Despite continuous discussions on Generative Artificial Intelligence (Gen AI) ethics in academia, limited studies examine the perceptions of students or the application of ChatGPT with non-traditional students. We report an exploratory single case of a two-week orientation offered to non-traditional students entering online bachelor's degree programs. Students that participated in the orientation course completed a survey and a "short research-based reflection paper" using the pre-developed prompt discussing the relationship between academic dishonesty and workplace ethics including the ethical use of Gen AI. Based on open coding of 63 selected essays, we identified four major themes in student reflections on the ethical use of Gen AI: (1) threats to integrity and the learning process; (2) benefits and efficiency; (3) perceived inevitability of Gen AI; and (4) shared responsibility to govern the ethical use of Gen AI in academic life. The purpose of this study was to provide insights to researchers and practitioners in higher education on designing writing activities that can alleviate threats to academic integrity while promoting benefits of Gen AI into the classroom and workplace.