Teaching with Artificial Intelligence

What is artificial intelligence?
Artificial Intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. These processes include learning (acquiring information and rules for using it), reasoning (using rules to reach approximate or definite conclusions), and self-correction. AI systems can perform tasks such as visual perception, speech recognition, decision-making, and language translation, often improving efficiency and accuracy compared to human capabilities (Russell & Norvig, 2021).

What is generative artificial Intelligence?
Generative AI (GenAI) is primarily developed through virtual assistants like ChatGPT, Gemini, Claude, Perplexity, and Scribe. These systems can create content such as text, audio, images, and video that may be almost indistinguishable from human-created content. They operate by employing algorithms and neural networks, trained on large domain-specific datasets. The AI and its output are continually evaluated, and the process is fine-tuned to enhance performance (Zewe, 2023)

AI Statements and Course Expectations

The use of GenAI technologies in the classroom and related policies are at the faculty’s discretion. Faculty should clearly communicate your expectations for AI use in their syllabus. Establish guidelines and routines early in the semester, and engage students in discussions about the opportunities, limitations, and potential misuse of AI in your course.

University Policy and Academic Integrity

Clearly communicate the University’s academic integrity policy to set expectations for your course and students’ academic success. Discuss these expectations at the start of the term and throughout your course. Address how AI use aligns with the university’s policies on academic integrity and misconduct. More details can be found in OP 10.26 Use of Generative AI Tools by Students. For instance, clarify that using text generated by AI virtual assistants without proper attribution can constitute plagiarism. Engage students in discussions about the ethical considerations and nuances of using AI-generated content to ensure they understand what is permitted and prohibited.

Sample AI Statements

Faculty members are encouraged to include clear guidelines in their syllabi regarding the acceptable use of AI tools in their courses. This helps ensure students understand the expectations and boundaries for using AI in their academic work.

For sample statements that you can edit and tailor to your specific course requirements, please refer to the AI Syllabus Sample Statements for adaptation.

Ethical Implications

Many students are already using generative AI, and its use is likely to increase as these tools become more integrated into everyday technologies. Faculty can guide students in ethical AI use by modeling appropriate practices. At the start of the semester, highlight both the benefits and challenges of generative AI, including how free versions of your data may be used as a training resource to improve these tools. Engage students with guiding questions to clarify what is permissible in your course.

Orientate Yourself with GenAI and Possible Uses for Coursework

Experiment with Generative AI in Your Course

Test AI Tools: Submit exam questions, essay prompts, or learning activities to generative AI systems like ChatGPT, Gemini, Claude, Perplexity, and Scribe. For courses focused on imagery or illustrations, use tools like DALL-E2. Analyze the responses to understand how students might use AI to plan, develop, or complete their work.

Review and Adapt Your Syllabus: Identify which activities or assessments could incorporate AI. Decide what AI usage you will allow or disallow for each activity or assignment.

Set Clear Policies: Clearly outline your expectations for AI use in your syllabus and assignments. Specify which AI practices you encourage or prohibit.