Syllabi Policies for Generative AI

Classroom Policies for A.I. Generative Tools
This document compiles classroom policies regarding the use of AI from faculty and schools around the nation.
Syllabi Policies for Generative AI
This document compiles various syllabi policies for A.I. from colleges and universities nationwide.

Artificial Intelligence in Higher Education - Policies This LibGuide has curated policies for the use of AI in higher education.
Example Policy Statements for AI in Higher Education Syllabi Policy Statements The AI FLC participants find that there is likely no “one size fits all policy” for AI uses in higher education. Much like attendance/participation policies, AI policy statements will be determined by individual instructors, departments, and programs.
Artificial Intelligence Policies: Guidelines and Considerations HomeAI and Teaching at DukeArtificial Intelligence Policies: Guidelines and Considerations The Duke Community Standard is still the university’s strongest measure against plagiarism and cheating, but the issue around whether and how AI-use falls into these categories is a complex one. As a baseline, faculty can emphasize that along with use of uncredited ideas and content created by persons, AI-generated content falls under the definition of plagiarism at Duke. We encourage all faculty to thoughtfully consider their stance on AI use, even if you adopt existing policy language. In this shift in higher education and the rapidly changing AI market, standardized, one-size-fits-all, AI policies probably will not be sustainable in the long term. They may also not account for the varying stances instructors will take regarding AI use in their classrooms. Furthermore, because generative AI is becoming more ubiquitous, you’ll need to consider your personal stance on AI in your own work and in your classrooms. Establishing an AI policy for your class allows you to have meaningful discussions with students on this topic. Being specific about how AI is or isn’t allowed makes the rules clear for students and faculty if there are academic integrity violations as well. The following guidelines for developing an AI policy for your syllabus include examples of generative AI policies from instructors, universities, and centers of teaching and learning. For the most part, they have been curated from a crowd-sourced document that we encourage you to explore to find AI policies developed by instructors in your field and which represent your level of comfort with the use of AI. Other sources are cited in the text itself.

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Except where otherwise noted, the contents of this guide were created by humans (not bots) and are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

Practical AI for Instructors and Students

The U.S. Department of Education and Experts Discuss “AI and the Future of Teaching and Learning”

Open AI Educator Frequently Asked Questions

Like the internet, ChatGPT is a powerful tool that can help educators and students if used thoughtfully. There are many ways to get there, and the education community is where the best answers will come from. To support educators on this journey, we are providing a few resources below, including links to introductory materials from leading education organizations on how to teach with and about AI and answers to frequently asked questions from educators on how to utilize ChatGPT for educational purposes.

Click Here for the Open AI Educator FAQ

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Artificial Intelligence and Assignment Design There are both academic and practical reasons you may choose to incorporate generative AI assignments into your course. For example, you may believe that AI will be a skill needed in the students’ future careers in your field. Perhaps you see AI as a tool to help students deepen their understanding of and engagement with your content. You may see the introduction of AI into your classroom as a way to open a conversation about its ethical and academic implications. Integrating AI ironically allows instructors to think deeply about how to design assignments that cannot be easily generated by AI alone to deter plagiarism and cheating. If instructors fold generative AI into their courses successfully, this resource suggests students benefit from learning about AI in a way that is both academic and practical. This guide comes from the perspective that you are open to developing AI assignments. If you are looking for guidance on how to deter students from using AI, refer to the advice from the teaching and learning center at NC State as a starting point. They suggest incorporating active learning and rewriting assignment prompts. Note developing AI policies for your course and policies for specific AI assignments is critical.
Teaching with AI We’re sharing a few stories of how educators are using ChatGPT to accelerate student learning and some prompts to help educators get started with the tool. In addition to the examples below, our new FAQ contains additional resources from leading education organizations on how to teach with and about AI, examples of new AI-powered education tools, and answers to frequently asked questions from educators about things like how ChatGPT works, its limitations, the efficacy of AI detectors, and bias.
I Secretly Let ChatGPT Take My Final Exam I teach in the computer science department at Vanderbilt University. In my Algorithms class this past spring, I decided to regularly expose my students to ChatGPT so they could see firsthand that it can’t replace their critical thinking skills. I did this primarily for selfish reasons—like most instructors, I wanted my students to rely on their own creative problem-solving abilities rather than ChatGPT to answer their homework questions. I hypothesized that demonstrating the fallibility of ChatGPT would be a more effective deterrent than a syllabus policy statement. I just needed to find its weaknesses when it came to our course materials.
AI Will Transform Teaching and Learning. Let’s Get it Right. At the recent AI+Education Summit, Stanford researchers, students, and industry leaders discussed both the potential of AI to transform education for the better and the risks at play.
Stop Everything You are Doing and Watch These 5 TED Talks on AI Ethics AI has a significant impact on our daily lives, and it should require us a better understanding of the positive and negative effects of this technology. The ethical challenges that artificial intelligence poses in our lives today are becoming well known, and it’s time to understand better how the ethics aspects of this technology can be systematized in a realistic and enforceable way. Today AI has an impact on our jobs, safety, shopping, justice, and several other activities. In many cases, all of this is happening without a shared and well defined ethical and legal structure to ensure that the technology below it is transparent, accountable, and responsible. We are now in 2020, and I firmly believe that this should start the change, and we should begin to pay attention and consider it an emergency at the same level of climate change today. I’ve been dedicating a consistent part of my studies, my public speaking in conferences, and my networking on promoting awareness and call-to-action regarding the necessity to bring up the topic of AI Ethics in every possible occasion when technology frameworks have been discussed. And from today, you will find on my Medium more and more articles about AI Ethics in a practical and impactful way. To start, I would like to share some of my favorite “food for thoughts” TED Talks about AI Ethics that can really make you start thinking about it. I’ve selected five thought leaders who share what they consider necessary to govern AI and ensure a comprehensive ethical framework, in addition to human intelligence.
My Assessments Next Semester – Modified for Avoiding & Embracing AI I am an educational developer, so I often need to help people think through how they’re going to respond to the advent of ChatGPT and the like. I myself don’t teach writing, and I think solutions for teaching writing will always be the most difficult, and their context is often quite different from courses in the disciplines. I teach a liberal arts requirement that focuses on digital literacies (including AI literacy – even before chatGPT existed) and intercultural learning, and has lots of writing but does not *have* to have everything written.
AI Text Generators and Teaching Writing: Starting Points for Inquiry What do teachers who assign writing need to know about AI text generators? Given recent advances in AI Large Language Models (LLMs) such as OpenAI's ChatGPT, how should we change our pedagogical practices? How should teachers shape policies around these technologies in our departments, institutions, and society? As teachers who assign writing, we need to reckon with the possibility that our students may use writing generators to produce essays or parts of essays. These tools do not produce writing copied from human sources; the AI origin is not reliably detectable by human readers or software. Writing teachers and scholars need more information about the kinds and quality of AI-generated text we can expect in response to common types of essay prompts to shape our individual and institutional responses to this new technology. For example, we may want to design prompts that AI text generators are unskilled at performing or to find ways to use these generators pedagogically. Either way, as faculty responsible for teaching writing as an impactful, ethical intellectual activity, we need to know what AI generators are capable of. And we need to understand the forms of bias and error that emerge in AI-generated writing.
Librarians Can Play a Key Role Implementing Artificial Intelligence in Schools AI tools like ChatGPT are advancing by the day. Here's how librarians are using them, plus an overview of valuable AI tools and terms.

6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence

6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence In the final chapter of Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity (2021) I contemplate the future of plagiarism and academic integrity. I introduced the idea of life in a postplagiarism world, thinking about the impact of artificial intelligence on writing. Here, I expand on those ideas. These six tenets characterize the post-plagiarism age:

Artificial Intelligence and Academic Integrity

Sarah’s Thoughts: Artificial Intelligence and Academic Integrity he release of ChatGPT has everyone abuzz about artificial intelligence. I’ve been getting lots of questions about our research project Artificial Intelligence and Academic Integrity: The Ethics of Teaching and Learning with Algorithmic Writing Technologies. We are ready to start data collection in January so I do not yet have results to share. Our team has two preliminary papers under review, but I won’t say much about them until they are published. In the meantime, I wanted to share some high level thoughts on the topic since many of you have been asking. Even though I am on Research and Scholarship Leave (RSL, a.k.a. sabbatical) this year, I’ve got another big project on the go that is taking up a lot of my time and focus right now, in addition to the research project above. I am serving as the Editor-in-Chief of the the Handbook of Academic Integrity (2nd ed.) The first edition of the Handbook was edited by Tracey Bretag who passed away in 2020. The second edition is well underway and I’ve been working with an amazing team of Section Editors (giving a wave of gratitude to the team: Brenda M. Stoesz, Silvia Rossi, Joseph F. Brown, Guy Curtis, Irene Glendinning, Ceceilia Parnther, Loreta Tauginienė, Zeenath Reza Khan, and Wendy Sutherland-Smith). We have more than 100 chapters in the second edition, including some from the first edition as well as lots of new chapters. (Giving a wave of gratitude to all the contributors! Thank you for your amazing contributions!) It is a massive project and it has been a major focus of my sabbatical. Suffice to say, I have not had a spare moment to put fingers to keyboard to write in depth about this topic on social media, but I wanted to share a few high level ideas here. I will have to unpack them in a future blog post or maybe an editorial, but for now, let me just say that I think the moral panic over the use of artificial intelligence is not the answer. But so you know where I stand on the issue, here are some thoughts:
Partnership on University Plagiarism Prevention - AI and Plagarism In the news, there is a lot of talk about ChatGPT and other generative AI platforms. We created this page to regroup articles, possible solutions and researches on artificial intelligence, plagiarism and academic integrity. Simply click on the category of interest to you to find the associated articles and resources.

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K12 Research and AI: Teaching with A.I.

Teaching with Artificial Intelligence

Syllabi Policies for Generative AI

Further Your Learning

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30 AI Tools for the Classroom

30 AI tools for the classroom

How AI could shape the future of education | Chanukya Patnaik | TEDxLuxembourgCityED

AI Required: Teaching in a New World with Ethan Mollick

Creative Commons

Practical AI for Instructors and Students

The U.S. Department of Education and Experts Discuss “AI and the Future of Teaching and Learning”

Open AI Educator Frequently Asked Questions

Articles

6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence

Artificial Intelligence and Academic Integrity

Librarian/ Associate Professor