AI holds tremendous potential for good, but it’s also given rise to "AI plagiarism"on student writing assignments. A survey commissioned by nonprofit Junior Achievement reported that 44% of secondary students are likely to use AI to do their schoolwork instead of doing it themselves despite 60% of them believing that to be a form of cheating. Many educators are concerned that students outsourcing their writing to AI chatbots bypass the productive struggle needed to build the foundational critical thinking and cognitive skills normally developed during the writing process. AI detectors fail to reliably catch this problem and can create adversarial relationships between teachers and students, negatively impacting school culture and climate. AI detectors stumble because they treat and assess writing as the end work product (i.e., the paper). What to do? Assess the process, not just the paper! The Utah State Board of Education partnered with Scrible during the pandemic to support Utah’s schools through the research and writing process and it has fortuitously turned out to be a game changer for preventing AI plagiarism. Come learn about this pedagogically sound approach - “process over product” - to mitigating a main risk of generative AI.