Considerations for Syllabi in a Gen AI World
Authors: Samantha Goldman; info@ciddl.org
While it may seem like forever since ChatGPT and the related generative AI explosion began to revolutionize education, it has only been 20 months. That means this is only the second fall semester where faculty must intentionally plan for its integration and the related redesign of their courses. Thus, it is important to explore resources to support the further integration of AI into preparation program syllabi.
AI and the Syllabus: Important Themes
When considering AI’s role in a course, simply providing a statement may not be enough. Rather, the AI conversation in coursework involves several key tenets: security and privacy, bias, reliability, equity, access and accessibility, and having explicit expectations. Many of these themes are derived from documents such as Artificial Intelligence and the Future of Teaching and Learning, the White House Executive Order on the Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence, and the Blueprint for an AI Bill of Rights. Examples of the critical points in these conversations can be found through Centennial College, the University of California, Los Angeles, and Arizona State University.
These themes around AI use in coursework relate to previous CIDDL conversations both in print and at conferences regarding the key considerations for AI use in the classroom:
- Prepare educators with the knowledge and skills to understand and use AI in the classroom.
- Provide educators with the opportunity to explore how AI can be used to support personalized instruction and how AI can be used to identify student learning needs.
- Prepare educators on the implications of using AI in the classroom, such as potential privacy concerns, data security, and bias in AI systems.
- Provide educators and special educators with resources on AI-based learning and assessment tools and how to integrate them into their teaching and assessment practices.
- Develop guidelines and protocols for the use of AI in the classroom and for the ethical use of AI by educators and special educators.
- Prepare educators to understand the potential risks of AI and how AI can be managed, monitored, and regulated.
- Encourage educators to collaborate with AI experts to ensure that AI is used to its fullest potential in the classroom.
Examples of AI Policies and Syllabi Statements
Universities and programs are working to develop their own set of guidelines for AI use in coursework. With that in mind, several universities have already enacted policies that can be used as exemplars. Santa Fe Community College curated a list of resources exploring guidance around syllabi. One way of handling the question of generative AI in courses is through the use of AI levels. The University of Tennessee Chattanooga explains that the first level or option is the free use of AI, where students are free to use AI to assist them throughout the course, through level 4, where AI use is prohibited. Other sample AI policies and statements can be found at Montclair State University, Colorado State University, Penn State, and the University of Denver. Temple University provides a detailed example of when AI can and cannot be used. Additionally, Lance Eaton, a PhD student in higher education at the University of Massachusetts, has developed a searchable spreadsheet of AI policies with subheadings for courses and disciplines.
Below are some examples generated using Copilot of statements that could be used to provide detailed guidance for AI use.
- In this course, students can use AI-based tools (such as ChatGPT) on some assignments. Assignment instructions will specify whether and how AI tools may be used. Proper citation of all sources, including AI tools, is required. Any use of AI inconsistent with these parameters will be considered academic misconduct.
- All work submitted for this course must be your own. Using generative AI tools, such as ChatGPT, during assignments is forbidden. Violations will be considered academic misconduct.
- Students are encouraged to explore AI tools and collaborate with them on assignments. However, all work submitted must be their own. Proper citation of AI-generated content is essential. If you’re unsure about the appropriateness of using AI for a specific task, consult with me.
- As we discuss AI concepts, it’s crucial to consider ethical implications. Students should be aware of biases, privacy concerns, and potential harm when using AI tools. We’ll explore these topics in class and apply them to real-world scenarios.
- AI tools can enhance your learning experience. Feel free to use them for research, brainstorming, or generating ideas. However, final submissions should reflect your understanding and originality. If you encounter challenges with AI, seek assistance.
- When incorporating AI-generated content, be transparent. If you use AI for any part of an assignment, mention it in your submission. Explain how AI influenced your work. Honesty and integrity are essential.
- AI systems can perpetuate biases. As you engage with AI tools, consider their limitations and potential biases. Reflect on how AI decisions impact different groups. We’ll discuss bias mitigation strategies throughout the course.
Join the Conversation
Do you have an AI policy at your university? How is your department handling generative AI? Join the conversation in our community!