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Artificial Intelligence: Addressing AI Use and Misuse

This guide supports faculty and students in their exploration of AI within the context of teaching and learning.

Discussing Academic Integrity and AI with Students

Generally, discussing a student's paper should be a mechanism to gauge their understanding of the course material, lecture, class discussion and assignment. Keep in the back of your mind that AI-generated work often lacks personal insights, real experiences, or an understanding of nuances that a student would typically display when writing their own paper.

Here are some sample questions to ask students when discussing potential, unwarranted, use of an AI tool: 

  • Conceptual Understanding:

    • Can you explain the main points or arguments in your paper in your own words?
    • How did you conduct your research for this paper? What were your main sources?

  • Personal Experience and Insights:

    • What aspects of this topic did you find most engaging or challenging while writing this paper?
    • Can you share a personal connection or experience that influenced your perspective on the topic?

  • Process and Development:

    • Walk me through your writing process for this assignment. How did you plan, organize, and structure your ideas?
    • What were the key difficulties you faced while writing this paper, and how did you overcome them?

  • Specific Details:

    • Can you elaborate on some of the specific examples or cases you mentioned in your paper?
    • Which part of your paper do you feel particularly proud of or connected to?

  • Extension Questions:

    • If I were to ask you to expand on a particular section of your paper, could you do so right now?
    • Are there any recent updates or developments related to your topic that you find interesting?

  • Reflection on Learning:

    • How has this assignment helped you deepen your understanding of the subject matter?
    • What would you say are the key takeaways or lessons you learned from researching and writing this paper?

Informed by the article, "Have you had 'The Talk?' Discussing AI with Students" retrieved from: https://infobase.com/blog/have-you-had-the-talk-discussing-ai-with-students/ 

Syllabi Statements

Include a statement of your approach to AI in your classroom. Provide clarity and set expectations for your students. As you write your statement, consider the following as inspiration:

AI is not permitted:

A Note on AI: This class is specifically a space for learning and practicing invaluable writing and researching processes that cannot be replicated by generative artificial intelligence (AI). While the ever-changing (and exciting!) new developments with AI will find their place in our workforces and personal lives, in the realm of education, this kind of technology can counteract learning. This is because the use of AI diminishes opportunities to learn from our experiences and from each other, to play with our creative freedoms, to problem-solve, and to contribute our ideas in authentic ways. In a nutshell, college is a place for learning, and this AI simply cannot do that learning for us. Academic integrity plays a vital role in the learning that takes place in this course, and submitting work as your own that was generated by AI is plagiarism. For all of these reasons, any work written, developed, created, or inspired by generative artificial intelligence does not lend itself to our learning goals and is a breach of ethical engagement and the Bucks County Community College Academic Integrity policy. 

Occasional use of AI is permitted:

Generally speaking, you are not authorized to use artificial intelligence engines, software, or artwork generating programs (or similar) to produce work for this class EXCEPT on assignments that I have identified and for which you will have received significant guidance on appropriate use of such technologies. I will provide more information about the specific assignment when the time is appropriate in the course. You may not, however, construe this limited use as permission to use these technologies in any other facet of this course. 

Assumes use of AI:

From this point forward, I will assume that all written work has been co-authored or entirely written by ChatGPT.  I will grade such writing as I normally would and your grade will be a reflection of your ability to harness these new technologies as you prepare for your future in a workforce that will increasingly require your proficiency with AI-assisted work. 

 

Brown, J. (2023). What should a syllabus statement on ai look like? Retrieved from https://tilt.colostate.edu/what-should-a-syllabus-statement-on-ai-look-like/

How Instructors use AI to Teach

Experimenting with AI in the Classroom | Education Now from the Harvard Graduate School of Education