Teaching in the AI Context

We have earmarked funds to incentivize AI adoption for faculty.  Stipends of $500 awarded on a rolling basis (until June 5 for this year) to faculty  exploring how AI can support student thinking, redesign assignments for a learning environment where AI is present, and adapt assessment approaches to emphasize process, judgment, and reflection. Submit your proposal at this link.

Metacognition and Reflection

Require students to reflect on their own thinking, processes, and approaches in their work. This kind of reflection can help promote metacognition, which can help students become better regulated learners who are able to identify gaps in knowledge and opportunities for continued learning. For example, you might ask students to:

• Explain why they chose the references and other source materials for their projects.

• Describe their approach to solving a problem or completing a project, including identifying barriers or false starts along the way.

• Identify any lessons learned that can be applied to future contexts.   

• Discuss how a concept relates to their own experience, if applicable, and how understanding the concept may influence their interpretation of the experience.

Reflection that is "looking forward"

While the above reflective writing prompts look backwards (what have I learned and experienced?), other metacognitive writing looks forwards (how can these experiences inform my future actions and methods?)

By challenging students to enact these processes–to actively consider, in writing, what they’ve learned and what they plan to do with that learning–we help them to connect the disparate pieces of their education, understand their own strengths and weaknesses more effectively, and develop a better understanding of themselves.

Use Annotation Practices

Annotation involves marking up and making notes on a text.  It can be an extremely effective tool for improving comprehension and increasing levels of criticality and engagement. By making these metacognitive markings, students are able to process a variety of texts in unique and meaningful ways.

https://www.cultofpedagogy.com/art-of-annotation/

GenAI a Brief Primer

University of Richmond is an early leader amoung the ACS schools in their development of AI resources.  At this link they provide to some explanations about what Gen AI is.  Quoting from this website, "This primer provides foundational knowledge about generative AI, covering its definition, how it works, a comparison of widely used tools, key capabilities relevant to higher education, limitations and considerations for implementation, and the potential impact areas within academic settings, ensuring everyone has a common understanding."

Safe Use

Under guidance from ITS, these links about Microsoft safeguards with Copilot are what our campus is using as our guidance.

• Data, Privacy, and Security for Microsoft 365 Copilot

• Data, privacy, and security for web search in Microsoft 365 Copilot and Microsoft 365 Copilot Chat

• Microsoft 365 Copilot file suggestions

Prohibited Use

Instructors may decide that student use of Generative AI is detrimental to their ability to meet course learning objectives and, thus, opt for a “no AI use” policy. In such cases, the syllabus AI policy statement should include a rationale for that choice to encourage student compliance. It should also include a clear indication of what constitutes misuse and what steps will be taken if misuse occurs.

1.  Simple Rationale:  Idea generation, analytical thinking, and critical analysis are key outcomes in this course. As a result, all assignments submitted by the student must be 100% their original work. Generative AI tools should not be used for any stage of any assignment or activity - this includes brainstorming, fact checking, or grammar correction. Any submission of AI-generated content will be considered misuse in the context of this course. 

2. Discipline-specific Rationale:  Generative AI is a powerful tool that has its uses in certain contexts, but it is not appropriate for the learning goals in this course. In [insert discipline/profession], we rely on skills such as [list salient skills or competencies] that are developed through practice and improvement. As a result, you will be given opportunities to practice and grow without the use of AI. For example, [list examples of these opportunities if appropriate]. Use of Generative AI for the completion of assignments or activities will be considered academic dishonesty in the context of this course. 

3. Learning Objective-Specific Rationale:  Generative AI cannot be used for assignments in this class as it will be a barrier to successfully meeting some of the key learning objectives. This is a [level of course] [insert discipline] course in which students engage with [major content/ideas/skills]. It is important that students spend time reading, writing, and thinking through the information to develop critical skills. [Insert a specific example if relevant. For instance: One of the learning objectives of this course is for students to be able to identify and analyze arguments within a text. Close reading of a full text is a key step in developing that ability. Use this class and the assigned texts as an opportunity to practice this skill.]

Any use of generative AI for any assignment or activity is considered misuse in this class. That includes presenting any GenAI output as your own work, using AI to brainstorm, or rewriting generated outputs completely in your own words. That type of misuse may be considered academic misconduct and consequences will follow University policies.

Conditional Use

In some cases, instructors might want to help students explore GenAI in the context of their course and are, therefore, open to student use of AI in specified instances. The exact policies outlining conditional use of AI vary widely based on learning goals and uses. For instance, instructors may choose to allow student use of AI:

• for specified assignments only;

• for specific stages or tasks in preparation for all assignments (i.e. brainstorming, proofreading, etc. but not drafting); or

• for in-class activities only (not for completing individual or group assignments).

Instructors may also specify which GenAI tools students may or may not use. In most cases for assignment use, instructors should provide students with guidance about how to cite and acknowledge their use of AI.

Other notes/options 

There are at least 4 ways instructors may imagine these tools for student use.  Here's some sample language that might help you determine the next course of action. 

Use prohibited 

Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools. 

Use only with prior permission. 

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools. 

Use only with acknowledgement 

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/” Material generated using other tools should follow a similar citation convention. 

Use is freely permitted with no acknowledgement 

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required. 

Teaching Statements regarding AI Use

It is up to the instructor to decide whether student use of generative AI is appropriate for their courses and to what extent. When making that decision, instructors should take into consideration the learning goals of the course, the content, and the extent to which that course can contribute to students' general experience and understanding of AI. Instructors might also consider an assignment-by-assignment approach to identifying when generative AI is allowed. 

• See this link for sample syllabus statements regarding AI Use, including statements from Centre faculty.  

• See this AI Tools and Guidance Moodle Space developed by Academic Affairs to provide XXX where documentation on common AI tools (such as Grammarly, Word's Editor, etc.) and how students can turn these tools off will be stored. You may access this site through this link, and you can also add the link to your syllabus, Moodle site, etc. as a means of sharing it with students. Please note that you will be prompted to self-enroll in the course when you initially click on the link. Anyone with Centre credentials (faculty, students, staff) will be allowed to self-enroll.