Practicality
Generative AI has already made its way into all levels of education, so a policy that calls for an absolute prohibition might not be practical or enforceable. In addition, this is a tool that some of our students might be required to use in the job market. While some of us might be comfortable integrating generative AI into some of our assignments and lessons, others might be more hesitant, but whatever you decide you will need a clearly articulated policy because students are already using generative AI in a variety of ways, and it can detract from their learning and skill development. Plus, they deserve to know what is and is not allowable in our classes.
Transparency
Since there is not a college-wide model, be sure that you are up front about your policies and expectations regarding generative AI. Each class will be different, and a syllabus statement alone will not be enough. Engage your students in a conversation about your policy and how you came to it. If you are open to the idea, develop a class policy with your students during the first class meeting. Whatever you choose, being transparent will help to enforce your policy.
Consistency
Currently, AI policy is in the hands of instructors, and this can present problems for students knowing what they can and cannot do from class to class. Having a specific policy across your department can help students abide by that policy. Consistency at the department level is emerging as a best practice in higher education.
Policies
AI is a resource, and like any other resource it needs to be acknowledged when it is used to complete an assignment. There are, broadly speaking, two ways to do this. One is with an acknowledgement statement that can be attached to any assignment. The other is through discipline appropriate citation. Feel free to adopt and adapt what you see below to your courses, and we encourage departments to discuss an approach that can be used in all of their offerings.
• Lay out the spectrum statements from most permissive to most restrictive. Generate a list of sample AI Syllabi statements and make them available on the Portal. We recommend having 3-5 statements representing the spectrum of permissiveness or possibly representing different divisions (e.g. Humanities, Social Sciences, Natural Sciences)
• Add a statement about AI to the Honor Code. We drafted this possible AI statement for the Honor Code:
As members of the McDaniel community, we recognize the potential benefits and pitfalls associated with the use of Artificial Intelligence (AI). The ethical use of AI requires knowledge of the specific context in which it is being used and the degree to which its use enables or hinders learning. Individual course instructors should set their own policies regarding the use of AI in their courses by including a clear statement in the course syllabus about its use and communicating this policy to students.
• All syllabi should include clear statements about AI, including what is permissible, what is not, and how to cite use of AI.
• Instruct the Honor Board to hold students to the standards stated on the syllabus.
• Absent any information on a syllabus regarding AI, the Honor Board should use its discretion, and this should be noted in the Honor Code. Here is such a statement from “the Honor Code Implications of Generative AI Tools” posted on Stanford University’s Community Standards web page:
“Absent a clear statement from a course instructor, use of or consultation with generative AI shall be treated analogously to assistance from another person. In particular, using generative AI tools to substantially complete an assignment or exam (e.g. by entering exam or assignment questions) is not permitted. Students should acknowledge the use of generative AI (other than incidental use) and default to disclosing such assistance when in doubt.”
• Figure out the best place to maintain the list of sample syllabus statements. Options include: The Student Resources and Syllabus Statements page of Blackboard Assist; the committee site for the Technology and Instructional Design Committee; The Office site for the Instruction Design and Technology office; or the Faculty Development page of the Portal.
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