{"id":1029,"date":"2025-08-27T14:04:20","date_gmt":"2025-08-27T18:04:20","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/introductiontoresearch\/chapter\/guidance-on-the-acceptability-of-using-generative-ai-in-coursework-unbc\/"},"modified":"2025-09-07T12:53:21","modified_gmt":"2025-09-07T16:53:21","slug":"guidance-on-the-acceptability-of-using-generative-ai-in-coursework-unbc","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/introductiontoresearch\/chapter\/guidance-on-the-acceptability-of-using-generative-ai-in-coursework-unbc\/","title":{"raw":"Guidance on the acceptability of using generative AI in coursework | UNBC","rendered":"Guidance on the acceptability of using generative AI in coursework | UNBC"},"content":{"raw":"
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\r\n\r\nGuidance on the acceptability of using generative AI in coursework<\/span>\r\n\r\nThe responsible implementation and use of Artificial Intelligence (AI) allows us to unlock its significant potential for enhancing learning and research.<\/span>\r\n
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\r\n\r\nThis guidance material has been prepared by the \u2018AI Task Force\u2019, 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.\r\n\r\nThis 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.\r\n\r\n
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Top Takeaways<\/h2>\r\nThe 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.\r\n\r\nGenerative 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.<\/em>\r\n

Students<\/h3>\r\n
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  1. Unless otherwise stated, students should assume use of GenAI might be restricted.<\/li>\r\n \t
  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.<\/li>\r\n \t
  3. Students should always be mindful of the privacy implications around the sharing of information on digital platforms.<\/li>\r\n \t
  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.<\/li>\r\n \t
  5. Students should review and familiarize themselves with the course content via the outline\/syllabus before continuing with the course.<\/li>\r\n \t
  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.<\/li>\r\n<\/ol>\r\n

    Instructors<\/h3>\r\n
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    1. As an instructor, you have the freedom to choose when and how GenAI is used in your teaching.<\/li>\r\n \t
    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.<\/li>\r\n \t
    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.<\/li>\r\n \t
    4. Instructors might reasonably require the use of GenAI tools if those tools have been authorized through UNBC\u2019s Privacy Impact Assessment (PIA) process.<\/li>\r\n \t
    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.<\/li>\r\n \t
    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.<\/li>\r\n \t
    7. UNBC does not endorse the use of AI detectors.<\/li>\r\n<\/ol>\r\nTeaching assistants<\/strong> should be familiar with the course outline\/syllabus and assignment guidelines, and they should clarify with course instructors expectations around the use of GenAI.\r\n\r\nMore detail, and links to further information are provided below.\r\n\r\n
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