Document Type

Honors Thesis

Degree Name

Bachelor of Science

Date of Award

4-15-2026

Abstract

Artificial Intelligence (ChatGPT) has become a significant topic in academia. Professors and university officials have been contemplating an all-out ban on utilizing such tools for undergraduate academic work. Sullivan et al (2023) noted “…student behaviors led some universities to ban the use of ChatGPT…” (p. 32). Instead of teaching students how to leverage ChatGPT as a powerful resource to enhance the learning process, universities have deemed use of ChatGPT unacceptable, equating its use with serious academic dishonesty offenses consistent with plagiarism (Hawdon et al., 2025). Directly copying from ChatGPT can constitute plagiarism and poses a significant issue for college-level studies, as it undermines the learning process. However, an outright ban on ChatGPT is not a sustainable solution. While this study focuses specifically on ChatGPT, it is important to recognize that ChatGPT has become a widely used term when discussing generative AI more broadly, reflecting its strong public visibility and influence. The problem is a lack of insight into student and faculty knowledge, perception, and usage of ChatGPT. The purpose of this study is to capture and compare the student and faculty knowledge, perception, and usage of ChatGPT.

Advisor

Robert Rankin

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Keywords

ChatGPT, artificial intelligence, AI, generative AI, higher education, undergraduate academic work

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