We are working on developing a course. there are four institutions in the state of Texas that already have classes developed.
Original Message:
Sent: 08-25-2023 13:38
From: Heidi Tighe
Subject: AI Syllabus Statement
Thank you for sharing this. I'm wondering how your institution is incorporating both the policy against any use of AI to inspire or create work and the concept of teaching AI literacy. Does your institution have a particular class devoted to teaching AI literacy, in which students get hands-on experience with AI, while retaining the academic honesty guideline against using AI in all the other classes? If so, I'd love to learn more about that model.
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Heidi Tighe Teacher/Faculty (Higher Ed)
College of Eastern Idaho
Original Message:
Sent: 08-25-2023 11:41
From: Lindsay Foster
Subject: AI Syllabus Statement
Our institution crafted this (faculty and staff collaborated) and it's what we are offering:
Guidance on Student Use of Generative Artificial Intelligence (AI) Tools
Artificial Intelligence (AI) Tools
Tarrant County College (TCC) is committed to providing students with the opportunity to learn and grow in a variety of ways. Generative artificial intelligence (AI) tools can be valuable resources for students, but it is important to use them ethically and responsibly. The purpose of this document is to provide guidance to faculty and instructional staff for student use of generative artificial intelligence tools.
Generative AI Defined
Generative AI is a type of artificial intelligence that can create new or augment existing content, such as text, images, and music. It does this by learning from a large amount of existing data, such as text or image datasets. Once it has learned from this data, it can then use it to generate new or augment existing content that is similar to the data it has learned from. Some common examples of generative AI include:
- Text generators: These can generate text that is like human-written text. For example, they can
be used to generate news articles, blog posts, or even poetry. - Image generators: These can generate images that are like real-world images. For example, they
can be used to generate realistic images of people, places, or objects. - Music generators: These can generate music that is like human-composed music. For example,
they can be used to generate new songs, or even entire albums.
In addition to generating new content, Generative AI tools can be used to augment existing works in a number of ways. For example, they can be used to:
- Create new versions of existing works, such as by changing the style, format, or tone.
- Generate new content that is related to existing works, such as by creating new characters or
storylines or backgrounds of original images. - Provide feedback on existing works, such as identifying areas or characteristics that could be
improved.
It is important to note that the generate-to-augment spectrum of uses creates several challenges and opportunities for faculty.
Challenges
- Bias and Misinformation: Generative AI tools can be biased, and this bias can be reflected in the output of the tool.
- Intellectual property: Generative AI tools can be used to create content that may be protected by copyright.
- Academic integrity: Generative AI tools can be used to create content that is plagiarized or not reflective of ethical principles.
Opportunities
- Personalization: Generative AI tools may be used to personalize learning for students. This can be done by generating content that is tailored to the individual student's interests and needs.
- Collaboration: Generative AI tools can be used to facilitate collaboration between students. This can be done by generating content that is shared among students and used as a basis for critical discussion and collaboration.
- Creativity: Generative AI tools can be used to foster creativity in students. This can be done by generating content that is open-ended and allows students to explore their own ideas and creativity.
The decision of how much to engage with generative AI tools in the classroom is a complex one that needs to be made on a case-by-case basis. Faculty need to weigh the potential challenges and opportunities of using these tools and make a decision that is best for their students and their teaching goals.
Guidance for Faculty-driven use of Generative AI Tools
TCC faculty are responsible for determining the level of engagement with AI tools in their courses. Faculty may choose to permit no use of AI tools, permit use with some explicit permissions, or encourage broad use with guidelines.
If a faculty member permits no use of AI tools, students should not use them in any assignments or projects. If a faculty member permits use with some explicit permissions, students should follow the instructions provided by the faculty member. If a faculty member encourages broad use of AI tools, students should follow the guidelines provided by the faculty member and the college.
The following are sample syllabus statements for each permission level:
No use of Generative AI Permitted
As part of our commitment to fostering a dynamic learning environment, this course's instructor acknowledges the potential benefits and drawbacks of incorporating generative AI tools into course assignments. New developments in Generative AI are ever-changing, and while AI can learn, it cannot learn for us. As such, students are not permitted to use generative AI tools in this course. Any student use of AI to write, develop, create, or inspire work is considered a form of academic dishonesty and will be processed as such following the guidelines for Academic Dishonesty in the Student Handbook. Refer to your instructor's Academic Integrity Statement, the TCCD 23-24 Student Handbook (Article III, sections 5, 12, 20, and 31), and TCCD Board Policy FLB(LOCAL) for course and institutional policies related to academic integrity.
Use of Generative AI Permitted with some Explicit Permissions
As part of our commitment to fostering a dynamic learning environment, this course's instructor acknowledges the potential benefits and drawbacks of incorporating generative AI tools into course assignments. While new developments are exciting and having powerful impacts on our personal and professional lives, it is essential to recognize these tools are ever-changing and should be limited to careful use. As such, submissions of AI generated or assisted material will be permitted only when expressly indicated by the instructor. Permissible use of AI-generated or AI-assisted material must also be properly cited. Any use without permission and citation is considered a form of academic dishonesty and will be processed as such following the guidelines for Academic Dishonesty in the Student Handbook. Refer to your instructor's Academic Integrity Statement, the TCCD 23-24 Student Handbook (Article III, sections 5, 12, 20, and 31), and TCCD Board Policy FLB(LOCAL) for course and institutional policies related to academic integrity.
Broad use of Generative AI encouraged with Guidelines
As part of our commitment to fostering a dynamic learning environment, this course's instructor acknowledges the potential benefits and drawbacks of incorporating generative AI tools into course assignments. Because responsible and ethical use of these tools is essential in building digital literacy, generative AI will be used in this course. By using these tools, students will have the opportunity to explore new avenues of research, generate creative ideas, and engage in thought-provoking discussions. However, it is important to approach the use of these tools with a critical mindset. While these technologies can be valuable resources, they should be used in conjunction with your own critical thinking and analysis. All use of generative AI must be attributed and cited. Your instructor will support you in navigating the complexities of using these tools effectively and in mitigating potential for bias in AI tools. Any use without permission and attribution/citation is considered a form of academic dishonesty and will be processed as such following the guidelines for Academic Dishonesty in the Student Handbook. Refer to your instructor's Academic Integrity Statement, the TCCD 23-24 Student Handbook (Article III, sections 5, 12, 20, and 31), and TCCD Board Policy FLB(LOCAL) for course and institutional policies related to academic integrity.
TCC is committed to providing students with a quality education. Generative AI tools can be a valuable resource, but it is important to use them ethically and responsibly. Ultimately, faculty are responsible for determining the level of engagement with AI tools in their courses and providing students with guidance on best practices and ethical use.
Considerations for Integrating Generative AI in your Teaching
If you have decided to promote the use of generative AI tools in your course, it is important to consider the following factors.
For Students
"AI literacy… a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." (Long & Magerko, 2020)
One of the most important skills students need is the ability to critically evaluate AI tools and outputs. This means being able to understand how generative AI works, what its limitations are, and how it can be used ethically. Students also need to be able to think about how they may integrate AI tools effectively for personal and work tasks.
Instructors can play a key role in helping students develop these skills. One way to do this is to provide students with opportunities to practice AI prompting. This involves giving students tasks that require them to use AI tools to find information, solve problems, or create something new. Instructors can also help students critically evaluate AI tools and outputs by providing them with resources on AI ethics and bias.
In addition to providing students with opportunities to practice AI prompting, instructors can also help them develop the skills they need to use AI effectively by designing activities that align with learning outcomes. This means using AI tools in a way that supports the specific skills and knowledge students are learning.
For Faculty
It is also important for instructors to be comfortable with generative AI prompting themselves. This means having a general understanding of good prompting techniques and what prompts work well for particular use cases. Experimentation is key to finding the best way to use AI tools in the classroom.Finally, instructors should be aware that their use of generative AI tools will model for students
appropriate and ethical uses of these tools. This means being mindful of the potential biases and limitations of generative AI tools and using them in a way that respects students' privacy and safety. By providing students with opportunities to practice generative AI prompting and design activities that align with learning outcomes, instructors can help them develop the skills they need to use AI effectively in the future.
Here are some additional tips for instructors:
- Start small and gradually increase the complexity of generative AI tasks as students become more comfortable with them.
- Ensure that AI work aligns with stated learning outcomes and goals.
- Provide students with feedback on their generative AI work so they can improve their skills.
- Use generative AI tools in a way that is engaging and fun for students.
- Be patient and understanding as students learn to use generative AI tools.
- Keep up with the latest developments in generative AI so you can provide students with the most up-to-date information.
Video Resources:
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Lindsay Foster Other
Instructional Designer - Accessibility
Tarrant County College Connect Campus
Original Message:
Sent: 08-01-2023 09:03
From: Julie Delello
Subject: AI Syllabus Statement
Anyone have a course/syllabus policy statement on the use of AI (e.g. ChatGPT)?
Julie
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Julie Delello, Associate Professor
Director for the Center for Excellence in Teaching and Learning
The University of Texas at Tyler
Tyler TX
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