  Large Language Models (LLMs) are advancing quickly and impacting people's
lives for better or worse. In higher education, concerns have emerged such as
students' misuse of LLMs and degraded education outcomes. To unpack the ethical
concerns of LLMs for higher education, we conducted a case study consisting of
stakeholder interviews (n=20) in higher education computer science. We found
that students use several distinct mental models to interact with LLMs - LLMs
serve as a tool for (a) writing, (b) coding, and (c) information retrieval,
which differ somewhat in ethical considerations. Students and teachers brought
up ethical issues that directly impact them, such as inaccurate LLM responses,
hallucinations, biases, privacy leakage, and academic integrity issues.
Participants emphasized the necessity of guidance and rules for the use of LLMs
in higher education, including teaching digital literacy, rethinking education,
and having cautious and contextual policies. We reflect on the ethical
challenges and propose solutions.
