Addressing GenAI Usage

Overview:

Few recent topics have  impacted higher ed like the availability of Generative AI, and faculty have been scrambling to address student use of GenAI in their classrooms. The fact is that some students have always "cheated" - the reasons that students outsource their learning and labor have not changed. But, the availability of (mostly) non-detectable engines for producing many types of work required in higher ed (like writing, solutions, programming, and others) has greatly increased. 

Depending on the context and your course outcomes, students using GenAI may help students learn or it may shortcut learning. There are big differences between students using online tools like ChatGPT to develop practice tests or for ELL students to translate difficult vocabulary for a STEM course and English 101 students outsourcing their entire essay writing. It's gets really complex, really quickly. 

Because there is no college-wide policy, it's up to individual faculty to determine what is acceptable and what is not. That means that instructors need to communicate with students what works: for individual assignments, or for the entire course. 

As a general approach, consider the range of options in this AI Assessment Scale model below - see the full article The AI Assessment Scale: Version 2 – Leon Furze.

 

This is just one example about how you might guide your students to better understand your class policies. Don't assume that students know your perspective without you explicitly addressing it. Remember that there are a range of options, and some faculty may not talk about this directly. While there are no tools that effectively or equitably detect AI usage, you can make sure that students know your expectations. 

 

Resources: 

For more support on this topic, here's a list of resources to increase your understanding as well as learn how to communicate with students in your classroom your approach. 

1. Resources for an Overview 

• BEST PLACE TO START!: eLearning’s Fac Dev course - link to the first page of the module: Module Overview - AI in Education: eLearning Faculty Development (instructure.com)

• SCC’s Library LibGuide Links to an external site. on GenAI

• USF’s resource links Links to an external site.
• Camosun’s LibGuide: AI in Teaching and Learning Links to an external site.

2. Resources for Developing Your Own Policy Statement

• eLearning’s “Elements of a Successful AI Policy Statement Links to an external site.” 
• “An Illustrated Rubric for Syllabus Statements about GenAI Links to an external site.” from the Derek Bok Center for Teaching and Learning at Harvard University
• AI Syllabus Language Links to an external site. repository 
• University of Michigan’s Course Policies and Syllabi Statements Links to an external site.
• The Sentient Syllabus Links to an external site.
• From Dr. Tricia Bertram Gallant: Crafting Your GenAI & AI Policy: A Guide for Instructors, Links to an external site. and her eLearning Academy 2024 Keynote recording (coming soon!)

3. Resources to Help you Talk to Students about GenAI Usage

• From Dr. Tricia Bertram Gallant's activities for communicating and listening to your students:
  • survey Links to an external site.questions to gauge their understanding and usage
  • co-creation activity: develop a class values statement Links to an external site. with students 
  • discussion guideline for exploring GenAI Use Links to an external site. for each assessment
  • Using GenAI to Reconsider Assessments: A Step-by-Step Guide Links to an external site.