SCC and SFCC Faculty Statements

Policy Statements from SCC and SFCC Faculty 

These statements were developed by faculty participating in a TLC community of practice (CoP), and they are shared openly for adoption, revision or inspiration. Feel free to reach out to individual faculty if you have questions or want to know more. 

 

Instructor: Amy Anderson

Course: CMST 210

AI Policy:

In higher education, we recognize the growing role of artificial intelligence (AI) in our daily lives. While AI can be a valuable tool to assist students in their learning journey, it is essential to establish clear guidelines to ensure that its use aligns with the policies and objectives of this course. This is critical to maintaining academic integrity and upholding the value of originality in your written work. 

Acceptable use of AI in this course:

Students may use AI tools to:

  • Brainstorm new ideas
  • Simplify complex language or concepts
  • Improve writing mechanics and grammar

For example:

  • You might utilize Chat GPT to generate topic ideas for your speech. 
  • You could use Grammarly or other programs with integrated AI writing tools to improve the mechanics and grammar of your written assignments. 

Unacceptable use of AI in this course:

Each student is expected to complete class assignments without substantive assistance from others, including automated tools like AI. As such, 

  • Discussion posts, reports, and speech scripts should be your original work
  • Reflective writing assignments should be based on your personal thoughts, experiences, and growth 

Since improving communication is the overall goal of this course, using AI tools to complete your work defeats the goal and is a disservice to your learning. Furthermore, it poses ethical concerns. Therefore, if AI-generated content is detected in your submissions, you will not receive credit for that assignment, and repeated violations may result in more severe academic consequences, such as failing the course.

If you have further questions or need clarification on what constitutes acceptable or unacceptable use of AI, please don't hesitate to reach out for clarification.

 

Instructor: Greg Bem 

June 2024, GenAI Policy Statement Community of Practice 

GenAI Usage Statement – Library Assignment 

Librarian’s Introduction 

Generative Artificial Intelligence (GenAI) continues to be pervasive across educational, vocational, and popular contexts in our everyday life. As a librarian, I love using new technology tools and experimenting with technology. I love to explore and consider how our lives and our work may change and evolve when we use technology in creative ways. 

I also am aware that no technology is perfect, and many technologies have significant problems. As a result, I spend a lot of time asking questions about the technology we use, and what is happening under the surface. Doing so reinforces my interest in and commitment to information literacy and thinking. As you read the rest of this usage statement, I hope it will raise questions within you and inspire you to explore more on your own. 

Intention and Summary 

With this statement, my intention is not to frighten you away from using tools that you may already be familiar with, or have heard about, because they might amplify your work and allow you to explore new worlds and perspectives. Instead, I hope you will approach GenAI with healthy caution and skepticism. 

Ultimately, there are only a few restrictions / requirements listed below that you are being asked to follow, all concerning a non-critical approach to the tools, and I hope they will make sense to you. If you are having difficulty understanding the usage statement, let me know as soon as you can. 

GenAI Usage: What is Allowed 

This assignment is centered around conducting research. For any stage in the research process, you are welcome to use GenAI to help you think through problems, develop ideas, find information, and connect with sources. Any tool is welcome when used with strong intention and critical thinking. 

Consider visiting the GenAI LibGuide for ideas and examples, or consulting with a librarian for additional help. 

GenAI Usage: What is Prohibited 

For this assignment, you are not allowed to use GenAI tools without disclosing you have used them. You are not allowed to use them without some degree of assessment/reflection. Follow the format of the Personal Statement described below if you do use GenAI technology in any way. 

GenAI Usage: Your Personal Statement 

When you submit this assignment, if you used GenAI, include an introductory statement of use with the following, so that I know that you used GenAI and how you used it: 

  • What specific tasks did you use GenAI to complete? 
  • What tools did you use? Be specific about both the platforms (websites) and the names of the tools. 
  • How did the tool or tools help you? 
  • Comment on what you were unable to do with the tool(s) or where the tool(s) did not satisfy your needs. 
  • If applicable, provide any questions you have about GenAI technology. 

 "GenAI Usage Statement – Library Assignment (Version 1, Spring 2024)" by Greg Bem is licensed under CC BY 4.0 Links to an external site. 

 

Instructor: Janelle Brooke

GenAI Syllabus Statement for Business Writing Classes

Artificial Intelligence Technologies

Artificial intelligence (AI) technologies such as ChatGPT, Microsoft Copilot, Google Gemini, and Claude can be useful tools for professionals. Workplaces around the world are increasing their use of AI to increase their efficiency. As writers, AI can help us brainstorm, outline, and edit our ideas. I want you to learn how to use AI ethically, critically, and productively.

However, AI is not a substitution for your own thoughts and contributions to this course–or to your eventual workplace. In fact, this quarter we’ll learn about how AI technologies create several concerns, including:

  • Errors: AI generators make mistakes. They are not smarter than you; they present patterns of information that might be untrue.
  • Bias: Their output may reflect bias because the data they are trained on may not include sufficient data from diverse groups. 
  • Intellectual property theft: Many of these tools use existing sources without citation. Therefore, using their outputs puts you at risk of plagiarism.

How can I use AI?

AI is increasingly integrated into many writing and productivity tools, like Microsoft Office, Grammarly, and Google Search. These integrated AI tools assist with spelling, grammar, and translation. In this course, you can use AI generators to brainstorm ideas, find sources to read, draft outlines, check grammar, refine wording and tone, and format documents on all assignments besides the final editing exam. When you choose to use AI,

  • Tell me the specific ways you used it in any assignment (I’ll provide you with a way to do this for each writing assignment)
  • Keep questioning when you think it’s given you the answer. Explore (with the help of the AI generator) why that answer is the correct one. Use it as a tool to help you learn.

How can’t I use AI?

You are the author of your assignments in this class. AI is not. If you enter an assignment prompt into an AI tool and then submit the result as your own work, you are plagiarizing. If I suspect that you have done something like this, you will receive an automatic 0 for the assignment until we can meet via Zoom to discuss your use of AI. 

You cannot use AI to do your thinking or writing for you.

You cannot use AI tools at all on the final editing exam.

What if I’m still unsure how to use AI?

Ask me! AI is a fast-moving technology, and I’m learning how to use it right alongside you. My highest goal is to teach you how to write well in a professional business context—and how to use the tools that can help you accomplish that ethically, critically, and productively.

 

Instructor: Melanie Coyan

Course: GEOL 101

Geologists are visual thinkers, skilled at transforming two-dimensional maps into three-dimensional geological structures in their minds. They visualize how geologic structures and processes change through time, in space, and at different scales. Geologists are observant, noticing the characteristics of rocks, minerals, and landforms that enable them to interpret the processes and environments that formed those earth materials and landforms. Geologists understand Earth as a complex, interconnected system, and study the interactions of the atmosphere, hydrosphere, biosphere, and lithosphere across various scales and over time. Their creative thinking drives their problem-solving and their ethical judgments help protect Earth’s resources and land for future generations. These skills and mindsets cannot be replaced with Generative AI tools and, in this course, we’ll work to develop and strengthen those skills and mindsets through exploration and practice.

AI as Your Learning Partner

Generative AI, however, can be a useful tool to support your learning as you work toward remembering details and achieving a clearer understanding of complex ideas. Consider trying out Generative AI tools for tutoring and quizzing yourself on geology fundamentals; however, please note that the output is not always completely accurate and reliable. Additionally, AI is increasingly integrated into many of the writing and productivity tools we use, like Microsoft Office, Grammarly, Google Search, etc. These integrated AI tools assist with spelling, grammar, and translation and are acceptable for students to use to ensure they can equitably meet the needs of their assignments.

AI in Your Coursework

In addition to the AI uses mentioned above, there may be course work where it is appropriate to use AI tools in different ways to complete activities. I will provide these specific expectations and requirements for use on individual assignments. If you do use AI when permitted, you will be expected to acknowledge how you used it based on the requirements of the assignment. Whether AI is permitted or not, please know that your unique perspectives and understanding matter most in this course, and so when you submit work in your own voice with your own ideas, we’ll be able to build a deeper understanding together through constructive feedback and open conversation.

Anytime text is entered into a generative AI tool, it becomes part of that tool's body of knowledge. Therefore, never submit another student’s work into one of these tools without their consent.

Our Course-Specific AI Policy

This AI policy is specific to this course and its goals. Different courses and instructors will have different AI policies. Please reach out to me if at any point you’re unclear about what our course policy is or why.

Any violation of this policy is a violation of the student code of conduct as outlined by Community Colleges of Spokane Links to an external site..

 

Instructor: Diamond Doyle

Important Class Policies

GenAI, Academic Integrity, Respect and Diversity, and Disruptive Behavior Policies

Each instructor has different allowances and expectations for if and how GenAI is used; if you have any questions, please reach out. In this class, please do not use GenAI unless the specific activity directly includes steps for using it. The only approved GenAI is Copilot while logged in at SCC to protect your information. Never input someone else's content into GenAI! Any time text is entered into a generative AI tool, it becomes part of that tool's body of knowledge.

You may use spell/grammar check in the target language in a word processor or autocorrect in the target language as well as an online dictionary such as wordreference.com or online resources such as spanishdict.com, linguee.com, or Duolingo. Google Translate is not a good tool in comparison with these others, so please avoid using it. Using any kind of content generator or online translator in lieu of doing your own work is cheating in this class. I am always interested in which resources have been most helpful to students, so please feel free to share with me the resources you are using and finding helpful by acknowledging the tools used in your assignments and introducing me to new tools that aren’t listed.

Any disruptive, disrespectful, or inappropriate behavior will not be tolerated. Students are expected to show respect toward all persons in the class. For optimal learning to occur, students must feel safe; this safety is due all students, not only those who share your values and beliefs. All students have a voice and deserve the courtesy of attentive listening and the freedom to express diverse ideas.

Any violation of these policies is a violation of the student code of conduct as outlined by Community Colleges of Spokane.

 

Instructor: Caleb Hutchins

Course: EDUC 520

The purpose of this course is to equip you with the skills and dispositions to confidently evaluate and integrate technology into your professional teaching practice. My goal for you is not simply to learn to use a specific technology, but to become more comfortable with and curious about the potentials and dangers of technology in education.

In five years we may look back and say that generative artificial intelligence was over-hyped, or we may look back and realize we had no idea what was coming. But here and now in 2024, artificial intelligence seems to be the greatest disruptor of education since the creation of the internet itself. Therefore, we’ll be spending a significant amount of time talking about and experimenting with AI tools. This will include exploration of AI as a productivity and learning tool, as well as exploration of the ethical, legal, and academic concerns surrounding AI.

When should you use AI tools in this course?

AI is increasingly integrated into many of the writing and productivity tools we use, like Microsoft Office, Grammarly, Google Search, etc. The AI systems in these tools assist with spelling, grammar, translation, and summarization. You’re free to use these tools to help with your research, and with planning and editing your writing.

There will also be activities in this class where it will be appropriate to use more specialized generative AI tools. I’ll provide expectations and requirements in the instructions of individual assignments. 

If you do use an AI tool to assist in your work, you’ll be expected to acknowledge how you used it based on the requirements of the assignment. For example, “I used ChatGPT to brainstorm a list of topics and refine an outline while writing this paper.” If you directly use any text created by AI, you should cite it as you would cite any other source or quotation. APA has a specified citation style for using AI tools Links to an external site..

When should you not use AI tools in this course?

Anytime text is entered into a generative AI tool, it becomes part of that tool's body of knowledge. Therefore, you should never enter another student’s work into one of these tools. Specifically, I don’t want you to use generative AI when writing discussion replies to your peers.

I also expect you to rely on your own research, experience, opinions, values, exploration, and critical thinking when answering any reflection questions in our discussions or other assignments. You can use AI as an editing tool when writing reflections, but what I’m most interested in are your own thoughts. 

Any violation of this policy or individual assignment guidelines will be considered a form of academic misconduct as described in Montana State University-Northern’s Policies and Procedures Links to an external site.. This AI policy is specific to this course and its goals. Other courses and instructors will have different AI policies. Please reach out to me if at any point you have questions about course policy, or are uncertain about your use of AI in this course.

 

Instructor: Angela B Rasmussen 

Course: GUID 102

Because this course includes a lot of reflective writing assignments and discussion board prompts, it might seem easier to use generative AI software like ChatGPT to complete these assignments. I am asking you not to. Here’s why: the writing assignments for this class are 95% personal reflection.That means that the purpose of doing the work is having you think about how you might apply key concepts to your own academic life. Getting the genAI tool to write your assignment for you means that you have not met the purpose, and you have shortcut the learning process. The greatest negative impact is on you and your learning; you haven’t done the work for the class. Claiming that you wrote an assignment when you did not is also an issue of academic integrity, and I encourage you to review the college policies on violating this policy (WAC code Links to an external site.). 

So, here’s my promise to you: if you do the work of the assignment, you will receive credit. The specs grading approach means that you receive full credit when your work meets the specs listed in the assignment. There are no point deductions for missed commas or spelling errors, so you don’t need to use genAI to get it “correct.” There are no point deductions for submitting something late (apart from the check in dates), so you don’t need to use genAI to speed up the process and get something in on time. Essentially, I designed these assignments to provide you an opportunity to think, even if there are errors or it is late. Don’t shortchange yourself - do the work for your own learning. If you decide to use genAI programs like Grammarly to fix errors, feel free! But remember that, as long as I can understand your thoughts and your words meet the assignment specs, your authentic work is fine. If you feel strongly about wanting to increase your writing skills, I would be happy to schedule a conference to suggest improvements on any assignment draft, or you can visit SCC’s free tutoring Links to an external site. resources. 

I do my best in each assignment to describe what acceptable work looks like, but if you need an example to help get you started, I am a better resource than ChatGPT. Reach out if I can help (angela.rasmussen@scc.spokane.edu). 

 

Instructor: Liz Roewe 

GEN AI (ChatGPT, Bard, CoPilot, Grammarly, etc.) Policies

As writers, we are learning how to develop our ideas and share them effectively with others.  So much of our class is focused on what we as individuals know, think, and believe and why it is important other people learn from our ideas. Our class also focuses on what we can learn from other people’s ideas. For that reason, in this class though we may use AI tools like Grammarly or citation generators to help create effective writing at the word and sentence level, we do not ever want to use GenAI tools to do the knowing, thinking, or believing for us.  Here is an outline of how we can and cannot use AI products for this class.

  1.     Authorized Use:
  • Integrated Tools at the word or sentence-level: AI is increasingly integrated into many of the writing and productivity tools we use, like Microsoft Office, Grammarly, Google Search, etc. These integrated AI tools assist with spelling, grammar, and translation and are acceptable for students to use to ensure they can equitably meet the needs of their assignments. Students may also use citations generators (with caution) to help them with MLA bibliographical entries.
  • NOTE: Data Privacy: Students are reminded to avoid sharing personal or sensitive information while interacting with any AI Tool, as it may compromise their privacy and security.
  1.     Unauthorized Uses:
  • Standalone Tools: AI products, like ChatGPT, Microsoft CoPilot, MyAI on Snapchat, Google Gemini) may not be used to complete any assignments.
  1.     Citation and Attribution: If a student incorporates responses generated by AI/ChatGPT into their work (whether that was explicitly allowed by the assignment or not), they must properly cite the AI Tool as a source. Failure to do so could result in academic consequences according to the class’s plagiarism policy.
  2.     Ethical Considerations: Students are expected to maintain academic integrity and honesty while using AI/ChatGPT. They should not attempt to deceive instructors or peers regarding the origin of AL/ChatGPT-generated content.
  • NOTE: Copying another students' essays or work into AI/ChatGPT is completely prohibited. This is especially important in Discussion Boards and Peer Review Because these tools collect and store all data that is copied into them, any expectations of privacy, security, and ownership over that material are lost. It is not acceptable for one student to share another student's work with these AI products.
  1.     Acknowledgment: By participating in English class activities students acknowledge their understanding and agreement to abide by the terms outlined in this policy.

Much of this numbered policy was generated by ChatGPT. Isn't that interesting? Notice how it is longer, more official sounding, and less personal than the rest of this syllabus. Also notice, that even AI generators recognize that using their content without citation is not ethical.

ChatGPT and similar GenAI tools are cool, but their writing is never as dynamic as when a person writes their own content, and GenAI takes out those key components of knowing, thinking, and believing. For those reasons, we will not use AI in this class.

You have wonderful claims to make; I want to hear what you have to say, not a machine.

Still, if for any reason you do use an AI tool, it must be cited; any content without a citation can be subject to the plagiarism policy.  Here's my citation for this AI policy:

OpenAI. "ChatGPT." OpenAI, 2021. https://chat.openai.com/c/eaafa976-136a-4ac0-bf01-ed5b58518538Links to an external site. Links to an external site.. Accessed 15 March 2024.

 

Instructor: David Shotwell

Al Policy Statement

Paralegal Program

  Proper use of Technology to Complete Assignments / Exams.

Undue Influence is defined as "unfair persuasion that impairs the free and competent exercise of judgment.1" To unduly influence someone is to rob that person of their humanity, their free will, and their freedom of expression.

In this course, your assignments and exams will be open book/ open notes and you may rely on any/all relevant authority to locate facts and information. For example, an exam question may require you to look up and analyze a relevant law or legal principle.

It is an essential skill in our industry to use technology to locate legal authority. However, it is also an essential skill to independently analyze that information without the use of technology. Therefore, the use of technology to substitute your opinions, analysis, or explanations is strictly prohibited. This technology is ever evolving and includes (but is not limited to) internet searches, use of generative artificial intelligence, or written publications). Improper use of technology not only violates the class policy, but voluntarily allows technology to unduly influence you and your ability to think and grow as a person.

If, within the context of any assignment, technology or research is required to perform an assignment, proper citation must be given to that authority. Please refer to the Academic Honesty section of this syllabus for more information.

If you are unsure about the use of technology in any context, please contact the instructor for guidance.

1 Kitsap Bank v. Denley, 177 Wash.App 559, 570, 312 P.3d 711, 717

 

Instructor: Amie Schaumberg

Course: ENGL 101

AI Syllabus Statement

The goal of this class is to learn strong critical thinking, critical reading, and academic writing skills.  To help with this, you will be engaging with a variety of ideas, texts, and writing styles, and you will be reading scholarly, literary, and popular texts to develop these skills.  You will also be writing in these genres on topics of your choice.  We will not be focusing on basic writing skills like grammar and spelling.

Generative AI (GenAI), which is artificial intelligence that generates or creates content, is increasingly being used in reading and writing tasks like those we will be doing in this course, so it’s important to understand how and when these tools are appropriate and allowed. Be aware, though, that these guidelines are specific to this course.  Other instructors and other courses will likely have different rules.

AI is also being added to more and more writing tools and programs that we use like Microsoft Office, Grammarly, and Google. These integrated AI tools are different than Generative AI and assist with spelling, grammar, word choice, and translation. You are allowed to use these tools to help with spelling, grammar, tone, and general editing.  However, because maintaining your own voice and language style is important in writing, do not use these tools to rewrite anything more than a short phrase (3-5 words).  I am interested in your ideas and word choices, not the algorithm’s. 

You may also use GenAI (like ChatGPT or Copilot) to help you brainstorm supporting ideas, organize your ideas by building an outline, clarify language and terminology, or create citations. You may not, however, use these tools in any way that significantly contributes to your work.  This includes picking your essay topics, summarizing reading assignments, completing research, or writing any large portions of your assignments (again, more than a short phrase).  Doing this undermines the learning objectives of the course, and you will not develop the skills you will need for the future.

If you use GenAI in any way, you must cite it in your assignment using MLA specifications, which you can find here: https://style.mla.org/citing-generative-ai/ Links to an external site.

It's important to know that there are ethical considerations such as environmental concerns, racial and gender bias, workforce abuses, and intellectual theft that you may want to investigate before using GenAI tools.  Also, be aware that anytime text is entered into a generative AI tool, it becomes part of that tool's body of knowledge. Therefore, only submit information that you’re comfortable sharing (no personal data) and never submit another person’s work into one of these tools without their consent. You are not permitted to submit any content that the instructor has created or curated for this course.

Failure to follow these policies in any assignment will result in a failing grade for that assignment; you will also be reported for violating the Student Code of Conduct Links to an external site..

I know this is a complex and ever-changing topic, so I will post specific AI guidelines on each of your assignments.  I also encourage you to ask questions if you are unsure about what is allowed or want to check a specific example.

 

Instructor: Steve Somers

 
 AI Policy for ESL Students: 

Generative AI can be a powerful tool to support your English learning journey. It can provide tutoring, instant feedback, and access to a wealth of resources. However, it's important to use AI responsibly and understand that it is an effective tool, but not a replacement for, traditional learning methods and strategies. 

Key Points: 

  • Instant Feedback: AI tools can provide immediate corrections and suggestions, helping you learn from your mistakes in real-time. 
  • Resource Access: AI can connect you to a variety of learning materials, including videos, articles, and interactive exercises, to enhance your understanding of English. 
  • Limitations: AI is not perfect and may sometimes provide incorrect or incomplete information. Always verify with your teachers or reliable sources. 
  • Human Interaction: Engaging with teachers and other students is crucial for developing your language skills. AI should enhance, not replace, these interactions. 
  • Balancing AI and Independent Thought: While AI tools are valuable, we recognize the importance of independent thought. Some assignments will encourage AI use, while others will require students to rely solely on their critical thinking skills.  
  • Hands-On Experimentation: To understand AI's capabilities, we will actively engage with AI tools.  

Here are some examples of responsible use of AI 

  • pre-writing: before content is created, writers can use some tools to research topics, brainstorm ideas, draft outlines, etc. 
  • drafting: some tools or programs support the generation of content (such as Grammarly) 
  • revising: after content is generated, many tools or applications assist writers in editing their work such as spelling, punctuation, grammar, etc. 
  • Transparency: We will promote transparency in AI use, believing that clear communication is essential to address concerns related to AI's rapid development. When using AI tools on daily assignments and term papers, students must properly document and cite sources to stay within university policies on academic honesty. 

 

Fall 2024 CoP Statements: 

Instructor: Brittany Cooper 

YouthBuild AI/Technology Policy   Winter 2025

Purpose: The purpose of this policy is to ensure academic integrity and the fair evaluation of student work by clearly defining how AI tools or related technologies should and should not be used in completing homework assignments, assessments, and GED tests.

  1. Prohibited Use of Technology:

AI or excluded technology tools should not be used in the following contexts:

Homework assignments and classroom assignments

GED Tests and Other Standardized Exams (CASAS)

Cell phones during class time when the instructor has stated phones are not to be used or seen.

No cell phones allowed at all during GED testing.

  1. Acceptable Use of Technology:

Instructor-Approved Use: Instructor may approve specific use cases of AI or similar technology in completing assignments. During testing; calculators are allowed during certain parts of tests. Check with the testing center for complete guidelines on calculator testing rules.

Instructor does allow Grammarly AI spell check (only) for general homework or computer classwork. Ask permission before using!

  1. Consequences of Violating the Youthbuild Technology Policy:

Violating this policy is considered academic dishonesty and will result in consequences based on the severity of the infraction. Students should take personal responsibility for understanding when and how AI or other related technologies can be ethically used and seek clarification from instructor if in doubt. Consequences may include but are not limited to:

A reduction grade or failure for the assignment. Meeting will be requested from the instructor to meet with the student for future expectations using AI or related technologies.

GED Tests will be stopped immediately and voided. Probation periods can be enforced for repeat offenders.

*This policy is subject to adjustment based on advancements in AI technology and evolving educational practices. Students will be notified of any changes in a timely manner.

 

Instructor: Jeannie Isern

Academic Integrity:

In this course, I am truly interested in all of you grappling with your own ideas written in your own words. When research is required as part of the assignment, you will then have the opportunity to include ideas and language that are not your own, give credit to the source, and use correct MLA format. In that same vein, unless it is part of the assignment, I do not want you to use any form of AI technology to complete the work unless I have specifically directed you to do so; it is important to develop your own tools as you engage in the writing process.

There are some exceptions to this policy when searching Google to confirm certain facts and universal knowledge in your writing. But to be clear, I want your experience of the course material and the assignments to be your own—this gives you the best shot to develop your critical thinking skills and to grow as a writer.

We will discuss this all quarter long as it is an important component in successfully completing the course. Please meet with me if you would like or need any clarification surrounding this complicated topic. I am here to help you navigate the tumultuous waters of AI and plagiarism.


Instructor: Dave Jones

Policy on the Use of AI for Class Programming Projects

Course: CIS 282 Programming Principles I
Policy Effective Date: November 15, 2024

As part of this course, students are expected to learn and develop foundational programming skills. A critical aspect of this learning process is understanding how to break down problems, design solutions, and implement them through code. Therefore, it is important that students take an active role in writing their own programs to fully grasp the concepts being taught.

There's a good chance that you could skate through this class using AI and learn nothing. Once you've mastered the fundamental skills here, AI can be a powerful productivity multiplier. But if you bypass the learning and skill building at this stage, you'll find yourself getting stuck in the higher-level classes, and you will not be hire-able in the industry.

While AI tools such as code generators and automated programming assistants can provide useful insights, their use in this course is not allowed for the following reasons:

Why AI Use Is Not Allowed

  1. Development of Problem-Solving Skills: Programming is fundamentally about learning how to think logically, break down complex problems into smaller, manageable parts, and solve them step by step. This process is essential for mastering the skill set required in the software development profession. Relying on AI to generate code shortcuts the most important aspect of learning: problem-solving.
  2. Deep Understanding of Code: Writing code manually helps reinforce the syntax and structure of programming languages. AI tools may provide correct solutions, but students may miss out on understanding *why* the code works, which is critical for long-term development.
  3. Academic Integrity: Submitting AI-generated code as your own work may violate academic integrity policies. All submissions must represent original work completed by the student. If students receive assistance, it should be appropriately documented, and the final work should reflect their understanding. This is the same as copying code from other online sources.
  4. Preparation for Advanced Topics: Mastery of fundamental programming skills lays the groundwork for more advanced concepts such as data structures, algorithms, and software design patterns. Without a strong foundation, students may struggle in future courses where these concepts are crucial.

Permissible Use of AI

- AI as a Supplementary Learning Tool: Students may use AI to clarify syntax or debug issues, but not for writing or completing programming assignments.

- Understanding Assistance: Students are encouraged to use AI in an exploratory manner to understand how different approaches work, but all code submitted must be written by the student.

Consequences for Violations

Any submission found to be generated primarily by AI or that does not reflect the student’s own understanding will be subject to penalties as outlined in the course syllabus. Repeated violations may result in failure of the assignment or the course.

Exceptions

Students who have documented learning accommodations and may benefit from AI tools in specific contexts should discuss their needs with the instructor.

This policy is designed to ensure that students build the necessary skills to succeed as software developers. By taking an active role in your learning, you will gain confidence and proficiency in problem-solving and coding.

Dave Jones, dave.jones@scc.spokane.edu


Instructor: Dr. D Vo (David Vosen)

To ensure all students have an equal opportunity to succeed and to preserve the integrity of the course, students are not permitted to submit text generated by artificial intelligence (AI) systems such as ChatGPT, Bing Chat, Claude, Google Bard, Grammarly AI or any other automated assistance for any classwork or assessments. This policy includes using AI to generate answers to assignments, exams, or projects or using AI to complete any other course-related tasks. Using AI in this way undermines your ability to develop critical thinking, writing, or research skills essential for this course and your academic success.  

Students may use AI as part of their research and preparation for assignments or as a text editor, but they must write the final submitted text. For example, students may use AI to generate ideas, questions, or summaries that they revise, expand, or cite properly. Students should also be aware of AI's potential benefits and limitations for learning and research. AI systems can provide helpful information or suggestions but are sometimes unreliable, inaccurate, or even delusional. Students should critically evaluate AI systems' sources, methods, and outputs. 

Adapted From Syllabus Templates - Center for Teaching Excellence | University of South Carolina. https://www.sc.edu/about/offices_and_divisions/cte/teaching_resources/syllabus_templates/ Links to an external site.