Generative AI Pedagogies

Scholarbot is a chatbot set up by the T&LL that can help you get familiar and experiment with chat-based AI models.

"Teaching with AI", curated by the Teaching & Learning Lab is a collection of resources on Generative AI in education and in art and design covering a range of topics including pedagogy and course policies, ethics, AI in art and writing. Do you have a resource that you would like to share? Let us know.

Identify some key priorities or things that are critical to you, your teaching philosophy, and the learning objectives of your course. You can be as concise or detailed as you want to be, elaborate on instructions for students, or signal a certain openness or flexibility that will allow for space in the classroom for conversations.

Here are some points to consider:
 

• Policies on the use of AI may differ at departmental / institutional, course, and course-content specific level. For example, you may have a broad strokes policy on the syllabus but elaborate on an assignment description. You may also have “full AI” and “zero AI” policies in different class assignments or activities.
  
   
• Make sure you fully explain, to the extent possible, any AI-related terms that you use on your statement, however concise the statement may be. Provide examples for terms such as “ethical” or “fair” use of AI tools. 
  
   
• Be transparent about your own use of and engagement with AI. Transparency on the use of AI requires building trust and having honest conversations between teachers and students. Provide information about your engagement with AI or communicate your willingness to dedicate space and time to have these conversations in the classroom. 
  
   
• Be skeptical about AI detection software. AI detection tools tend to penalize certain groups of students, including English as Second language students, they can often be bypassed, and they are not always effective or reliable.
• If you interested in allowing or encouraging your students to partly or fully use AI in their work, ask for some documentation of the tool (e.g. 
  ChatGPTvo, September 2024) and/or the process (prompts, iterations). The capabilities of Generative AI tools change rapidly and may have a significant impact on outputs.
  
   
• If you are interested in allowing or encouraging your students to partly or fully use AI in their work, consider issues of access, cost, privacy, and security for your students.  

Plagiarism: "The passing off of someone else’s ideas, writing, or work as one’s own is plagiarism, including content generated by artificial intelligence. Appropriate methods and forms of attribution vary by discipline. Some courses will include instruction in appropriate conventions for citation and attribution within the field. Students are expected to seek out relevant guidelines on their own (the RISD Writing Center offers resources and guidance), to ask faculty when in doubt about standards, and to recognize that they are ultimately responsible for proper citation."

Source: RISD Academic Code of Conduct

“AI-generated text has not historically been a part of how educators have thought about plagiarism. Additionally, there is a wide variety of teaching practices now with ChatGPT, with some instructors encouraging student experimentation and others prohibiting its use. Because of changing norms and the wide variety of instructional practice, it is helpful for instructors to be explicit to students about their own expectations. (...)

Source: The Harriet W. Sheridan Center for Teaching and Learning, Brown University

“Our commitment to truth entails honesty (not lying about data, sources, tools), responsibility (accuracy, completeness, reproducibility), and transparency (...) This is why we conduct research. This is why we value creativity, and why we think of answers not as an end in themselves, but as leading to new questions that are meaningful to us individually.”

Source: excerpt from the Example Statement on Academic Integrity, the Sentient Syllabus Project

"All assignments should be your own original work, created for this class. We will discuss what constitutes plagiarism, cheating, or academic dishonesty more in class. [...] You must do your own work. You cannot reuse work written for another class. You should not use paraphrasing software (“spinbots”) or AI writing software (like ChatGTP).”

Source: Writing 2: Rhetoric and Composition, Theme: Writing and Memory, University of California, Santa Cruz

“Any undisclosed use of AI-generated writing or content in this course is not allowed in and will be considered a form of academic misconduct. AI tools for writing such as ChatGPT come with serious ethical implications that have to do with privacy, data use, and exploitation of human labor. They are also often unreliable sources of information. Using these tools requires careful consideration about when their use is appropriate, when it is not, and how it should be acknowledged and properly attributed. I will be available to give frequent feedback on your writing and I will support you in fine tuning your own writing style. Please talk to me before using AI tools.”

Source: RISD Teaching & Learning Lab

"Transparency: When/if you use Artificial Intelligence (AI) platforms in your assignments, please write a note to clarify where in your process you used AI and which platform(s) you used. We will discuss this more throughout the semester in class, and you are encouraged to reflect on this in your writing as well. Please note that what the AI writing tools generate is often inaccurate and you may have to exert effort to create something meaningful out of them. I also hope that when the assignment is about reflecting on your own opinion or experience, you will do so.”

Source: CORE-2096: Digital Literacies and Intercultural Learning, American University in Cairo

"You may also want to require students to provide a brief explanation of how they used a particular tool. For example:
If a tool is used in an assignment, students must also include a brief (2-3 sentences) description of how they used the tool.”

Source: Center for Teaching & Assessment of Learning, University of Delaware

"Calculators cannot work with real numbers. And AI language models like ChatGPT can produce well formulated texts, but they make
errors and reproduce biases. (...) The tool does not think for you,
but you think with the help of the tool (...) In the end, however, you stand up for your solution. You have to be able to explain your solution to others. (...) You must list all media you have used as sources. (...) If applicable, also add how the tools were used."

Excerpt. Source: “Rules for Tools.” Prof. Dr. Christian Spannage

“Classroom Policies for AI Generative Tools”, list compiled by Lance Eaton