Artificial Intelligence Tools

1. Experiment with AI tools yourself: Use the tools. Experimenting can help you see their impact on students' work. Talk with leadership and colleagues in your department.
   1. Questions to ponder:
      1. Is there a department-wide stance on the use of AI tools?
      2. What do your professional networks say about these tools in your industry and/or discipline?
   2. Options to explore:
      1. One available option to experiment is through your own OSU account. As of 2024, OSU students, staff, and faculty have access to Microsoft Copilot with data protection by logging in with an OSU account.
2. Revise your academic integrity policies in your syllabus: How might generative AI (GenAI) support or change your teaching practices?
   
   
3. Revise your academic integrity policies in your syllabus: Consider including statements (see Sample syllabus statements sections below) that link your policy to the ethical standards of industry or academic field.
   
   
4. Plan course design changes: Small, pointed changes can make a big, positive impact. Make a list of assessments that may need revised instructions. Note other opportunities for encouraging students to ask questions about their use of AI tools.

1. Ensure your students understand expectations: Differentiate the outcomes and behaviors that you’re comfortable having students develop using AI tools from those you are not. Include an expectations discussion or syllabus quiz to confirm student understanding aligns with yours.
   
   
2. Explicitly describe what is and is not allowed on every assignment. Include a statement as to why. Provide specific instructions and prompts that will help students appropriately use AI tools.
   
   
3. Require process documentation: Production of images, video, visual representations, handwritten process documentation, or use of a specific tool, increase the resiliency of an assignment to completion with GenAI.
   
   
4. Create space for students and you to discuss ethical challenges in higher education and invite students to help craft an academic integrity statement/commitment.
   
   
5. Revise assignments to encourage unique aspects/choice of students. Ask students to weave in findings from previous assignments or details from prior discussion assignments. Encourage students to engage their agency, interests, and creative pursuits in assessments.
   
   
6. Required reflection: Include a required reflection component with major assignments prompting students to describe their process. Alternatively, at key points in the term, ask students to describe the challenges of working with new AI tools and how they ethically produced work in the course.
   
   
7. Importance of knowing foundational concepts: Include an explanation of the importance of learning and knowing foundational skills/concepts. Provide terminology and basic concept quizzes as no/low point opportunities for students to self-assess. Create a companion assignment that asks for their reflection about their performance.
   
   
8. Low-stakes warm-up activity: Provide a low-stakes warm-up activity on AI tools allowed/required in your course.
   
   
9. Converse with colleagues: Continue conversations with colleagues, and revise even small aspects of your course regularly. Stay in touch with teaching and learning centers on your campus (Ecampus, Center for Teaching and Learning).

For advanced STEM- and Humanities-specific assignment redesign strategies, members of the Oregon State University community are encouraged to see an open Canvas community site.

There are three approaches to syllabus statements with respect to AI tool usage:

• Statement to restrict AI tool usage
• Statement to define AI tool usage with limits
• Statement to encourage AI tool usage

A sample of each type of syllabus statement is below:

• Prohibiting use of generative AI: You may not use generative AI (GenAI), such as large language models (e.g., ChatGPT), in this course for your assignments, projects, or study materials. The purpose of this course is to develop and assess your understanding and skills, which requires that all submitted work be your own. Using GenAI tools can impede the learning process and compromise the integrity of your work. By creating everything yourself, you ensure a deeper engagement with the material, enhance your problem-solving abilities, and receive a fair evaluation of your progress. This approach supports a fair and effective learning environment for everyone. Fostering your critical thinking and creativity is essential for your academic growth. Additionally, if you rely on GenAI to complete your work, you may struggle to understand the concepts fully, which could quickly be discovered in a professional setting and jeopardize your employment. If you have any questions about this policy, please see the academic integrity page, or reach out to your instructor for clarification.
  
  Created by Phil Chambers, Ecampus Instructional Designer
  
  
• In this course, the use of Artificial Intelligence (AI) tools is...(restricted, allowed, encouraged). Assignment instructions and course activities will provide further details. I encourage you to contact me if you have questions about using AI tools so that, together, we can ensure that we are using these tools in productive and ethical ways. Essays, code, and images and other media generated by AI tools trained on public data, documents, and images may be subject to copyright infringement, and any use of such tools to generate these should include a statement that AI has been used. I will include a prompt or reminder on assignments that allow the use of AI tools.
  
  From the Ecampus online course syllabus template
  
  
• You will develop various skills while working toward the course outcomes. You can access tools and resources to help with your learning in this course. We will provide specific guidance for all major assignments, including recommended tools. One such tool is ChatGPT, which some students may already be using. I encourage you to use ChatGPT. But you must follow the guidelines on generative AI use for each assignment. Integrity is crucial; always adhere to the guidance or ask questions if you are unsure. Confusion is normal, and you should seek clarity by contacting me. This ensures a fair, transparent, and ethical experience for everyone in the class.
  
  Created by Deborah M Mundorff, Ecampus Instructional Designer

• Permitting use of generative AI: You may use generative AI (GenAI), such as large language models (e.g., ChatGPT), in this course to assist with your assignments, projects, and study materials. These tools can help generate ideas, provide explanations, and offer feedback. Ensure that all work submitted is your own by using GenAI as a supplementary tool rather than the main content source. For example, you can use GenAI to brainstorm ideas, outline your thoughts, or clarify complex concepts. However, the final writing, problem-solving, and/or analysis should be your original work. Properly cite any AI-generated content to maintain transparency and academic integrity. This responsible use of GenAI enhances your learning experience while ensuring that you develop and demonstrate your understanding and skills. For questions on appropriate use, see the academic integrity page. Or, ask your instructor for clarification.
  
  Created by Phil Chambers, Ecampus Instructional Designer

Explore additional samples from the Center for Teaching and Learning.