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- 59% of students report that they are regular AI users, whereas only 36% of instructors report that they are regular AI users<\/li>\n
- 50% of students report they would be extremely likely or likely to use AI tools even if their institution banned their use.<\/li>\n<\/ul>\n
As instructors craft their AI policies, recognizing the prevalence of AI use is crucial. AI output reads as authoritative as well as detailed and comprehensive, and only a person who is informed on the subject that AI output is generated can well assess its accuracy or usefulness. Students new to a discipline who are already using AI to gather information relevant to their daily lives are likely to over-estimate AI’s accuracy and usefulness, and will need careful guidance and education to develop AI critical thinking.<\/p>\n
As the next section makes clear, instructors are in control of AI policy in their courses, but these decisions should be made within the context of understanding how prevalent AI use is currently.<\/p>\n
The University\u2019s Academic Dishonesty policy<\/a> includes as an example of dishonest behavior “unauthorized assistance or unauthorized materials from any source (including but not limited to oral, audio, physical, digital, text messages, generative artificial intelligence (AI), photographs, apps, websites, and services) to generate a work product.”<\/strong> The key word here is unauthorized, placing the onus on instructors to decide if and how they wish to authorize such use.<\/p>\n
Further, the University’s policy presses students to acknowledge use of AI: “Cite a generative AI tool whenever work created by the tool is paraphrased, quoted, or incorporated into one\u2019s own work product. If generative AI was used to edit one\u2019s own prose, the use of the tool for this function should be acknowledged in the work<\/strong>.”<\/p>\n
At the individual course level, you may consider adding a clarifying statement to your syllabus, such as:<\/p>\n
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- \u201cUse of Artificial Intelligence (AI) to produce or help content\u00a0without proper attribution or authorization, when an assignment does not explicitly call or allow for it, is plagiarism.\u201d<\/li>\n<\/ul>\n
A few other AI-related things to consider adding to the syllabus:<\/p>\n
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- information about generative AI’s tendency to hallucinate<\/a> + clear ground rules about students’ accountability for verifying any AI outputs they consult or reference.<\/li>\n
- a notice about using AI ethically<\/strong> and safely. <\/strong>(ChatGPT acknowledges that they may share account holders\u2019 personal information with third parties, including vendors and service providers \u2014 see their\u00a0Privacy Policy<\/a>. Teach your students to\u00a0never share personal and sensitive information with generative AI chatbots.)<\/li>\n
- a description of under what circumstances students will be permitted or encouraged to use generative AI in your course. By encouraging and actively engaging with use of AI in some circumstances you demonstrate openness and AI expertise, making your admonitions against AI use in other circumstances more compelling.<\/li>\n
- information about how students should cite or credit AI<\/a>.<\/li>\n<\/ul>\n
All courses will not have the same policy. That’s part of what we need to teach students — that faculty are designing courses and assignments with different purposes and directions, and thus careful attention to directions around the appropriate use of AI needs to become part of students’ regular practice.<\/p>\n
If you are looking for ideas for syllabus language, 麻豆传媒在线 faculty statements<\/a> are being collected, and Lance Eaton of College Unbound has organized this diverse collection of statements<\/a> from faculty active in AI discussions.<\/p>\n
Perkins, Furze, Roe, and MacVaugh (2024)<\/a> published an AI Assessment Scale that provides a useful framework for communicating acceptable AI usage to students on assignments and assessments:<\/p>\n
![\"AI](\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2024\/07\/AI-Assessment-Scale.png\")
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Resources and References<\/div>\n麻豆传媒在线 faculty syllabus statements<\/a><\/p>\n
Syllabi policies for generative AI tools<\/a> from Lance Eaton<\/p>\n
The Best AI Syllabus Policies I’ve Seen So Far<\/a> from Daniel Stanford<\/p>\n
“AI & Ethics” slide deck<\/b><\/a> by Torrey Trust, Ph.D<\/b><\/a> (UMass Amherst)<\/p>\n
Toolkit for the Ethical Use of GenAI in Learning and Teaching<\/a> (University College Cork)<\/p>\n
Perkins, M., Furze, L., Roe, J., MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment. Journal of University Teaching and Learning Practice<\/i><\/i>, 21<\/i>(06). https:\/\/doi.org\/10.53761\/q3azde36<\/a><\/p>\n
Rowland, D. R. (2023). Two frameworks to guide discussions around levels of acceptable use of generative AI in student academic research and writing. Journal of Academic Language and Learning<\/i>, 17<\/i>(1), T31-T69. Retrieved from https:\/\/journal.aall.org.au\/index.php\/jall\/article\/view\/915<\/a><\/p>\n<\/div><\/div>\n
Last Modified: Monday, September 2, 2024 1:30 pm<\/em><\/p>\n
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\nTeaching Resources by\u00a0麻豆传媒在线 Office for Faculty Excellence<\/a>\u00a0is licensed under a\u00a0Creative Commons Attribution-NonCommercial 4.0 International License<\/a><\/p>\nThird-party content is not covered under the Creative Commons license and may be subject to additional intellectual property notices, information, or restrictions. You are solely responsible for obtaining permission to use third-party content or determining whether your use is fair use and for responding to any claims that may arise.<\/p>\n
- a notice about using AI ethically<\/strong> and safely. <\/strong>(ChatGPT acknowledges that they may share account holders\u2019 personal information with third parties, including vendors and service providers \u2014 see their\u00a0Privacy Policy<\/a>. Teach your students to\u00a0never share personal and sensitive information with generative AI chatbots.)<\/li>\n
- information about generative AI’s tendency to hallucinate<\/a> + clear ground rules about students’ accountability for verifying any AI outputs they consult or reference.<\/li>\n
- \u201cUse of Artificial Intelligence (AI) to produce or help content\u00a0without proper attribution or authorization, when an assignment does not explicitly call or allow for it, is plagiarism.\u201d<\/li>\n<\/ul>\n