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Creating a Generative AI Policy

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Overview

The resources below outline things to consider as you craft policies in your syllabi regarding the use of AI in your courses. It also addresses how to permit the use of AI in differing capacities across various assessments in your courses.

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Transparency in Syllabi for Student Learning and AI Use

There are many technological tools available to our students (e.g., calculators), including AI tools (i.e., TitanGPT). Each faculty member is empowered to determine the appropriate use of these tools in their classes and even individual assignments. Including transparent language in the syllabus and assignment instructions specifying under what circumstances the use of AI/Tech tools is permitted is essential to student success. That way, expectations are established by the faculty, clearly communicated to the students, and there is no ambiguity about what technology can or cannot be used. Students must adhere to the syllabus to ensure their usage of AI/Tech tools in their coursework follows the policies set by the faculty. 

Below are considerations you might want to address in crafting your AI policy:

 
  • Under what circumstances AI use is permitted or forbidden
  • How students should cite or credit AI
  • A notice about using AI ethically and responsibly (consider providing a warning about the technology’s tendency toward hallucination, i.e., creation of false information)
  • Discussion of the need to use AI as a tool to learn, not just to produce content
  • A description of how you will authenticate student work where relevant, as required by UPS 300.004.

Explore Example Syllabi Language

Below are examples of syllabi language, ranging from general to more specific. Feel free to modify any of these or create your own to suit your course's needs.

Adapted by Dr. Shelli Wynants from Source: Oregon State AI Icon Project

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No Generative AI Use Policy

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For this course, students must be the author of all work. The use of generative AI, such as ChatGPT, is not permitted. Use of these tools will be considered a violation of the CSUF Academic Dishonesty Policies and may be subject to disciplinary action.

Guidance for Faculty on AI Use in Assignments

As educators, it's essential to be aware that many tools students use daily incorporate AI features, which can sometimes be overlooked. Common examples include:

  • Grammarly: An AI-powered writing assistant that helps with grammar, punctuation, and style suggestions.
  • Canva: A graphic design platform that uses AI for design suggestions and automation.
  • Microsoft Word and PowerPoint: These applications utilize AI for spell-checking, grammar corrections, and design assistance.

When creating assignments, consider specifying whether the use of such AI tools is allowed or prohibited. This clarity helps ensure that students understand what tools are acceptable for each task.

Example Directions for Assignments:
 
  • Allowed Use: "For this assignment, you may use AI tools like Grammarly for grammar checks or Canva for design elements."
  • Prohibited Use: "Please do not use AI tools like ChatGPT for generating text or Microsoft Copilot for drafting content."

Minor Use of Generative AI

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For this course, students must be the author of all work. You may use AI in some minor ways. For example, unless otherwise specified in the assignment, you may use AI to [faculty insert examples of what is acceptable. For example: generate ideas, polish or edit text you have drafted, create an outline of an essay, modify or design presentation slides, review content, quiz yourself, or for other studying purposes]. You may NOT use AI to [faculty insert examples of what is not allowed. For example: for any purpose while taking a quiz or test, generate content that is directly used in an assignment (such as code, text, images, or other media), solve problems from assignments, write a first draft of a paper or essay, write all or part of a discussion post, or analyze data.] Always review individual assignments for specific instructions. [faculty insert optional statement: If you are using language generated by an AI app, you must properly attribute that use by putting that language in quotation marks and adding a citation just like you would when you copy language from human authors.]

Use of Generative AI by Assignment

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In this course, students are permitted to integrate AI into some of the substantive work of the course. Review individual assignments to determine permissible uses. Unless otherwise noted, you should be able to demonstrate how you contributed to an assignment. [Faculty add specific requirements for AI use. For example: you are required to keep drafts of assignments and generative AI logs that demonstrate how you used AI and what portion of an assignment’s content was generated by AI].

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CSUF's Using AI Technology Guidelines

CSUF is committed to supporting teaching, learning, research, and service. Generative Artificial Intelligence (GAI) has the power to facilitate and disrupt each of these areas. The use of GAI tools requires a reflective approach, including consideration of biases and inaccuracies in AI output, as well as ethical use of these technologies. The University community should investigate where and when generative AI might be appropriate for achieving their objectives and should be transparent about its use. Guidelines have been developed for the campus community.

ETHICAL Principles AI Framework for Higher Education

The ETHICAL Principles AI Framework for Higher Education is designed to provide a flexible and adaptable foundation for the responsible use of Artificial Intelligence (AI) across diverse academic contexts. This framework recognizes the rapidly evolving nature of AI technologies and the varying needs of different departments, colleges, and institutions.

Our goal is to offer a set of guiding principles that can be readily interpreted and applied to individual circumstances, ensuring relevance and utility as AI continues to advance. The framework intentionally avoids rigid definitions, allowing users to contextualize and adapt these principles to their unique environments, academic settings, and as technologies change.

AI Continuum

The AI continuum presented below may also assist you in thinking about crafting your AI policy. You can also utlized this AI Continuum Infographic.

Note: If you allow AI use in your course, remind students about the rules for AI use on every assignment. The rules may vary depending on the assignment, so ensure students know what is allowed and what is not.

Adapted by Dr. Shelli Wynants from Source: Perkins, Furze, Roe, and Mac Vaugh, 2023

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NO 
AI

AI must not be used at any point during the assessment.

The assessment is completed entirely without AI assistance. This level expects students to rely solely on their knowledge, understanding, and skills.

AI-ASSISTED IDEA GENERATION AND STRUCTURING

No AI content is allowed in the final submission.

AI can be used in the assessment for brainstorming, creating structures, and generating ideas for improving work.


AI-ASSISTED 
EDITING

AI can be used for editing writing only

(You may want to require original work with no AI content to be provided in an appendix or have students acknowledge the AI tool used, such as Grammarly).

AI can be used to improve the clarity or quality of student-created work to improve the final output, but no new content can be created using AI.

AI TASK COMPLETION,
HUMAN
EVALUATION

AI will be used to complete specified tasks in assessment. 
Any AI-created content must be cited.

AI is used to complete certain task elements, with students discussing or commenting on the AI-generated content. This level requires critical engagement with AI-generated content and the evaluation of its output.

FULL
AI

AI may be used throughout the assessment to support the student’s own work.

(You may or may not require citation of AI-generated content)

AI should be used as a “co-pilot” or “assistant” to meet the assessment requirements, allowing for a collaborative approach with AI and enhancing creativity.

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