AI Transparency Statements in Graduate Coursework: Evidence from a Doctoral-Level Program Evaluation Course
Year: 2026
Type: article
Abstract: This study examines the extent to which explicit instruction in artificial intelligence (AI) use shapes graduate students’ engagement with AI transparency statements in a doctoral-level program evaluation course. Drawing on a mixed methods analysis of 98 statements across two semesters, one without formal instruction (2024) and one with structured, purposeful guidance (2025), the study compares differences in prevalence, thoroughness, transparency, and rigor. Results indicate that explicit instruction was associated with substantially higher reported AI use and more detailed, transparent disclosures, particularly in relation to tool identification, prompt disclosure, and workflow description. Differences in rigor were modest and not statistically significant. Findings underscore the importance of explicit instruction in supporting transparent and academically appropriate AI use.
Source: College Teaching
Institution: Auburn University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W7171215334