“Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student.  

Developing strong competencies in this area will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism” (Horowitz, Salem State University). 

Can you actually enforce this?

Unlike other electronic materials, you cannot find the original source of AI generated content because it does not exist. There are “AI Detection” tools available online, but they are problematic for two reasons. First, like any plagiarism checker, they are not foolproof. Second, and most importantly, they require you to submit your students’ work to their database. In this scenario, it is important to be sensitive to the data privacy implications. 

Prepare for student questions.

Your students may be allowed to use AI in other courses and, therefore, may wonder why they cannot use it in yours. Be prepared to explain how this approach fits with the learning outcomes for your course.

Be aware of how AI is being used by students.

Even if you are not interested in using AI tools yourself, and you do not want them used in the completion of course work in your classes, it will be useful to have some sense of the different ways they can be used in teaching and learning. Again, this may make conversations with students more meaningful.

“The purpose of assignments in this course is for you to demonstrate your writing and critical thinking skills while providing you with opportunities to grow as a communicator, thinker, and scholar. Writing skills, along with the course concepts you learn while writing, will help you develop as a person and valued employee who will succeed in your future career(s). I may sometimes incorporate the use of generative artificial intelligence (AI) tools like ChatGPT into your lessons and assignments. In these cases, AI is a valuable tool for learning. However, in instances where you are not specifically told to use AI, I ask you to embrace the challenges of learning, scholarship, and personal growth and write without using AI. Please let me know if you have any questions about the use of AI in this class” (Saums, Volunteer State Community College).

“You might be permitted to use generative AI tools for specific assignments or class activities. However, assignments created with AI should not exceed 25% of the work submitted and must identify the AI-generated portions. Presenting AI-generated work as your own will have consequences according to university policies. Importantly, while AI programs like ChatGPT can help with idea generation, they are not immune to inaccuracies and limitations. Further, overreliance on AI can hinder independent thinking and creativity. Note that, in the spirit of this policy, it was written in part by ChatGPT” (Gilbert, Coastal Carolina University)

Can you actually enforce this?

Unlike other electronic materials, you cannot find the original source of AI generated content because it does not exist. There are “AI Detection” tools available online, but they are problematic for two reasons. First, like any plagiarism checker, they are not foolproof. Second, and most importantly, they require you to submit your students’ work to their database. In this scenario, it is important to be sensitive to the data privacy implications.

Prepare for student questions.

Your students may be confused about what constitutes an appropriate amount of AI generated content. Be prepared to explain how this approach fits with the learning outcomes for your course.

Do your students need to register for an account?

For reasons of privacy and security, we cannot require students to register for tools that fall outside the VIU suite of software. While many students may have already signed up for tools like ChatGPT or won’t mind doing so, you may have students in your classroom who do not want to create an account. It is worth considering how this will impact their engagement with the course.

“Using an AI-content generator such as ChatGPT to complete assignment without proper attribution violates academic integrity. By submitting assignments in this class, you pledge to affirm that they are your own work and you attribute use of any tools and sources.

Learning to use AI responsibly and ethically is an important skill in today’s society. Be aware of the limits of conversational, generative AI tools such as ChatGPT.

• Quality of your prompts: The quality of its output directly correlates to the quality of your input. Master “prompt engineering” by refining your prompts in order to get good outcomes.

• Fact-check all of the AI outputs. Assume it is wrong unless you cross-check the claims with reliable sources. The currently AI models will confidently reassert factual errors. You will be responsible for any errors or omissions.

• Full disclosure: Like any other tool, the use of AI should be acknowledged. At the end of your assignment, write a short paragraph to explain which AI tool and how you used it, if applicable. Include the prompts you used to get the results. Failure to do so is in violation of academic integrity policies. If you merely use the instructional AI embedded within Packback, no disclosure is needed. That is a pre-authorized tool.

Here are approved uses of AI in this course. You can take advantage of a generative AI to:

• Fine tune your research questions by using this tool https://labs.packback.co/question/ Enter a draft research question. The tool can help you find related, open-ended questions

• Brainstorm and fine tune your ideas; use AI to draft an outline to clarify your thoughts

• Check grammar, rigor, and style; help you find an expression” (Joubin, George Washington University)

How much do your students really know about AI?

When we talk about AI we tend to think “ChatGPT”. But there are many other tools out there that students can access. There is likely to be a wide range of AI experience and expertise in your classes. This could put some students at a disadvantage. It might be worth gauging the expertise levels at the beginning of the term and getting some of the more experienced users to share what they know.

Do your students know how to use AI tools well?

Like any tool, using Generative AI tools takes practice. Creating good prompts is a skill and it can get frustrating if you are not getting the kinds of results you expect.

Do your students know how to analyze information?

This is important in any context, but even more so with AI generated content. AI is not sentient. It cannot reason, analyze or think critically. That means that we have to do that work for it. AI hallucinations, inconsistent output and built in bias are all well-known concerns with the use of AI. This can be an excellent opportunity to talk about the importance of evaluating sources and analyzing information.

Do your students need to register for an account?

For reasons of privacy and security, we cannot require students to register for tools that fall outside the VIU suite of software. While many students may have already signed up for tools like ChatGPT or won’t mind doing so, you may have students in your classroom who do not want to create an account. You will need to consider how this will impact their engagement with the course and find alternate ways for engagement.

“I expect you to use AI (ChatGPT and image generation tools, at a minimum), in this class. In fact, some assignments will require it. Learning to use AI is an emerging skill, and I provide tutorials in Canvas about how to use them. I am happy to meet and help with these tools during office hours or after class.

Be aware of the limits of ChatGPT:

If you provide minimum effort prompts, you will get low quality results. You will need to refine your prompts in order to get good outcomes. This will take work.

Don’t trust anything it says. If it gives you a number or fact, assume it is wrong unless you either know the answer or can check in with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics you understand.

AI is a tool, but one that you need to acknowledge using. Please include a paragraph at the end of any assignment that uses AI explaining what you used the AI for and what prompts you used to get the results. Failure to do so is in violation of the academic honesty policies.

Be thoughtful about when this tool is useful. Don’t use it if it isn’t appropriate for the case or circumstance” (Mollick, Wharton School University of Pennsylvania).

How much do your students really know about AI?

When we talk about AI we tend to think “ChatGPT”. But there are many other tools out there that students can access. There is likely to be a wide range of AI experience and expertise in your classes. This could put some students at a disadvantage. It might be worth gauging the expertise levels at the beginning of the term and getting some of the more experienced users to share what they know.

Do your students know how to use AI tools well?

Like any tool, using Generative AI tools takes practice. Creating good prompts is a skill and it can get frustrating if you are not getting the kinds of results you expect.

Do your students know how to analyze information?

This is important in any context, but even more so with AI generated content. AI is not sentient. It cannot reason, analyze or think critically. That means that we have to do that work for it. AI hallucinations, inconsistent output and built in bias are all well-known concerns with the use of AI. This can be an excellent opportunity to talk about the importance of evaluating sources and analyzing information.

Do your students need to register for an account?

For reasons of privacy and security, we cannot require students to register for tools that fall outside the VIU suite of software. While many students may have already signed up for tools like ChatGPT or won’t mind doing so, you may have students in your classroom who do not want to create an account. In this situation, you will need to find alternate ways for those students to meaningfully engage in the course.

Are there potential costs for students?

While it is free to sign up for most Generative AI tools, the free version often comes with limits in the number of prompts that can be used before they start asking for money. Even for “fully free” tools like ChatGPT 3.5, there is no guarantee that they will remain free. Designing your courses with some flexibility will help you shift if access to the tool(s) you are using suddenly changes.

It should also be noted that some students may be willing and able to pay for additional access or improved versions of AI tools. For example, ChatGPT 3.5 is free, but ChatGPT 4.0 is not.

Can they use any Generative AI tool, or just specific ones?

This will impact your course design and assessment choices. If you are thinking about integrating a specific tool, this will not necessarily mean that students will limit their use to that single tool. Will it impact your decision for how AI will be integrated into your class?