Recommendations and Guidelines
AI: Suggested Syllabus Language
This resource is referenced in the UNBC Provost’s Guidance on the Acceptability of Using Generative AI in Coursework.
Addressing generative AI technologies in our classrooms is an important teaching and learning consideration when designing or revising your course. The following syllabus language examples are shared here to stimulate a conversation about these tools in the community and with your learners.
When creating a syllabus policy on AI use by students, it’s essential to consider various factors to ensure fairness, academic integrity, and educational efficacy.
Things to consider:
- Educational Objectives: Ensure that the policy aligns with the educational objectives of the course. Consider how AI use may support or hinder students in achieving these objectives. Could students use Generative AI for some parts of an assignment but not all? Be very clear which parts of assignments students can use AI for (generating paper outlines, brainstorming topic ideas, etc.) and which parts they must write themselves. Clearly explain why it is important to their learning that they do certain assignments unassisted.
- Define AI: Clearly define what constitutes AI in the context of the course. This could include specific software, algorithms, or tools that students are allowed or not allowed to use. Be aware that software like Grammarly and Microsoft Word/Excel now could contain AI components.
- Learning Outcomes: Determine how AI use may impact students’ attainment of learning outcomes. Consider whether AI use enhances understanding or undermines critical thinking and problem-solving skills. Consider if your course’s learning outcomes should include teaching students how to use Generative AI to solve problems in your academic field, and to develop technological skills and information literacy they will need in the future.
- Ethical Considerations: Discuss the ethical implications of AI use, such as information accuracy, source quality, bias, and data privacy concerns. Encourage students to critically evaluate the ethical implications of using AI tools in their coursework.
- Level of Course: Tailor the policy to the level of the course. For introductory courses, provide more guidance and restrictions on AI use, whereas in advanced courses, allow more flexibility based on students’ proficiency and understanding.
- Transparency: Be transparent about the expectations and limitations regarding AI use. Clearly communicate what is permitted and what is not permitted in terms of AI tools and assistance, and the reasoning why.
- Assessment Criteria: Clarify how AI use will be evaluated in assignments, exams, and projects. Determine whether students need to disclose their use of AI tools, how AI use will be cited properly, and how it will impact their grades.
- Skill Development: Consider how AI use aligns with the development of students’ skills. Determine whether AI tools complement or detract from the development of critical thinking, problem-solving, and analytical skills.
- Resources and Support: Provide resources and support to help students understand how to use AI tools effectively and ethically. Offer guidance on selecting appropriate tools, interpreting results, and avoiding pitfalls.
- Flexibility and Adaptability: Recognize that technology and AI are constantly evolving. Be open to revising the policy based on emerging trends, advancements, and feedback from students.
- Instructor Familiarity: Assess your own familiarity with AI tools and technologies. Consider whether you have the expertise to support students in using AI effectively and ethically. The CTLT has several “Teaching & Learning & AI Technologies” recorded workshops for instructors in Moodle. (self-enroll in the course here).
- Feedback Mechanisms: Establish mechanisms for students to provide feedback on their experiences with AI use in the course. Use this feedback to refine the policy and improve the learning experience for future students.
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. You are also required to disclose any use of AI in this course either in the introduction to the assignment or in an appended document. This disclosure should include screen shots of the prompts you gave AI and its output. Failure to undertake careful revisions or to disclose AI use may result in significant grade penalties.
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 you will be asked to re-submit.
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.
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. Using generative AI for this assignment is a failure to demonstrate these skills, and this will be reflected your grade. Please note that if I am concerned you have used AI on any part of this assignment, you will be called to a meeting to discuss the assignment in detail.
Assignment Where AI Use Is Permitted
For this assignment, you are permitted to consult a generative AI tool in developing your response. You must disclose what AI tools you have used and how, and you are required to “show your work” when using AI in the form of screen shots detailing prompts and output, as well as demonstrating how you fact-checked and revised the AI output. Failure to disclose and document how AI was used is a failure to meet the guidelines of this assignment and will be reflected in your grade.
The language above is adapted from AI In Education – Syllabus Language https://aieducation.trubox.ca/syllabus-language/
Additional Syllabus Language Examples (100+ examples)
This crowdsourced collection of syllabus policies was created for the purposes of sharing and helping instructors see the range of policies being used by post-secondary educators to help in the development of their own for navigating generative technologies.
Disclosing AI Use in Course Development
“Generative AI is changing the way many of us do our jobs, including me. I have employed the use of generative AI to help develop assignment topics and multiple choice questions. Any time I use AI in the class, you can expect me to disclose where and how I used it. We are all learning how to use this technology responsibly, and I hope we can have further discussion if you have any questions.”
