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AI in Education

Faculty Guidance

  1. Set Clear Policies and Expectations:
    • Clearly communicate your policies on AI use in person, in writing (such as in the syllabus), and during class sessions.
    • Define terms like plagiarism and cheating in the context of generative AI tools.
    • Share specific examples of appropriate and inappropriate AI applications for different tasks.
  2. Promote Transparency and Dialogue:
    • Engage in open conversations with students about AI. Discuss its benefits, limitations, and ethical considerations. For instance, within STEM fields one must hold paramount the safety and welfare of the public. Thus, there is an ethical responsibility to the profession to present your own work. Furthermore, If a design or medical procedure fails because AI miscalculates, the engineer or medical provider is still held responsible.
    • Create a culture where students feel comfortable discussing their use of AI tools.
  3. Foster Intrinsic Motivation:
    • Encourage students to see writing as a vehicle for thinking, expressing, convincing, informing, and entertaining where the process of writing is important, not just the end product.
    • Emphasize that writing centers around an individual’s unique tone of voice, which cannot be replicated with AI.
    • Allow students to choose topics related to their interests.
    • Encourage them to express their own viewpoints.
  4. Creative Assignment Design:
    • Consider multimodal assignments (combining text, images, videos) that go beyond simple text generation, which can limit the ability of students to solely use AI in completing an assignment.
    • Create scaffolding and checkpoints to help students actively engage in the learning process, which can also enable faculty to detect AI use early on in an assignment.
    • Develop collaborative group projects to promote peer learning and reduce reliance on AI tools.
    • Include class-wide oral discussions, which do not lend themselves to AI use.
    • Consider having students complete handwritten assignments in class rather than remotely.
    • Encourage active engagement and contributions from students.
  5. Qualitative AI Detection
    • Compare a student’s prior work to a student product with suspected AI use to determine if their level of vocabulary, structure style, and expertise is consistent.
    • Check references/citations to verify works cited are legitimate, since generative AI can manufacture non-existent sources.

ASU Academic Dishonesty Policy

All faculty and students are expected to follow the official ASU Academic Honor Code.

Syllabus Statement in All ASU Syllabi

Use of Generative AI tools
Generative AI tools such as ChatGPT, Gemini, and others, are now being widely used in business and industry to assist with the development of written content within seconds. Some faculty members may choose to provide expert guidance to their students on how to use such tools in an ethical and responsible manner when completing their course assignments. However, unless the instructor explicitly states in the course syllabus that students may use generative AI tools to develop content that is submitted as part of an assignment for a course, their use in that course is prohibited. For more information, please see OP 10.26 Use of Generative AI Tools by Students.

Optional AI Syllabus Position Statements

Faculty may want to consider adding information into their syllabus that guide students on what is or is not acceptable in their classes based on how students may or may not interact with AI to complete course work.

Syllabus statement if AI Use is encouraged and allowed in your course:

You are welcome to use generative artificial intelligence (AI) tools (add examples of tools that best fit your course, e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with our course learning goals (consider adding your course goals here). Students are responsible for the information you submit based on an AI query and for assuring that it does not contain misinformation or unethical content and that it does not violate intellectual property laws. Your use of AI tools must be properly documented and cited for academic integrity. For this course, we will use [Insert citation style for your discipline and perhaps an example of an AI citation according to this style.]

Syllabus statement if AI Use is allowed with disclosure and citation in your course:

You are permitted to use ChatGPT and other artificial intelligence (AI) tools to assist you in gathering information and brainstorming ideas but you may not copy and paste information. Academic integrity is taking responsibility for one’s own class and/or course work, being individually accountable, and demonstrating intellectual honesty and ethical behavior. Academic integrity is a personal choice to abide by the standards of intellectual honesty and responsibility. Because education is a shared effort to achieve learning through the exchange of ideas, students, faculty, and staff have the collective responsibility to build mutual trust and respect. Ethical behavior and independent thought are essential for the highest level of academic achievement, which then must be measured. Academic achievement includes scholarship, teaching, and learning, all of which are shared endeavors. Grades are a device used to quantify the successful accumulation of knowledge through learning. Adhering to the standards of academic integrity ensures grades are earned honestly. You are responsible for the information you submit based on an AI query and for assuring that it does not contain misinformation or unethical content and that it does not violate intellectual property laws. You are expected to include a disclosure statement at the end of your assignment describing which AI tool you used and how you used it. For example, “ChatGPT was used to draft about 50 percent of this paper and to provide revision assistance. AI-produced content was edited for accuracy and style. Your use of AI tools must be properly documented and cited for academic integrity. For this course, we will use [Insert citation style for your discipline and perhaps an example of an AI citation according to this style.]

Syllabus Statement if AI use is allowed with permission or for specific assignments:

Generally speaking, you are not allowed to use artificial intelligence (AI) engines, software, or artwork generating programs to produce work for this class EXCEPT on X (consider specifying the particular assignment in which AI is allowed). I will provide more information about this 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.

Syllabus Statement if AI use is prohibited in your course:

The use of generative AI tools (add examples of tools that students might use based on the context of your course) are not permitted in this course; therefore, any use of AI tools for work in this class may be considered a violation of ASU’s Academic Integrity policy and the Student Code of Conduct since the work is not your own. The use of unauthorized AI tools will result in referral to the Office of Student Conduct.

Avoid Confidential Information with AI

You should not enter data classified as confidential (including non-public research data, finance, HR, student records, medical information, etc.) into publicly available Generative AI tools, in accordance with the ASU’s Privacy Policy. Information shared with Generative AI tools using default settings is not private and could expose proprietary or sensitive information to unauthorized parties.

Citing AI Work in Class

Resources

Columbia Center for Teaching and Learning. (n.d.). Promoting academic integrity. Columbia University. https://ctl.columbia.edu/resources-and-technology/resources/academic-integrity

Eberly Center. (n.d.). Generative AI Tools FAQ. Carnegie Mellon University. https://www.cmu.edu/teaching/technology/aitools/index.html

Mollick, E., & Mollick, L. (2023, September 25). Student Use Cases for AI. Harvard Business Publishing Education. https://hbsp.harvard.edu/inspiring-minds/student-use-cases-for-ai

Schmidli, L., Harris, M., Caffrey, A., Caloro, A., Klein, J., Loya, L., Macasaet, D., Schock, E., & Story, P. (2023, January 5). Considerations for using AI in the classroom. L&S Instructional Design Collaborative at the University of Wisconsin Madison. https://idc.ls.wisc.edu/guides/using-artificial-intelligence-in-the-classroom

Stanford Center for Teaching and Learning. (2023, June 19). Pedagogic strategies for adapting to generative AI chatbots. Stanford Teaching Commons. https://teachingcommons.stanford.edu/news/pedagogic-strategies-adapting-generative-ai-chatbots

Teaching + Learning Lab. (n.d.-a). Rethinking your problem sets in the world of generative AI. Massachusetts Institute of Technology. https://tll.mit.edu/rethinking-your-problem-sets-in-the-world-of-generative-ai

Anthology White Paper. AI, Academic Integrity, and Authentic Assessment: An Ethical Path Forward for Education. https://www.anthology.com/paper/ai-academic-integrity-and-authentic-assessment-an-ethical-path-forward-for-education

Washington Post on Khan Academy. An ‘education legend’ has created an AI that will change your mind about AI. https://easydb.angelo.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgac&AN=edsgac.A783584998&site=eds-live&scope=site

World Economic Forum. (2024, January 17). AI Guidance for Schools: Responsible Use in Education. https://www.weforum.org/agenda/2024/01/ai-guidance-school-responsible-use-in-education/

Warner, J., author of Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities, writes in this 2022 blog post, https://biblioracle.substack.com/p/chatgpt-cant-kill-anything-worth:
“But part of the problem is that we - and very much including myself here - have been conditioned to reward surface-level competence (like fluent prose) with grades like a C+, B-, or B. We may have to get used to not rewarding pro forma work that goes through the motions with passing grades, or it may mean finding other elements of the experience to focus on in terms of grading.” Basically, what is average may change in light of these tools.”