Course Policies

From University of Texas at Austin: 

• "This course assumes that work submitted by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves, working individually or in groups as directed by class assignment instructions. This policy indicates the following constitute violations of academic honesty: a student has another person/entity do the work of any substantive portion of a graded assignment for them, which includes purchasing work from a company, hiring a person or company to complete an assignment or exam, and/or using generative AI tools (such as ChatGPT)."
• "All assignments should be fully prepared by the student. Developing strong competencies in the skills associated with this course, from student-based brainstorming to project development, will prepare you for success in your degree pathway and, ultimately, a competitive career. Therefore, the use of generative AI tools to complete any aspect of assignments for this course are not permitted and will be treated as plagiarism. If you have questions about what constitutes a violation of this statement, please contact me."
•  "This course assumes that work submitted for a grade by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves, working individually or in groups as directed by class assignment instructions. This policy indicates the following constitute violations of academic honesty: a student has another person/entity do the work of any substantive portion of a graded assignment for them, which includes purchasing work from a company, hiring a person or company to complete an assignment or exam, and/or using generative AI tools (such as ChatGPT)."

From Stanford Graduate School of Business

• "In this course, students may not use generative AI tools to complete any part of their assignments or assessments. This includes using AI tools that generate written, visual, or audio content, even if you revise or recreate the content before submitting. [May explain why AI tools are not allowed, e.g., This course is designed to challenge your creative, analytic, and critical thinking skills, and using generative AI tools can undermine your learning of these skills. This is true even in cases where generative AI tools may be used to replicate portions of assignments or assessments we are asking you to complete.] Therefore, generative AI tools are considered “unpermitted aid” according to the Stanford Honor Code for all student work in this course, and their use will be considered plagiarism." 

From Georgetown University

• "In this course, your ideas and your voice are what matters. Using AI text generation tools at any stage of working on your assignments (idea generation, looking for sources, outlining/organizing, writing, revising, etc.) would make it much harder for me to evaluate and respond helpfully to your work, since I wouldn’t be able to tell what’s coming from you. As such, you’re not permitted to use AI text generating tools at any point when working on your assignments, and I will treat the use of AI text generators as academic dishonesty, and will report the incident to the Honor Council."

From: University of Texas at Austin

• "The emergence of generative AI tools (such as ChatGPT and DALL-E) has sparked interest among many students in our discipline. The use of these tools for brainstorming ideas, exploring possible responses to questions or problems, and creative engagement with the materials may be useful for you as you craft responses to class assignments. While there is no substitute for working directly with your instructor, the potential for generative AI tools to provide automatic feedback, assistive technology and language assistance is clearly developing. Please feel free to reach out to me well in advance of the due date of assignments for which you may be using generative AI tools and I will be happy to discuss what is acceptable."
• "In this course, students shall give credit to AI tools whenever used, even if only to generate ideas rather than usable text or illustrations. When using AI tools on assignments, add an appendix showing (a) the entire exchange, highlighting the most relevant sections; (b) a description of precisely which AI tools were used (e.g. ChatGPT private subscription version or DALL-E free version), (c) an explanation of how the AI tools were used (e.g. to generate ideas, turns of phrase, elements of text, long stretches of text, lines of argument, pieces of evidence, maps of the conceptual territory, illustrations of key concepts, etc.); (d) an account of why AI tools were used (e.g. to save time, to surmount writer’s block, to stimulate thinking, to handle mounting stress, to clarify prose, to translate text, to experiment for fun, etc.). Students shall not use AI tools during in-class examinations, or assignments unless explicitly permitted and instructed. Overall, AI tools should be used wisely and reflectively with an aim to deepen understanding of subject matter.
• "In this course, we may use generative AI tools (such as ChatGPT) to examine the ways in which these kinds of tools may inform our exploration of the topics of the class. You will be informed as to when and how these tools will be used, along with guidance for attribution if/as needed. Any use of generative AI tools outside of these parameters constitutes plagiarism and will be treated as such."

From Georgetown University:

• "New AI text generation tools may be able to generate ideas/topics for your assignments, formulate structure for your written work, and can even help you find existing research on the topic. These uses are permitted in this course. The writing and revising, however, must be your own; you may not use AI text generators to write any portion of the paper itself, and using AI tools in this way will be treated as a case of plagiarism and referred to the Honor Council. The AI generator used to support your work must be included as a source/citation."

From the University of Texas at Austin

• "The use of generative AI is encouraged with certain tasks and with attribution: You can choose to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. When you submit your assignment, I expect you to clearly attribute what text was generated by the AI tool (e.g., AI-generated text appears in a different colored font, quoted directly in the text, or use an in-text parenthetical citation)."
• "Designers commonly use AI-content generation tools in their work. In this course, using AI-content generation tools is permitted and will be a normal and regular part of our creative process when it is used according to the below criteria. In this course, neglecting to follow these requirements may be considered academic dishonesty. (1) For each assignment, you are required to include a paragraph that explains what AI content- generation tool you used, the dates you used it, and the prompts you used to generate the content according to the MLA style guide. (2) During critique, it is important to describe the precedents you used and how any source content was transformed. When showing or presenting images or other content you generated using an AI-tool, cite that image or content following the MLA style guide. If you need help referencing your creative work, contact me to collaborate."
• "Students are invited to use AI platforms to help prepare for assignments and projects (e.g., to help with brainstorming or to see what a completed essay might look like). I also welcome you to use AI tools to help revise and edit your work (e.g., to help identify flaws in reasoning, spot confusing or underdeveloped paragraphs, or to simply fix citations). When submitting work, students must clearly identify any writing, text, or media generated by AI. This can be done in a variety of ways. In this course, parts of essays generated by AI should appear in a different colored font, and the relationship between those sections and student contributions should be discussed in cover letters that accompany the essay submission."

From Stanford Graduate School of Business

• "In this course, you may use generative AI tools for all coursework according to the following data privacy guidelines. Be sure to review and follow the guidelines provided in Stanford IT’s resource on Responsible AI at Stanford. UIT has advised the Stanford community to avoid inputting information that should not be made public when using a generative AI tool. This includes personal or confidential information of your own or that others share with you, as well as proprietary or copyrighted materials ([Include relevant material types for your course: e.g., case studies, data sets, assignment prompts]) that may be included in your coursework. Information you enter into a generative AI tool may be shared with third parties, and the tool may use your prompts or questions to inform content generated for other users." 

From Georgetown University

• "New AI text generation tools may be helpful tools for this course and indeed your future professional lives. Some assignments in this course will require the explicit and intentional use of generative AI. When using and AI generator in your work, including in those assignment, the AI generator used to support your work must be included as a source/citation."

• Tracy Mendiola-Moore has collected a range of GenAI policies on this Padlet.
• Lance Eaton has curated a crowdsourced digital collection of sample syllabus policies available for review and remix/reuse. 
• Policies are initially curated by date added. You can also view syllabus policies by academic discipline. 
• Utah Tech University's Generative AI Tools: Guidelines for Teaching and Learning website has more examples of syllabus policy statements. The website also has other practical information and advice.

The article "Update Your Course Syllabus for ChatGPT" from The Medium offers several tips and principles for syllabus creation in the era of generative AI. The main points are listed below. The full article provides more context and detail. 

Before Editing your Syllabus

• Clarify your objectives
• Expand your options
• Reflect on your value as an instructor
• Reflect on the value of what you are teaching
• Consider time
• Remember, ChatGPT is not human

Update your Syllabus

• Include time for ethics
• Update your honor code (or academic integrity-related section)
• Set clear expectations

Get Creative with your Assignments

Ten ideas for creative assignments adapted for a classrom with ChatGPT. (The article contains more detail. )

1. Prompt Competition
2. Reflect and Improve
3. Re-vision
4. Dual assignments
5. Mind maps
6. Debates
7. Videos or Podcasts
8. Explain your Thinking
9. 2x2 Matrix
10. Next Time

Get Ready for Next Time

After the semester, consider what adjustments you might need to make. 

• Review
• Scan
• Reflect
• Improve