Instructor Options

What Does This Mean?

An open approach to the use of GAI in a class allows students to use it. An instructor can make recommendations for its best use, help build student AI literacy, and include instructions on citation and acknowledgment.

Why Would an Instructor Select This Option?

An open policy can help instructors and students take a collaborative, exploratory approach to assessing the impact of GAI on their subject or field. Research on GAI and learning has shown that students who use GAI for tutoring on new subject material can enhance their learning.

Instructors can set new expectations for student work, and students can build AI literacy and skills under supervision.

How Does It Work?

Activities

• Have students share prompts or techniques for using GAI to study or complete coursework.
• Ask alumni to share how GAI is being used and managed in their field. Share with current students and build expectations for behavior in the course to match.
• Share examples of the impact of GAI on learning with students and work with the class participants to craft a GAI output verification process for the topic at hand.

Syllabus Statements/Examples

• "In this course, you are allowed to use Generative Artificial Intelligence (GAI) in any mannerclass. Any use of GAI should be accompanied by a disclosure at the end of an assignment explaining (1) what you used GAI for; (2) the specific tool(s) you used; (3) what prompts you used to get the results; (4) what steps did you take to verify the accuracy and/or quality of the AI output."
• "For this class, the use of generative AI tools is permitted to support—but not replace—critical thinking and analysis. You may use AI tools for conceptual work such as brainstorming and to create visualizations of quantitative data. Prohibited uses include writing substitution or submitting unverified outputs."

Communicating With Students

• In addition to including a statement on the course syllabus, a teaching best practice is to discuss AI usage with students during the course. The following are some possible methods:
  • Discussion of the syllabus policy and the University policy on generative AI use, emphasizing the reasons for allowing the use of AI in this course.
  • Assignment of the Canvas student module on AI, followed by a discussion of students’ understanding of how generative AI works and when it is appropriate for this course.
• If adding new coursework expectations that utilize GAI capabilities, also plan alternate assignments for students who prefer not to use GAI.

What Does This Mean?

Under this approach, the use of GAI is permitted when explicitly authorized by the instructor. This could mean one assignment for the term, specific types of study or activities, or some other qualification.

Why Would an Instructor Select This Option?

This approach may be appropriate for an instructor who has identified specific learning objectives that must be evaluated as human-only, but who is open to some aspects of student learning being supported by GAI.

How Does It Work?

Activities

• Using the class learning objectives, outline for students which parts align with your policy on appropriate use. For example, if using GAI for self-quizzing or practice outside of class aligns with your policy, share the learning objectives and example prompts/GAI interactions related to homework, and clarify the boundary between using GAI for self-study and to complete homework.
• If GAI use is approved only for specific assignments, share the policy at the start of the quarter and again when a GAI-approved assignment approaches. Include in the assessment rubric or grading scheme requirements for how students will use GAI. For example, students must share with you two techniques they used to verify GAI output or to quality-check the output, in addition to turning in the final work.

Syllabus Statements/Examples

• "In this course, you may use Generative Artificial Intelligence (GAI) on assignments only for the purposes specified in the assignment prompts. Any use of GAI should be accompanied by a disclosure at the end of the assignment that explains (1) what you used GAI for; (2) the specific tool(s) you used; (3) the prompts you used to obtain the results; and (4) the steps you took to verify the accuracy and/or quality of the AI output. Any use of GAI that is not permitted will be treated as a potential academic integrity violation."
• “In this course, all elements of student work must be your own, except when explicitly directed to use GAI tools. Developing strong competencies in the skills emphasized in this course will prepare you for success in your studies and career. Therefore, the careful application or avoidance of GAI is a critical skillset you will practice throughout this course. If you have any questions about what constitutes a violation of this statement, please see me.”
• “In this class, you are welcome to use AI as a tool to check your work or to generate problem sets or materials to practice with independently outside of class. However, I expect all work you submit to be yours and not completed by GAI. This includes, but is not limited to, using GAI when taking quizzes in Canvas, which constitutes a violation of academic integrity. Any suspected violations of academic integrity will be swiftly reported to the responsible dean of our school. Additionally, 60 percent of the course grade is based on in-person assessment. Relying on GAI to complete your work will not prepare you for these assessments and likely yield a failing grade because you will not possess the skills needed to pass these required assessments.”

Communicating With Students

• In addition to including a statement on the course syllabus, a teaching best practice is to discuss AI use with students during the course. This can take several forms:
  • Discussion of the syllabus policy and the University policy on generative AI use, emphasizing the reasons for limiting the use of AI in this course.
  • Assignment of the Canvas student module on AI, with subsequent discussion of the students’ understanding of how generative AI works and when it is appropriate or not for this course.
  • Reemphasis of the policy for each assignment, again with reference to the reasons of when AI is appropriate or not for each assignment.

What Does This Mean?

The use of GAI is prohibited in this course. It cannot be used to complete student work, to review and revise student work, nor to tutor students in the subject matter.

Why Would an Instructor Select This Option?

An instructor would choose this option if they have determined that:

• GAI will not contribute to their students’ learning in this course.
• GAI does not have a useful role in the course or may impede students’ mastery of skills or content.

How Does It Work?

Syllabus Statements/Examples

• Create an explicit syllabus policy and language regarding generative AI. The statement should clearly state that using GAI tools is prohibited for all assignments and explain why GAI is prohibited. A reference to the University’s syllabus statement on GAI will link violations to the University’s academic integrity policy.
• University syllabus statement 
• Sample syllabus statements:
  • “In this class, the ability to [skill or competency] is essential. Because this course focuses on [skill or learning outcome], the use of generative AI tools is not permitted.”
  • “In this course, all elements of student work must be your own. Developing strong competencies in the skills emphasized in this course will prepare you for success in your studies and career. Therefore, the use of generative AI to complete coursework or study the topic is not permitted. If you have any questions about what constitutes a violation of this statement, please see me.”
  • “The use of generative AI tools is prohibited in this course. Grappling with new concepts and problems, thinking deeply about them, and demonstrating organized problem-solving abilities are essential to learning. Generative AI may impede learning in this course.”

Activities

• The advent of generative AI has prompted many instructors to rethink their assessment practices. Some instructors have begun exploring:
  • Oral exams
  • Group exams
  • Proctored exams
  • Focus on process over final product, such as presentations, case study discussions, or updates on teams’ work to solve problems.
• Focusing on the course learning objectives and incorporating the best practice of having students understand their own metacognition may be a way to explore AI-resistant activities.
• Active learning: this approach can help improve critical thinking skills, increase retention and transfer of new information, increase motivation and interpersonal skills, and reduce course failure rates. Learn more about active learning activities.

Communicating With Students

• In addition to including a statement on the course syllabus, a teaching best practice is to discuss AI use with students during the course. This can take several forms:
  • Discussion of the syllabus policy and the University policy on the use of generative AI, emphasizing the reasons for prohibiting the use of AI in this course.
  • Assignment of the Canvas student module on AI, with subsequent discussion of the students' understanding of how generative AI works and why it is inappropriate for this course.
  • Reemphasis of the policy for each assignment, again with reference to the reasons AI use is prohibited for students.