Abstract
The integration of artificial intelligence (AI) into teaching and learning in higher education without compromising academic integrity is a pressing issue. To make the benefits of generative AI (GenAI) available to students while upholding principles of ethics and academic honesty, the authors implemented an ethical use of AI policy in their Introduction to Research Methods at Embry-Riddle University. The authors hypothesized and found that allowing ethical utilization of AI would lead to higher student engagement and academic success. These findings offer valuable insights for higher education programs and educators, particularly in security studies.
Authors
Ibrahim Kocaman
Ibrahim Kocaman, Ph.D., is an Assistant Professor in the Department of Security Studies & International Affairs at Embry-Riddle Aeronautical University. His research interests include civil–military relations, intelligence, interstate and civil conflict, human rights, unmanned aerial systems, and geographic information systems. He received his Ph.D. in Political Science from the University of North Texas. He holds a BS in Electrical Engineering from the Turkish Air Force Academy, an MS in Electronic Warfare Systems Engineering from the Naval Postgraduate School, and an MA in Security Studies from the Turkish Air War College. He served as an intelligence officer in the Turkish Air Force.
Daniel Cutrer
Daniel Cutrer, Ph.D., is an Associate Professor of Homeland Security & Intelligence at Embry-Riddle Aeronautical University’s main campus in Daytona Beach, FL. His research focuses on curriculum development and program assessment using objective-based education pedagogy. He holds a Doctor of Philosophy in Business Administration (specialization in Homeland Security), an MAS in Aeronautical Science, and a BS in English Literature. Prior to his academic career, he spent 31 years in the U.S. Coast Guard as a safety officer, maintenance officer, and fixed-wing pilot, flying over 5,200 hours on a variety of humanitarian missions.
