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GUIDE (Generative Understanding, Inclusive Design, and Ethical Assessment) Project
University of Calgary
This project is affiliated with the Postplagiarism Reserach Lab at the University of Calgary. In this project we focus on developing inclusive assessment practices in the GenAI age.
Purpose: The primary goal of the project is to explore how GenAI can be leveraged in equitable and inclusive ways to improve teaching, learning, and assessment, particularly for individuals with disabilities, neurodivergent people, and those with learning differences.
Research Question: How can GenAI technologies be integrated into student assessments for inclusion and simultaneously support academic integrity?
Methods: In this qualitative research study, our two primary data sources will be semi-structured interview and documents analysis. The University of Calgary Conjoint Faculties Research Ethics Board has approved this study (REB25-1386).
Research Participants: Full- and part-time academic staff at the University of Calgary. We may expand the research participant pool in future phases of the work.
Implications: The successful completion of this research project on GenAI in student assessment can help to drive transformative changes in assessment practices at the University of Calgary.
Key words: academic integrity, inclusion, accessibility, equity, Canada, inclusive, artificial intelligence, generative artificial intelligence, GenAI
Research Team:
In the GUIDE project our work is underpinned by a ‘nothing about us without us’ approach, prioritizing employment and capacity-building opportunities for team members with lived and living experience with disability, differences, and neurodivergence. The team includes both neurotypical and neurodivergent members. Disclosure is not a requirement and we respect our team members' right to privacy.
Sarah Elaine Eaton, PhD, Werklund School of Education, Principal Investigator - seaton@ucalgary.ca
Brenda McDermott, PhD, Student Accessibility Services, Co-Investigator
Soroush Sabbaghan, PhD, Werklund School of Education, Co-Investigator
Bibek Dahal, PhD candidate, Werklund School of Education, Graduate Research Assistant
Sarah Khalifa, BSC student, Faculty of Science, Undergraduate Research Assistant
Beatriz Moya Figueroa, PhD, Instituto de Éticas Aplicadas, Pontificia Universidad Católica de Chile, International Project Consultant
Funding: This project is funded by a 2025 University of Calgary Teaching Grant.
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