entered, following my syllabus and the university’s academic integrity policy, had become a D. […]
Once I understood what had happened to my grades, I did what professors are supposed to do. I raised the matter internally. I tried to work through existing channels. I invoked the language of policy, accreditation, and Title IV compliance. I was told, politely, that the system was working as intended.
Wow.