Research Guides: Artificial Intelligence (A.I. Resources): Syllabi / Assignments

Syllabus Guidance

Be explicit about AI policies in your syllabus, during class assignments, and in Canvas. Make your expectations clear on whether students can use AI tools, how it can be used or not used, and whether they need to include how they these tools were used. Examples of syllabi policy statements:

Use Prohibited

Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools.

Use Only with Prior Permission

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.

You may also want to require students to explicitly document or acknowledge their use of this tool. Potential language for that:

If permission is granted to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2), they must be properly documented and credited. Text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenA.I. https://chat.openai.com/”

Material generated using other tools should follow a similar citation convention.

You may also want to require students to provide a brief explanation of how they used a particular tool. For example:

If a tool is used in an assignment, students must also include a brief (2-3 sentences) description of how they used the tool.

Use Only With Acknowledgment

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. For example, text generated using ChatGPT-3 should include a citation such as: “Chat-GPT-3. (YYYY, Month DD of query). “Text of your query.” Generated using OpenA.I. https://chat.openai.com/”

Material generated using other tools should follow a similar citation convention.

You may also want to require students to provide a brief explanation of how they used a particular tool. For example:

If a tool is used in an assignment, students must also include a brief (2-3 sentences) description of how they used the tool.

Use is Freely Permitted with No Acknowledgement

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required.

Even if students are not required to cite the tool(s), you may want to require them to provide a brief explanation of how they used a particular tool. For example:

If a tool is used in an assignment, students must also include a brief (2-3 sentences) description of how they used the tool.

More samples statements

Creating Assignments

Not all tools/apps may be free; please review the terms before signing up.

ChatGPT Assignments to use in your classroom today
This work is licensed under Creative Commons BY-NC-SA 4.0.
A guide for proposing the components that make up AI fluency for students and teachers.
ChatGPT Quizmaker
Create interactive quizzes with AI
Prompt Engineering Guide
Strategies and tactics for getting better results from large language models.
AI Prompts for Teaching (Google Doc)
An ongoing list with some excellent ideas to try with your students. Includes how to use AI as part of course design.
Prompt Library for Educators
We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots.
100+ ChatGPT Examples for Educators
The following are primarily from 100+ ChatGPT examples for educators
(Sources: blog.classpoint.io/how-to-use-chatgpt-examples-in-schools ; itschatgpt.com)
DeepFakes: Can you Spot Them?
An online quiz from Northwestern
Advancing meaningful learning in the age of AI
Use Bloom's Taxonomy as a guide to reflect on student activities, assessments, and learning outcomes. Use this to help identify what changes may be needed to ensure meaningful learning going forward.

Incorporating AI Tools Into Your Teaching

Although many faculty are concerned about the academic integrity implications of students using tools like ChatGPT, generative AI can also be used to enhance and support teaching. The following are some ways that instructors can incorporate AI tools into your teaching. (source: Pitt.edu)

Generate responses to common student questions or emails.
Create test questions or test question answer options.
Draft lesson plans or assignment instructions.
Generate feedback comments to create a comment bank for assignments.
Create examples or samples for students to compare their own work to or analyze.
Walk students through how to use ChatGPT like a sophisticated version of Grammarly to revise and edit their writing.
Demonstrate how to use ChatGPT as a basic tutoring tool to help students get explanations for confusing concepts.
Use ChatGPT to give students’ real-time feedback on their writing in language learning classes.
Summarize qualitative student feedback from the Institutional Research Office.

Tips for Curbing AI Use

It is tempting to move to graded, hand-written, in-class assignments. However, this type of work is problematic for students who need extra time to complete assignments or whose first language is not English.

Instead, create assignments that require students to show stages of their work (outlines, rough drafts, etc.). These strategies can lead to deeper learning, provide instructors with regular insight into student work, and increase the likelihood that the final product reflects student efforts.

Stress-Test Your Assignments

The Writing Institute of Pittsburg walks through how to stress-test your own assignments and also provides example assignment revisions from an undergraduate writing course. (Pitt.edu)

Ask students to reference course materials, especially those housed in Canvas.
It is impossible for ChatGPT to access information behind firewalls and paywall. Have students discussion the course material, and it would also promote valuable integration skills among student peers.
Specify the types of source materials students should use.
Include some sources that are very specific to the assignment, such as field specific journal articles that require authentication, data collection and analysis when relevant, or client assessment for field assignments.
Ask students to engage in and submit a reflection about what they have learned from completing the assignment.
Sample prompts include:
a) Discuss the most challenging and most rewarding aspects of your project.
b) What was the most surprising thing you learned in the course of this project?
c) If you had the chance to do it again, what one thing would you have done differently on this project?
Discuss academic integrity with your students.
Talk about what constitutes original work and plagiarism in your field, and what type of assistance is and is not permitted. It is also worth pointing out that OpenAI’s terms of use include the following among its restrictions: users may not “represent that output from the Services was human-generated when it is not.”
Teach citation skills to your students.
Students may not be aware of how to properly cite resources, what is appropriate to quote and how is appropriate to quote. We have a page devoted to citing ChatGPT in APA, MLA, and Chicago styles.
Have students peer edit as part of the assignment.
Students can review the work of classroom peers, editing and providing commentary as part of the evaluation/writing process; they have to comment and make suggestions and respond to other students' writing.
Sequence major assignments
Include project proposals and outlines, multiple drafts, annotated bibliographies. This forces students to work on projects over time and allows for instructors to view progress.
Use Google Docs History function to view a document's history.
Have students write and submit a Google Doc where you are added as an editor so that you can see the document history. It will be easy for both you and your student to see the progress.
Focus on research skills and the expression of original thought.
Focus on research skills and the expression of original thought, rather than creating a synthesized document.
Discuss with your class why you assign writing in your class.
Create an atmosphere where students are invested in learning, and they will not reach for a workaround. They will be far less likely to plagiarize, copy, or dodge the work. Students must view the value of the work, going beyond getting a grade.

Artificial Intelligence (A.I. Resources)

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