Article

Post-Traditional Assessments and UDL to Encourage Ethical AI Use Among College Students

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Abstract

Contextualized in the existing literature on AI in higher education and our own experiences in course design and delivery, this manuscript will focus on how the use of Universal Design for Learning (UDL) and Constructivist Learning Theory (CLT) in higher education settings intersects with the growing use of AI. In discussing the implications of this intersection, we will focus on the advantages of structuring pedagogy and designing assignments that are less compatible with disingenuous AI use by students. We ultimately recommend pedagogical teaching and learning approaches that make it more challenging for students to use AI and do not compel instructors to focus solely on AI detection. This discussion encourages instructors to reconsider their assessments and consider how removing barriers and creating opportunities for autonomy and authentic assessment allows students to engage more actively with their learning and demonstrate how essential topics resonate with them– while also authoring their own work.

Keywords: Generative AI, Universal Design for Learning, Constructivist Learning Theory, High-Impact Practices, Higher Education

How to Cite:

Ashton, J., Sniatecki, J., Kofke, M. & Plummer, K., (2026) “Post-Traditional Assessments and UDL to Encourage Ethical AI Use Among College Students”, Journal of Effective Teaching in Higher Education 8(1), 25–43. doi: https://doi.org//jethe.1698