As linked in the title above, Laurel Ridge has developed an AI syllabus guide. It is summarized here, but you can visit the link to check for updates and more detail.
At Laurel Ridge Community College, instructors are allowed the freedom to decide how to incorporate generative artificial intelligence (GenAI) into their classrooms, if at all. It is recommended that instructors communicate their decisions regarding GenAI expectations in the course syllabus and assignment instructions. Individual instructors should clarify expectations with their students early in the course, such as on the syllabus. If instructors have questions about any department or program level policies on artificial intelligence tools, they should reach out to their department/program lead, or their academic dean.
At the link, you can find sample syllabus statements, for No AI Use Permitted; Conditional Use; Use Only with Acknowledgement; and Broadly Acceptable Use.
Below are key questions to guide you in developing a syllabus statement on AI use.
- How might students use AI to enhance learning in the context of their class?
- What AI tools are allowed for this class?
- May students use the AI tools on all assignments, or only specific assignments?
- Does your statement cover different types of assignments, i.e. tests, essays, presentations, group work, etc.?
- Do you want to ask students to verify or check sources of information used by an AI tool when possible?
- What are inappropriate student uses of AI?
- What are the consequences for inappropriate AI usage?
- What attributions of AI are expected?
Engaging Students and Discussing the Ethics of AI Use with Students:
Examples are given on the link for:
- Discussion-sparking questions
- Guided discussion questions
- Positive Uses of AI
- Concerning aspects of AI.
Engaging Students: There are some examples of ways that you can structure debate, case studies, ethical dilemmas, and brainstorming sessions in the classroom for your students.
Citing AI:
Detecting AI;
There are AI detection applications such as GPTZero, Turnitin, and OpenAI's AI Text Classifier. While these are widely available, remember that they are not fully tested and technology to outwit them continues to evolve. These can produce false negatives and false positives, and users may be able to modify content to avoid detection. If instructors choose to use AI detectors, be aware and understand their limitations and issues. If student work may be submitted through AI detectors, be transparent and let them know at the beginning of the course. It is recommended that AI detection tools not be used as the sole factor in decision-making around an allegation of academic misconduct.
And remember, AI uses are still held to our Laurel Ridge Community College Academic Honesty Policy.