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55 Guidance on the acceptability of using generative AI in coursework | UNBC

Guidance on the acceptability of using generative AI in coursework

The responsible implementation and use of Artificial Intelligence (AI) allows us to unlock its significant potential for enhancing learning and research.

This guidance material has been prepared by the ‘AI Task Force’, established by the Vice-President Academic and Provost, to help address a need for clarity in course outlines around the expectations regarding use of generative AI (GenAI) by students.

This guidance is not a university policy document. A policy document is binding on members of the university community and requires formal approval through university governance. This material is for guidance, and it describes a general approach to teaching and learning activity. This guidance in itself is not binding, and not enforceable, and it has not been formally approved by Senate or the Board of Governors.

 

Top Takeaways

The following takeaways represent key guidance for students around their responsible use of GenAI, and for instructors around their communication to students on GenAI use and its acceptability in their course.

Generative AI (or GenAI) refers to a category of technologies that can generate new and unique outputs. Some examples of these outputs include images, text, audio, video, and 3D models. ChatGPT, Pixlr, and Audiocraft are examples of GenAI.

Students

  1. Unless otherwise stated, students should assume use of GenAI might be restricted.
  2. If students are ever unsure about the use of GenAI within their course, they should re-read the course outline/syllabus, and then reach out to the course instructor for further clarification.
  3. Students should always be mindful of the privacy implications around the sharing of information on digital platforms.
  4. Students are responsible for ensuring that they are familiar with and apply the general standards and requirements of Academic Honesty and Academic Integrity, including the requirement to declare/cite sources.
  5. Students should review and familiarize themselves with the course content via the outline/syllabus before continuing with the course.
  6. Students might only reasonably expect an instructor to provide an alternative assignment to one requiring GenAI use upon request if they can present clear and reasonable rationale as to why they are not able to use the tool: e.g., access issues that would put them at a disadvantage to other students.

Instructors

  1. As an instructor, you have the freedom to choose when and how GenAI is used in your teaching.
  2. Instructors should explicitly convey to students, via course outline/syllabus, in-class discussions, and assignment guidelines, whether and to what extent the use of GenAI is permissible within the course.
  3. If your course outline/syllabus or assignment guidelines are silent on the permissibility (or not) of GenAI within the course, students might reasonably assume its use is not restricted.
  4. Instructors might reasonably require the use of GenAI tools if those tools have been authorized through UNBC’s Privacy Impact Assessment (PIA) process.
  5. As an instructor, if you are encouraging or requiring students to use GenAI, and the student is not able to do so (e.g., due to accessibility issues), then you might reasonably be expected to offer, upon request, an alternative assignment or assignment method.
  6. Instructors are responsible for informing students at the beginning of each course of any specific criteria (such as on the use of GenAI) related to Academic Honesty or Integrity that may be pertinent.
  7. UNBC does not endorse the use of AI detectors.

Teaching assistants should be familiar with the course outline/syllabus and assignment guidelines, and they should clarify with course instructors expectations around the use of GenAI.

More detail, and links to further information are provided below.

 

The responsible implementation and use of Artificial Intelligence (AI) allows us to unlock its significant potential for enhancing learning and research.

This guidance is one step in UNBC’s response to AI in education and can be used as a starting point which collates complementary resources from across UNBC, supporting instructors, teaching assistants, and students in understanding their respective roles and responsibilities with regards to the usage of AI in coursework and assignments.

AI is a general term that describes technology that enables computers and digital devices to train, read, write, create, and analyze. For the purposes of this guidance, we focus on ‘Generative AI’ and offer the following definition:

Generative AI (or GenAI) refers to a category of technologies that can generate new and unique outputs. Some examples of these outputs include images, text, audio, video, and 3D models. ChatGPT, Pixlr, and Audiocraft are examples of GenAI.

GenAI does not generally include technologies, such as grammar checkers, calculators, basic language translators, etc., which perform pre-defined and predictable operations. Some AI applications include both generative and non-generative functions (e.g., Grammarly and MS Editor). If a student is uncertain that a particular application/technology is acceptable for use, they should confirm with the course instructor.

Instructors should explicitly convey to students, via the course outline/syllabus, in-class discussions, and assessment guidelines, whether and to what degree the use of GenAI is permissible within the course. The following course outline/syllabus statements have been prepared based on those available from the Centre for Teaching, Learning and Technology (CTLT) to be used as is or appropriately adapted/modified by instructors in their course outline/syllabus. Further considerations from CTLT around syllabus language can be found here.

AI Use Is Permitted

I am aware of the advent of generative AI technology, and I can see the potential of you using these tools to complete the work for this class. However, I encourage you to familiarize yourself with the limitations of these tools and to engage in careful revision, editing, and fact-checking of anything AI produces for you. As for all source material, you are required to disclose any use of generative AI in this course either in the introduction to the assignment, a citations list, bibliography, or in an appended document, or as otherwise specified in the course/syllabus outline. When there is a failure to disclose generative AI use, relevant academic misconduct policy may apply. Useful information on citing GenAI is provided on our library webpages, within the ‘AI Literacy’ Subject Guide.

AI Use Is Not Permitted

Please note that in this class, I expect that you will compose all of your responses yourself and not involve the use of generative AI tools like ChatGPT. If it becomes apparent that you have used generative AI tools in the work you submit for this class, that work will be found to not have met the terms of the assignment, and relevant academic misconduct policy may apply.

AI Use Permitted on a Case-by-Case Basis

Generative AI is emerging and may be useful in some assignments for this class; in others, I am interested not in what AI can generate but what you can produce. Please pay close attention to assignment guidelines to see where generative AI is permitted to be used in this class and where it is not. As for all source material, you are required to disclose any use of generative AI in this course either in the introduction to the assignment, a citations list, bibliography, or in an appended document, or as otherwise specified in the course/syllabus outline or assignment guidelines. When there is a failure to disclose permitted generative AI use, relevant academic misconduct policy may apply. Likewise, if generative AI is not permitted but it becomes apparent that you have used generative AI tools in the work you submit for this class, that work will be found to not have met the terms of the assignment, and relevant academic misconduct policy may apply. Useful information on citing GenAI is provided on our library webpages, within the ‘AI Literacy’ Subject Guide.

Assignment Where AI Use Is Not Permitted

Because this assignment is an opportunity for me to evaluate your writing skills / critical thinking / research skills, it is not an opportunity to make use of generative AI. If it becomes apparent that you have used generative AI tools in the work you submit for this class, that work will be found to not have met the terms of the assignment, and relevant academic misconduct policy may apply.

Assignment Where AI Use Is Permitted

For this assignment, you are permitted to consult a generative AI tool in developing your response. As for all source material, you are required to disclose any use of generative AI in this course either in the introduction to the assignment, a citations list, bibliography, or in an appended document, or as otherwise specified in the course/syllabus outline or assignment guidelines. When there is a failure to disclose generative AI use, relevant academic misconduct policy may apply. Useful information on citing GenAI is provided on our library webpages, within the ‘AI Literacy’ Subject Guide.
Furthermore, CTLT has prepared valuable guidance in the format of ‘Frequently Asked Questions’ that can help instructors navigate the questions around the use of generative technologies in their courses, including questions on topics covering AI detectors (detectors are not endorsed by UNBC), misconduct, academic integrity, and privacy, etc.

Unless otherwise stated, students should assume use of GenAI might be restricted, the use of any source must be appropriately cited in coursework or assignments, and that the standards and requirements of Academic Honesty and Integrity apply. If students are ever unsure about the use of GenAI within their course, they should re-read the course outline/syllabus, and then reach out to the course instructor for further clarification.

Resources for students are also available through UNBC’s Centre for Teaching, Learning and Technology (CTLT). CTLT has prepared valuable guidance here on the use of AI writing assistants, with considerations around privacy,  trustworthiness, and Academic Integrity. The CTLT’s guidelines may be applicable more broadly to GenAI tools, for example:

  • Use the tool to assist, but not to replace critical thinking and analysis.
  • Confirm acceptability of the tools and how you intend to use them with the course instructor.
  • Before using GenAI tools, review the associated privacy policy and confirm that your data will be handled securely.
  • Ensure you appropriately cite and reference any GenAI applications or output that contributed to your work. Useful information on citing GenAI is provided on our library webpages, here.

Instructors are responsible for informing Students at the beginning of each course of any specific criteria (regarding the use of GenAI) related to Academic Honesty or Academic Integrity that may be pertinent to the course or course assignments.

Students are responsible for ensuring that they are familiar with and apply the generally accepted standards and requirements of Academic Honesty and Academic Integrity, and this equally applies to the use of GenAI.

Academic Dishonesty refers to any type of cheating that occurs in relation to a formal academic exercise.

Academic Integrity refers to values like honesty, trust, fairness, respect, and responsibility in which good academic work must be founded. Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation, or deception.

Further guidance around academic conduct, including on consequences of misconduct, can be found in UNBC’s Academic and Non-Academic Conduct Policy.

Useful information on citing GenAI is provided on our library webpages, here.

There is a lot of literature on ethical dilemmas around the use of AI, including, for instance, information on accuracy/inaccuracy, bias, lack of transparency, and data privacy.

In balancing these ethical dilemmas with an appropriate pedagogical objective, instructors might reasonably require the use of GenAI tools if those tools have been authorized through UNBC’s Privacy Impact Assessment (PIA) process.

Students might only reasonably expect an instructor to provide an alternative assignment to one requiring GenAI use, upon request, if they can present clear and reasonable rationale as to why they are not able to use the tool (such as access issues that would put them at a disadvantage to other students).

Instructors

As an instructor, you have the freedom to choose when and how GenAI is used in your teaching. Individual instructors should determine when, and if, GenAI will be incorporated into course design, activities, and assessments based on course learning outcomes, equity of access, individual interest, ethical values, and conventions and expectations of the discipline. However, instructors should note the need/benefit or otherwise for a Privacy Impact Assessment (PIA):

  • A Privacy Impact Assessment (PIA) is a requirement of British Columbia’s Freedom of Information and Protection of Privacy Act (FOIPPA) for all new or changing initiatives or software programs at UNBC that collect or use personal information.
  • Should you wish to incorporate GenAI into your course and ‘require’ its use by students on the course, a PIA should be completed for the GenAI tool. Contact privacy@unbc.ca to start the PIA process, or to confirm if the GenAI tool has already been assessed.

As an instructor, if you are encouraging or requiring students to use GenAI, and the student is not able to do so for reasons such as  accessibility, then you might reasonably be expected to offer, upon request, an alternative assignment or assignment method. This assignment should fulfil the same learning objectives. and be graded similarly with no disadvantage to the student, if they are not able use GenAI.

Students

UNBC acknowledges that individuals will have different reactions to and different expectations of the technology.

Students should review and familiarize themselves with the course content via the outline/syllabus before continuing with the course.

If a course requires the use of GenAI, then a student might only reasonably expect that an instructor will provide an alternative assignment if the student can articulate clear and reasonable rationale as to why they are not able to use the tool (such as access issues that would put them at a disadvantage to other students).

In general, instructors cannot reasonably require students to sign up for AI tools/accounts that have not been authorized for use following UNBC’s Privacy Impact Assessment process.

Several topics have been identified as priority areas of need for further UNBC guidance. These will be addressed in the next stages(s) of work by an AI Task Force with an expanded mandate:

  1. An institutional whitelist of ‘approved’ GenAI tools for use in courses by instructors and students.
  2. Training on how to approach and use common GenAI software.
  3. Understanding copyright and ethical use of GenAI (including for detection).
  4. Consideration of data privacy and records management when using GenAI.

Further Support.

If you have any ideas for how UNBC can enhance its guidance and communication around AI in education, please feel free to share this at aitaskforce@unbc.ca. This content will be reviewed and revised as appropriate to reflect current guidance.

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An Introduction to Research for Nursing Students Copyright © by Jane Beech and Aderonke Agboji is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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