Instructional Technology: Guidelines and Recommendations

Here are some guidelines and recommendations for instructors regarding the integration of AI into teaching practice and guiding students in using these emerging technologies:

• Clearly communicate with your students the circumstances (if any) under which using AI is acceptable for your course, and explain the college sanctions they may face if you discover they have misused the tool. If you allow your students to use generative AI, let them know how you want them to “cite” their use of the text generated by AI.
• Remind students that generative AI is still in its infancy; technology may emerge that can retrospectively identify text written by a bot, and there could be unanticipated future academic or career consequences to having represented AI-generated writing as one’s own.
• Clarify with students that struggle, challenge, and uncertainty are an integral part of learning and that the use of AI tools as a shortcut or workaround to such learning may undermine their goals of becoming informed, critical thinkers. Emphasize the value and relevance of the skills and knowledge being taught in the course.
• Intentional Assignment Design: Design assignments that require students to connect in novel ways to course content, class discussions, and personal experience, making it more challenging for AI tools to generate appropriate responses. Consider in-class assignments, oral presentations, and question-and-answer sessions that accompany/support written assignments.
• Assessing Process: Consider ways to prioritize assessment of the learning process over (only) the end product by implementing low or no-stakes formative assignments to encourage students to build their skills over the semester, and using in-class writing to establish benchmarks.
• Consider productive ways to incorporate AI-based tools into your teaching to prepare students for the use of technology in their future personal and professional lives. AI writing tools are increasingly impressive in their capabilities, but are still limited — familiarization with them can help encourage critical thinking about digital literacy, sources of evidence, writing style, tone, and what constitutes effective written communication.
• Before asking your students to use AI (if you plan to do so), please read over its privacy policy about terms of use with them and allow them to opt out if they do not feel comfortable having their data collected and shared as outlined in the policies.

Sample Syllabus Statements Recommended by Virginia Western Community College (Originally created by TCC’s Department of Distance Learning) - Note: The notifications provided below should be tailored and incorporated into the course syllabus as appropriate, depending on the specific guidelines and policies of the course. Please include your statement in your syllabus, under the section about Specific Course Policies.

• Notification 1: Broadly Acceptable Generative AI Usage - In this course, you may leverage the benefits of Generative AI tools to enhance your learning experience. AI tools can be utilized to supplement your understanding of course material, conduct research, and explore different perspectives. However, it is important to exercise discernment and ensure that their usage remains within the boundaries of academic integrity. Remember to appropriately cite and reference any AI-produced content to acknowledge the sources. Embrace the opportunity to harness the power of Generative AI while maintaining the principles of honesty and intellectual growth throughout the course.
• Notification 2: Conditional Generate AI Usage - In this course, the use of Generative AI is permissible only under specific circumstances, as outlined in the assignment instructions. When AI tool usage is allowed, exercise caution and ensure that you appropriately cite and attribute any content generated through their use. It is essential to strike a balance between leveraging the advantages of AI resources and preserving your individual creativity and problem-solving abilities. Failure to adhere to the specified Generative AI usage guidelines may result in academic consequences. Pay careful attention to the assignment requirements to determine whether AI tools are permitted and follow the instructions accordingly.
• Notification 3: No Generative AI Usage Permitted - For the duration of this course, the use of Generative AI in assignments is strictly prohibited. Assignments are opportunities for personal growth, critical thinking, and applying your acquired knowledge. Your individual effort and creativity are essential in demonstrating your understanding of the course material. Dependence on AI undermines these objectives and compromises the integrity of the learning process. We appreciate your commitment to academic honesty and dedication to upholding this course's principles by refraining from using Generative AI in your assignments.

Here are some other sample course syllabi statements for reference purposes and suggestions for individual course assignments to help shape the message to students about what AI technology is, or is not, allowed.

• Classroom Policies for AI Generative Tools: This resource is created by Lance Eaton at the University of Massachusetts for the purposes of sharing and helping other instructors see the range of policies available by other educators to help in the development of their own for navigating AI-Generative Tools.
• Generative Artificial Intelligence in the Classroom: University of Toronto Centre for Teaching Support & Innovation Resource
• View this collaborative Google Doc: AI Examples and Resources to see examples and resources curated by UCLA’s teaching and learning community. This includes syllabus language, assignment ideas, and other strategies shared by instructors from UCLA and across the US.

While generative AI tools are still in early stages of development, they are evolving rapidly. Students need to use these tools critically, effectively, and ethically. Below are some resources that you may want to share with your students to develop their awareness, knowledge, and skills to use these technologies ethically and responsibly. 

• The practical guide to using AI to do stuff - A resource for students which covers some of the many ways to use AI to be more productive, creative, and successful. Created by Prof. Ethan Mollick, Wharton from School of the University of Pennsylvania
• How to Cite ChatGPT – Created by Timothy McAdoo who discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript.
• A Guide for Students. Created by the University of Western Australia. This document includes examples about AI proper use and improper use.