AI Course Policies and Syllabi Statements

Ensuring Clear Communication and Transparency

Robot sitting at a desk with a pile of papers.

IMAGE: Lexica.art, pre-made image from prompt: “small robot reading a lot of files and papers” (06/30/24).

Writing an AI Course Policy

Generative AI Course Policy Elements

Surveys reveal students are confused over allowable limits of AI use, as well as concerned with potentially violating academic integrity policies when using AI.  Therefore, a comprehensive course policy, that should help clarify many issues for students includes:

  1. the reasons for or against AI use in the classroom
  2. the limits or parameters of AI use
  3. the follow-up procedures and/or punishment for unauthorized AI use
  4. if AI detection tools (and which ones) are used in cases of concern over academic integrity violations
  5. if AI tools (and which ones) are used to evaluate student work and/or provide feedback

How Much AI Is Too Much?

AI-detector.info complied a range of acceptable AI use percentages according to academic discipline.  The site’s suggestions may help guide decision-making regarding how much AI use is allowable in a particular course.

The table proposes the following AI limits:

  • Natural Sciences: 20-30%
  • Social Sciences: 10-20%
  • Medical Sciences: 25-35%
  • Engineering: 30-40%
  • Humanities: 5-10%
  • Education: 10-15%
  • Business: 20-25%
  • Law: 15-20%
  • Arts and Design: 5-10%

A table of acceptable AI use percentages broken down by academic discipline.

Generative AI Policies: Examples from Kirkwood Community College

EXAMPLE 1. This course has a generative AI policy to acknowledge that technology, including AI, can play a supportive role in the learning and feedback process. While I don’t mandate the use of generative AI, I am open to its application when appropriate. Most of the work done in this class, however, requires your original ideas, however, so I expect it shouldn’t be needed.  If you do, however, use generative AI, provide proper citations and acknowledge the assistance received from AI tools. The goal is to encourage you to explore various learning aids, including generative AI- powered tools, while still maintaining academic integrity.  Most important, I want to see your original work. That’s what makes education so exciting when I get to read my students’ ideas.  I want to ensure your work reflects your own originality.  So, if you do use AI or other outside sources, always remember to give credit where it’s due.

EXAMPLE 2.  It is important to remember that chatGPT and other AI tools are not a replacement for your own critical thinking and original ideas. The ultimate goal of this course and any tool used to submit work is to enhance your own learning and understanding, not to undermine it.

If after reading the following policy you have questions about what is permitted, please reach out to me.

As a college student, it is your responsibility to maintain the highest standards of academic integrity. Representing work generated by artificial intelligence as one’s own work is considered to be academically dishonest. This includes (a) ensuring that all work submitted for grades is your own original work, and (b) properly citing any sources that you use. Using an AI-content generator such as ChatGPT to complete assignment without proper attribution violates academic integrity. By submitting assignments in this class, you pledge to affirm that they are your own work and you attribute use of any tools and sources. Having AI write your paper constitutes plagiarism. If the source of the work is unclear, I may require you to meet with me to explain the ideas and your writing process. Instructors reserve the right to request an oral explanation of answer

Learning to use AI responsibly and ethically is an important skill in today’s society. Be aware of the limits of conversational, generative AI tools such as ChatGPT.

Quality of your prompts: The quality of its output directly correlates to the quality of your input. Master “prompt engineering” by refining your prompts in order to get good outcomes.

Fact-check all of the AI outputs. Assume it is wrong unless you cross-check the claims with reliable sources. The currently AI models will confidently reassert factual errors. You will be responsible for any errors or omissions.

Full disclosure: Like any other tool, the use of AI should be acknowledged. At the end of your assignment, write a short paragraph to explain which AI tool and how you used it, if applicable. Include the prompts you used to get the results. Failure to do so is in violation of academic integrity policies.

Here are approved uses of AI in this course. You can take advantage of a generative AI to:

  • Fine tune your research questions by using this tool https://labs.packback.co/question/  Enter a draft research question. The tool can help you find related, open-ended questions
  • Brainstorm and fine tune your ideas; use AI to draft an outline to clarify your thoughts
  • Check grammar, rigor, and style; help you find an expression

In situations where you do use AI (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2), such as the approved uses above, on assignments in this course, you must ensure 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.

EXAMPLE 3. Why does this course have an AI policy?  This course has a generative AI policy because the use of AI has become an essential skill in today’s AI-driven world. By requiring you to use generative AI, I am to equip you with relevant skills and tools necessary to thrive in a technology-driven society. Emphasizing the mastery of generative AI should empower you to harness its potential, enhancing your problem-solving abilities and preparing you for future challenges and opportunities.

Uses of Generative AI in this course:

The use of generative AI in this course is allowed as long as you properly cite the AI-generated content and use it responsibly. While it is not a requirement, I recognize that AI can serve as a useful tool to support your learning experience. You may choose to use generative AI to gain insights, receive feedback, or generate ideas, but always remember to give credit where it’s due and ensure your work reflects your own originality.

  • Use it as a brainstorming tool. Generative AI can help spark ideas and provide examples that can help you get started on writing assignments.
    • You share the paper topic & thesis with AI, and you ask AI for a few ideas for a paper title
    • You should not use AI to generate any content for your paper, YOU should be the author of your paper’s content
    • If you use generative AI to write a title for your paper, please disclose this in your AI-disclosure statement
  •  Get writing feedback using your rubric. You can upload the assignment rubric, the writing prompt, and your paper and ask the AI to highlight any missing rubric categories or any rubric category that needs further development. You can also come to office hours for this same review, from me, your Instructor 🙂
    • If you do use AI as a “grader/reviewer”, please disclose this in your AI-disclosure statement
  •  Get writing suggestions. You can get writing feedback from AI. Ask for grammar review, readability feedback, and the strength of your thesis/arguments. But the actual writing should be done by you, the student.
    • “Read my paper and let me know if you read any grammatical errors”
    • “I’m writing a paper with the thesis statement [x], can you give me feedback on my thesis statement?”
    • “I’m writing a paper with the thesis statement [x], and here are my arguments. Please give me feedback on my arguments, and let me know if there are any logical fallacies present?”

If you choose to use generative AI as a learning aid, it is essential to disclose its use on your assignments to maintain academic integrity. If you use generative AI, make sure to add “Generative AI Disclosure:” at the bottom of your assignment. Your disclosure should share what program you used and how you used it. Properly citing the AI-generated content allows me to understand your process better and gives credit to the assistance received from these tools.

If a student is suspected of using AI inappropriately without proper disclosure, I will conduct a fair and transparent investigation into the matter. It is essential for students to be open and honest about their use of AI in assignments. If the suspicion is confirmed and the student failed to disclose the AI use, the appropriate course of action will be taken. This may involve discussing the issue with the student, providing guidance on proper AI usage, and potentially a revision of the assignment with proper disclosure. My goal is to help students understand the importance of academic integrity and responsible use of AI.

Beware of Bias:

While generative AIs are allowed as learning aids, remember that they are not flawless. Expect some imperfections due to biases or limitations in the AI model’s understanding. Always fact-check and verify the AI-generated content by cross-referencing it with reputable sources. Additionally, exercise critical thinking to identify and address any inaccuracies that might arise, you choose to use generative AI as a learning aid, it is essential to disclose its use on your assignments to maintain academic integrity. If you use generative AI, make sure to add “Generative AI Disclosure:” at the bottom of your assignment. Your disclosure should share what program you used and how you used it.. Properly citing the AI-generated content allows me to understand your process better and gives credit to the assistance received from these tools.

EXAMPLE 4. NOTE: In this course using AI tools to complete work is NOT writing in your own words.  If you do not know what the phrase “write in your own words” means, please contact me, but everyone should know that plagiarism or using AI tools to generate written work are, by definition, NOT writing in your own words.   

The following is taken directly from Kirkwood’s Academic Integrity policy, so please read carefully:  “Kirkwood students are responsible for authenticating all work in a course. This includes but is not limited to quizzes, exams, presentations, papers, journals, and projects. If asked, the student must be able to produce proof establishing that the work he or she submits is original and created by the student. For this reason, it is recommended that students engage in a verifiable working process on assignments and conduct themselves during class in a manner that does not lead to the suspicion of academic dishonesty.  Students should keep copies of all drafts of original work, make photocopies of research materials, write summaries of research materials, retain Writing Center receipts, keep logs or journals of work on assignments and papers, and save drafts or versions of assignments under individual file names on personal computer or cloud storage devices.  All writing that is taken from secondary sources (including those on the Internet) must have proper attribution and citation as outlined in course requirements and syllabi.”

NOTE: In this course, “taken from secondary sources” includes use of AI tools which are not “original and created by the student.”  Letting AI write for you is not writing in your own words.

EXAMPLE 5.  

Artificial Intelligence (AI) Usage Policy

This policy aims to empower students to actively engage with AI tools, encouraging exploration and creativity while maintaining ethical standards.  Our goal with this policy is to outline the principles and guidelines for the responsible use of Artificial Intelligence (AI) in our classrooms.

Generative AI tools are permitted in this course to:

  • Enhance creative thinking and problem solving.
  • Explore innovative approaches to course content.
  • Foster collaboration and teamwork.

Students are expected to:

  • Use AI tools honestly, giving credit to the original creators when applicable, and acknowledging when AI has been utilized in assignments or projects.
  • Submit their own original work on assignments and papers, and not take credit for something generated and copied from AI.

Violations of this policy may result in academic consequences as outlined in the college’s Academic Integrity policy.

This AI Usage Policy has been designed to create a positive and constructive learning experience for all students. Your commitment to ethical AI use contributes to the success of our shared educational journey.

By embracing the ethical use of Generative AI, this course aims to cultivate a learning environment that not only harnesses technological advancements but also instills a sense of responsibility and integrity in the application of these tools.

(Generated using ChatGPT December 2023)

EXAMPLE 6. You’re here at Kirkwood Community College because you want to learn! As a college student, your use of AI tools can make learning complicated: are they a shortcut, a cheat, or a powerful tool? What is considered plagiarism? How can they be helpful? The truth is, it all depends on how you use them and what you’re learning from the experience. Any tool that helps you authentically engage with an assignment may help you learn. However, if it simply provides easy answers to questions intended to challenge your thinking, it’s probably not helping you grow (what you actually have to say indeed matters!). That’s why it’s important to let me (and any instructor) know when you’re using AI tools, whether that means citing them as a source or asking how or if they’re allowed.  Not doing this can lead to accusations of cheating, plagiarism, and academic misconduct: so when in doubt, please ask!

EXAMPLE 7.  Under the right circumstances, generative AI can be an effective learning aid, helping students to brainstorm ideas, build outlines, or check their spelling and grammar. However, despite the apparent convenience generative AI offers, it also has a propensity for bias, discrimination, and falsehood, at times hallucinating information and sources.

The goal of this course is to develop your own critical thinking and communication skills. You should not need to rely on automated tools such as generative AI in order to synthesize information from a range of sources and arrive at your own conclusions. For this reason, this class prohibits the use of generative AI for your writing assignments.

If you intend to utilize generative AI as a learning aid for this course in order to better understand a subject or in preparation for a writing assignment, you are expected to disclose and discuss this formation with your instructor. Know that any information obtained through generative AI should be considered suspect and be reviewed, fact-checked, and audited through non-AI means.​

Navigating AI Tools in Writing Classes [Policy Context Continued . . .]

Introduction 

Recent advancements in artificial intelligence (AI) have sparked discussions about its role in higher education. This guidance aims to help you assess the opportunities and risks associated with AI in our Composition class. Since this field is rapidly evolving, pay close attention to each of your instructor’s specific AI guidance.

General Guidelines

Review the content an AI system generates (the output) to avoid risks and drawbacks. By you being the “human in the loop,” working alongside AI, you can leverage the tool ethically. Here are some key points to consider:

  • AI systems may have biases, so monitor for bias in writing.
  • Acknowledge that AI-generated content may contain inaccuracies, including fabricated citations.
  • Exercise caution with the privacy of data provided to AI systems, avoiding nonpublic or private information.
  • Be mindful of the information and data given to AI for analysis, as some systems may not adequately protect privacy.

General Use Cases 

Explore the following scenarios to understand when AI use is appropriate.

    • Can I use AI to refine something I’ve written?
      • This is generally effective, but review revisions to ensure the intended meaning is preserved.
    • Can I use AI to help brainstorm a list?
      • This is a great use of AI tools, so long as you are following general guidelines and policies stated in the syllabus and/or assignment description.
    • Can I use AI to summarize a document?
      • Depending on the situation’s specific details and the document’s privacy requirements, this can be a beneficial use case for AI.
    • Can I use AI to analyze data and research?
      • This depends on data classification and the privacy protection offered by the system being used to analyze the data.
    • Can I use AI to generate research ideas or essay topics? 
      • Most of the time this is an effective use of AI, but consideration must always be given to the type of information and if the privacy requirements of the information match those of the AI systems.
    • Can I use AI to test my understanding of a topic?
    • Can I use AI to Generate Practice Quizzes?
      • In general, generative AI can quickly create questions, including distractors and feedback to students on many topics and levels, however each question will need to be checked for accuracy.
    • Can I use AI to clarify concepts or simplify topics?
      • Yes, generative AI has strengths in summarizing and extracting the main points of a document to present to readers in a simpler way.  See this LinkedIn post that shares a detailed prompt to accomplish this.
    • Can an AI act as an on-demand tutor?
      • Yes, personalized instruction is one of the potential uses of generative AI. See this post from Steven Kelly, of the Minnesota State Colleges and Universities, where he prompts ChatGPT to act as a Socratic coach. However, it is important to always exercise critical thinking and disciplinary expertise when considering AI-generated information. Analyse and contextualize AI’s outputs, and cross-verify any information AI gives you.

ACUE AI Policy Guidebook

Why are AI policies important?  According to ACUE, the Association of College and University Educators, “[i]n the 2024 Survey of College and University Chief and Academic Officers by Inside Higher Ed (IHE) and Hanover Research, a pressing need emerged for higher education institutions to establish comprehensive Generative Artificial Intelligence (AI) policies. Notably, three-quarters of institutions have provided some training on Generative AI to their faculty, yet 92% of faculty and staff are seeking additional training and resources.”

For valuable insights on designing Artificial Intelligence policies including, download ACUE’s free publication “AI Policy Guide: Using AI to Get Started.”

Packback shares its “White Paper: AI Policy Roadmap” as a way to “[d]iscover how forward-thinking institutions are navigating the uncharted waters of AI in education.”

AI-Related Policy Resources

AI Detectors: What to Know!

Faculty have numerous AI detection tool options and many are quite tempting – especially when they share their claimed accuracy rates of 90% and higher!  However, great debate rages around AI detection tool use, and many criticisms are valid.

AI detectors focus on two components of writing: perplexity and burstiness.  Perplexity refers to the variety and complexity of words being used, and burstiness refers to the same in relationship to sentences.  It has been determined that AI writing, in general, is not very creative in its vocabulary and sentence structure.  Therefore, written work scoring low in both perplexity and burstiness is often labeled as “AI-generated.”

Two immediate issues or concerns associated with these criteria are:

  1. ELA learners often display low perplexity and burstiness since they are in the process of learning English vocabulary, grammar, syntax, etc.  Studies have shown their work is falsely accused of being AI-generated at much greater rates than that of other students
  2. “Word spinners” and other AI-based technology can rewrite text to improve perplexity and burstiness – and thus avoid detection.  Studies have shown that AI detectors are quite vulnerable to even slight upgrades in text quality, thus avoiding detection is quite easy

But there are other issues associated with AI detectors to consider:

  1. Due to bias and vulnerabilities, it is strongly recommended never to use AI detection tool scores as the sole determinant of AI-based plagiarism
  2. With many tools, the submitted work is retained and sold to other parties (so be sure to read terms of use policies)
  3. With many tools, the submitted work is used to train the model (so be sure to read terms of use policies)
  4. If AI detection software is not officially purchased/licensed  through an academic institution, it is possible to violate FERPA if personally identifiable information is not removed from submitted work
  5. If AI detection software is not officially purchased/licensed through an academic institution, a student’s copyright/intellectual property rights could be violated
  6. If a tool requests accuracy opinions/feedback, then the user is provided uncompensated labor to train the AI detection model
  7. Research has shown that students’ academic careers have been harmed by false claims of AI-based plagiarism
  8. Academic research has demonstrated that AI detection tools can be very susceptible to trickery and evasion techniques
  9. According to some sources, student work that is heavily edited and/or rewritten by Grammarly can be flagged as AI-generated (there is not universal agreement on this, however).  For additional information refer to “Grammarly and AI Detectors: Myth or Fact?” shared by Originality.ai.

How to Use AI Detectors

If you do choose to use AI detectors, how can you best capitalize on the information you gain?

  • Use the report’s data as a conversation starter = engage with the student whose work is raising red flags
  • Tell them, frankly, why you are suspicious that their work was AI-generated
  • Have them explain why they resorted to that approach
  • Ask if there were conditions, circumstances, or directions that could have been changed to help reduce the appeal of AI’s “quick-fix”

DEALING WITH CONCERNS OVER ACADEMIC INTEGRITY

When discussing concerns over AI with a student, keep the following in mind*:

    1. Do not take unauthorized AI use personally
    2. Check your biases regarding your suspicions
    3. Don’t accuse the student outright
    4. Ask to meet the student about your concerns
    5. Don’t be confrontational: ask them about their writing process, research methods, what challenges they faced, directed questions about an activity (like visiting a museum) that they were supposed to complete
    6. State your concerns plainly
    7. Use it as a learning opportunity not an interrogation
    8. If the student admits to unauthorized AI use, allow them to redo the work with a penalty
    9. Self-reflect on class policy changes you can make that may reduce this from happening in the future

*Taken from the AI Detector Training Course, “What to do when you suspect a student has used AI?” Jeff Rients, Center for the Advancement of Teaching, Temple University

AI Detectors Further Reading

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An Instructor's Artificial Intelligence (AI) Handbook Copyright © by Laura Yost. All Rights Reserved.

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