Widespread access to artificial intelligence technology affects many aspects of the higher education classroom. As instructors prepare courses for summer and fall — updating assessments and course activities — and committees consider where AI might be integrated into the curriculum, it is important to examine a key aspect of course design: the syllabus.
An effective syllabus sets the tone for students, creates a scaffolding for learning, outlines assessment requirements, and launches students on the path to success. In addition to these traditional elements, instructors should consider how they might update assessment structures and course policies to align with their expectations around AI use.
Whether you prefer a liberal approach allowing unrestricted AI use, stringent restrictions designed to minimize or prohibit use, or something in the middle, a clear policy is paramount and how the policy is communicated to students can impact adherence. Open dialogues about the expectations and the rationale behind AI policies can cultivate a culture of honesty while a punitive stance can erode trust and inadvertently encourage the behaviors instructors wish to deter.
To circumvent the use of AI, some instructors use handwritten assignments. A drawback of this approach is that it disregards the benefits that technology affords in terms of accessibility, efficiency, and inclusivity. Additionally, AI detectors purport to offer academic integrity, but their reliability is variable and false positives are a concern.
AI can be a powerful ally in the educational process, offering avenues for creativity, efficiency, and personalized learning. Incorporating AI into teaching strategies can stimulate engagement and deepen understanding. By framing AI as a tool for exploration and enrichment rather than a shortcut to academic responsibilities, instructors can harness its potential to complement traditional teaching methods and enrich the learning experience.
In the Chronicle of Higher Education article Are We Asking the Wrong Questions About ChatGPT?, the authors encourage faculty to "stop agonizing about your syllabus policy and start helping students use AI to extend, not replace, their thinking." The examples provided of how they have done this in their own classes, as well as the links included, are a good resource for instructors as they consider how to address this in their own syllabus and classroom.
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More details at: https://go.unl.edu/ai-policy