The use of Generative AI (GenAI) is becoming commonplace in our society and the workforce.
The role of artificial intelligence is not replacing our role as educators, but it
is transforming what it means to learn and think. Students will be using AI in their
professional lives, and it is our job to help them use it critically, creatively,
and ethically. Teaching and learning with AI is not about offloading thinking—it is
about expanding it. By engaging with AI in thoughtful and guided ways, we can help
students move beyond being passive consumers of information to actively shaping it;
learning to curate reliable sources, critique bias or error, and create new insights
that are informed by AI but driven by human judgement.
When Can AI Use be Beneficial?
Students appreciate the relevancy of artificial intelligence and are becoming regular
users of GenAI tools. According to a 2024 study conducted by Tyton Partners, 59% of
students report using Generative AI tools for schoolwork while 36% of instructors
have never used these tools. AI Literacy is an essential skill and students in every
discipline should know how to evaluate, refine, and question AI contributions. Guiding
students in their use of GenAI helps to develop critical thinking, promotes ethical
use of AI, and helps to prepare students for future workforce. The use of AI can deepen
student learning when it is applied purposefully and thoughtfully to enhance understanding
rather than replace thinking.
Mollick & Mollick (2023) suggest seven different approaches AI can take to support
student learning:
Mentor - Providing Feedback
Tutor - Providing Direct Instruction
Coach - Supporting Reflection and Metacognition
Teammate - Providing Alternate Viewpoints
Student - Receiving Clarifications and Teaching Others
Simulator - Offering Practice and Application of Knowledge
Tool - Accomplishing Lower-Lever Tasks
The use of GenAU can also save faculty time with many of the preparatory tasks associated
with teaching and research. These tools can be useful for writing measurable student
learning outcomes (SLOs), creating course materials, drafting rubrics, suggesting
discussion questions, designing learning activities that align with SLOs, or providing
student feedback.
AI Syllabus Guidance
Creating Syllabus Policies Around AI Usage
Find information on why and how your course syllabus should contain AI usage policies.
Course Syllabi includes policies around attendence, late work, behavior expectations,
and should also include a policy related to the use of AI. Some instructors encourage
the use of AI while others prohibit it entirely, so defining acceptable use for AI
in your course will help to alleviate misunderstandings.
It is likely that you will have different acceptable use guidelines based on assignment
type. For example, AI could be useful to help students with brainstorming and to improve
writing on essays but strictly prohibited on quizzes and exams. Be very clear about
when and how you will allow the use of AI.
AI is becoming commonplace in everyday life, so it is important to explain acceptable
use in terms of the learning value. Explain why you might allow the use of AI for
routine tasks but limit its use on other assignments where it could negatively impact
learning.
Provide guidance on your expectations for disclosing the use of AI tools, specifying
how they were used, and citing them appropriately. A consideration might be to investigate
and possibly model publisher policies and requirements in your discipline.
Samples Course Syllabus Statements by Usage Level
Find samples of course syllabus statements regarding AI usage, organized by AI allowance
level.
The use of generative AI tools, such as ChatGPT, is not allowed for any phase of assignment
completion, including collaboration, brainstorming, researching, etc., or any phase
of the writing process, such as drafting, even when properly attributed. Work completed
with the assistance of generative AI tools will be soncidered an academic integrity
violation.
Academic work relies on a high level of mutual trust regarding the integrity of academic
work. AI is not a replacement for your own thinking and original thought, research,
production, etc. Any work considered original should be completed without the use
of assistance from artificial intelligence and all contributions from other sources
(including AI) must be credited and appropriately cited.
There will be specific opportunities within this course for the use of generative
AI tools, such as CahtGPT. Specific guidance will be provided as to which assignments/tasks
will include options for using generative AI tools, as well as guidance on how to
properly cite and attribute AI sources. Any non-specified use of generative AI tools
for the completion of coursework will be considered an academic integrity violation.
The use of generative AI tools, such as ChatGPT are encouraged in this course with
appropriate attribution. When generative AI tools are used, students must provide
information about how the tools were used and how AI-generated citations and information
was validated. Students accept responsibility for evaluating the accuracy of AI-generated
content. Using ChatGPT or other generative AI tools without appropriate attribution
is not allowed and would be considered an academic violation. Guidance will be provided
on how to properly cite AI-generated content.
Ideas for Implementing AI
(Re)Designing Assignments for AI
When thinking about how to (re)design assignments for AI, consider these guiding questions
adapted from Bruff (2023).
Why does this assignment make sense for this course?
What are the specific learning objectives for the assignment?
How might students use AI tools whilel working on this assignment?
How might AI undercut the goals of the assignment? How can this be mitigated?
In what ways can AI enhance the assignment? Where will students need help?
Focus on the process! How can this assignment be more meaningful to students and where
can I support them in this work?
3 Strategies for AI Assignment Design
When beginning to (re)design your assignments for AI, consider these strategies and
tips to assist you.
Focus on Process Over Product
Build sequencing into large assignments and grade steps or phases taken to complete
the assignment.
Have students show what AI tools they used and write reflections on their experiences.
Consider including an AI Acknowledgement page as a part of the assignment.
Integrate AI as a Tool for Learning
Have students use AI for initial tasks like brainstorming, summarizing and organizing
information, or grammar checking.
Ask students to critique, fact-check, or show how they improved AI-generated text.
Help students to develop metacognitive skills by analyzing their own prompts and the
AI's responses to understand how best to communicate with AI on specific tasks.
Build in Assignment Transparency and Communication
Clearly communicate the learning objectives for the assignment and how incorporating
AI, or prohibiting AU use, is relevant to the assignment.
Define appropriate AI use for the assignment. Be clear for what purposes AI is permitted,
encouraged, or prohibited for this assignment.
Emphasive responsible and ethical use of AI. Educate students about what is respomsible
use to help students avoid AI overreliance and share specific expectations you have
as to what specific tools to use or if certain AI tools are not allowed.
Who's Doing It?
Faculty at MSU Implementing or Studying AI
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FCTL Can Help
FCTL staff are available to discuss ideas or concerns related to generative AI and
your teaching. Contact the FCTL to schedule a consultation.
Find more resources and guides on teaching with AI in the FCTL Academic Community
located in Brightspace.
Sources
Bowen, J. A. & Watson, C. E. (2024). Teaching with AI: A practical guide to a new era of human learning.
