7 Writing an AI-focused Syllabus Statement

Introduction

Artificial Intelligence (AI) tools have rapidly become a significant factor in higher education, presenting both opportunities and challenges for teaching and learning. As these technologies continue to evolve and become more accessible, it is crucial for faculty to address their use explicitly in course syllabi. Doing so helps set clear expectations, promotes academic integrity, and prepares students for the responsible use of AI in their academic and professional lives.

This chapter will guide faculty through the process of crafting effective AI syllabus statements. We’ll explore various approaches, from prohibiting AI use to integrating it as a learning tool, and provide examples to help you develop a policy that aligns with your course objectives and teaching philosophy. Before we begin, check to see if your institution has any guidelines or required language you need to add to your syllabus statement.

Reflecting on Course Objectives and AI Incorporation

Before crafting your AI syllabus statement, it’s important to reflect on your course goals and how AI tools might impact them. Consider the following questions:

1. What are your goals for student learning?
   1. Identify the key skills, knowledge, and competencies you want students to develop.
   2. What level of Bloom’s Taxonomy do your course objectives target?
   3. Consider how these align with your discipline’s expectations and future career requirements.
2. How might AI tools support or hinder these goals?
   1. Can AI incorporation enhance learning in your course (e.g., providing quick feedback, generating practice examples)?
   2. What are the potential drawbacks (e.g., over-reliance on AI, bypassing critical thinking processes)?
   3. Is your course focused on learning foundational ideas, or higher level synthesis and analysis of concepts?
3. What skills do you want students to develop without AI assistance?
   1. Identify core competencies that require independent mastery (e.g., writing, problem-solving, critical analysis).
   2. Consider which tasks should remain purely human-driven to achieve learning outcomes.
4. In what ways could AI enhance learning in your course?
   1. Explore potential applications of AI as a learning tool (e.g., using AI for brainstorming, fact-checking, or generating discussion prompts).
   2. Consider how AI might help students engage more deeply with course material.
5. How comfortable are you with AI technology?
   1. Assess your own familiarity and comfort level with various AI tools.
   2. Consider how this might influence your policy and your ability to guide students in appropriate AI use.
6. What are the ethical implications of AI use in your field?
   1. Reflect on discipline-specific concerns related to AI use (e.g., data privacy in healthcare courses, source integrity in journalism).
   2. Consider how addressing these in your course prepares students for professional practice.

By carefully considering these questions, you’ll be better equipped to develop an AI policy that aligns with your pedagogical goals and values. Your answers will help determine whether to prohibit, limit, or encourage AI use in your course, and help you articulate clear guidelines for your students. Remember, there’s no one-size-fits-all approach. Your AI policy should reflect your unique course objectives, teaching philosophy, and discipline-specific considerations.

Crafting Your AI Syllabus Statement: A Step-by-Step Guide

1. Determine Your Overall Approach:
   1. Based on your reflections, decide on your general stance towards AI use in your course:
      1. Prohibit all AI use
      2. Allow limited AI use with specific guidelines
      3. Encourage AI use as a learning tool
      4. Determine allowable AI use for each assignment
2. Outline Key Components:
   1. Your AI syllabus statement should include:
      1. Clear Policy Statement: A concise explanation of whether and how AI can be used in your course.
      2. Rationale: Brief explanation of why you’ve chosen this approach.
         1. Be transparent with your pedagogical decisions regarding AI.
      3. Specific Guidelines: Detailed instructions on permitted and prohibited uses of AI.
         1. Consider outlining both acceptable as well as unacceptable uses.
      4. Transparency Requirements: How students should disclose their AI use.
         1. “ I choose to use [insert name of AI model] AI to assist me with this assignment by [insert how you used the AI].”
         2. Some writing styles have formal citation guidelines: APA reference guide.
      5. Consequences: What happens if the policy is violated.
         1. Emphasize that regardless of what AI tools were/were not used, the expectation is that students are submitting work representing their own efforts. They are responsible for what they submit.
         2. Existing academic integrity policies explain how to address students when you suspect they are submitting unoriginal work. Use those policies- there is no need to reinvent this process.
      6. Resources: Where students can learn more about AI and its appropriate use to promote digital literacy.
3. Draft Your Statement:
   1. Consider Tone and Language
      1. Be clear and direct, avoiding ambiguous language.
      2. Use a tone that aligns with your teaching style and course atmosphere.
      3. Be positive and educational rather than punitive in your approach.
      4. Consider using “we” language to create a sense of shared responsibility.
      5. Consider explaining how you use, or don’t use, AI in teaching. This models appropriate usage and behaviors as we are learning the impacts of this new technology.
4. Review and Refine:
   1. Ensure your statement aligns with institutional policies.
   2. Have colleagues review your statement for clarity and completeness.
   3. Consider potential scenarios and ensure your policy addresses them.
5. Plan for Updates:
   1. AI technology is rapidly evolving. Include a note that the policy may be updated as needed throughout the course.

Remember, your AI syllabus statement is not just a set of rules, but an opportunity to educate students about the responsible use of technology in their academic and professional lives.

Examples

This can feel like a lot. There are great examples from around Idaho and the nation as we navigate how to address AI usage in our courses. Here are some examples and templates to help you get started:

1. A Comprehensive Generative Artificial Intelligence (AI) Syllabus Statement Template. Laura Yost, Instructional Designer at Kirkwood Community College.
2. Syllabi Policies for Generative AI– A crowd-sourced spreadsheet of syllabus statements. Lance Eaton
3. Boise State University example syllabus statements.

Academic Integrity and Artificial Intelligence Required Syllabus Policy (CWI)

CWI has created three options for AI syllabus policy statements. Instructors must choose one of the three options and may include additional information in their course expectations.

Technical advancements in the accessibility of Artificial Intelligence tools have created confusion about what is and is not allowed to be aligned with Academic Integrity. To remove this confusion, my expectation is as follows:

[Select the language that best fits your expectations.]

Example of the Most Restrictive Language

Aligned with my commitment to academic integrity and my teaching and assessment style, the use of generative artificial intelligence (AI) tools, including but not limited to ChatGPT, DALL-E, and similar platforms, is strictly prohibited in this course. Using AI for assignments constitutes academic dishonesty, equitable to cheating and plagiarism, and will be met with sanctions consistent with any other Academic Integrity violation.

Example of Moderately Restrictive Language

Aligned with my commitment to academic integrity and the ethical use of technology, this course allows AI tools like ChatGPT, DALL-E, and similar platforms for specific tasks such as brainstorming, idea refinement, and grammar checks. Using AI to write drafts or complete assignments is not permitted, and any use of AI must be cited, including the tool used, access date, and query. It is the expectation that in all uses of AI, students critically evaluate the information for accuracy and bias while respecting privacy and copyright laws.

The use of AI outside the allowed criteria constitutes academic dishonesty, is equitable to cheating and plagiarism, and will be met with sanctions consistent with any other academic integrity violation.

Example of Least Restrictive Language

Aligned with my commitment to academic integrity, creativity, and ethical use of technology, AI tools like ChatGPT, DALL-E, and similar platforms to enhance learning are encouraged as a supplementary resource use and not a replacement for personal insight or analysis. Any use of AI must be cited, including the tool used, access date, and query. I expect that in all uses of AI, students critically evaluate the information for accuracy and bias while respecting privacy and copyright laws.

Misuse of AI, such as failing to cite or using AI to misrepresent your work, constitutes academic dishonesty, equitable to cheating and plagiarism, and will be met with sanctions consistent with any other Academic Integrity violation.

Additional Factors

When crafting and implementing your AI syllabus statement, consider these additional factors:

1. Flexibility and updates:
   1. Include a clause stating that the AI statement may be updated as needed during the semester.
   2. Example: “As AI technology rapidly evolves, this policy may be revised during the course. Any changes will be clearly communicated and discussed in class.”
2. Encouraging dialogue:
   1. Invite students to discuss the AI statement and its implications.
   2. Example: “We will discuss this AI use statement in our first class and revisit it throughout the semester. Your input is valuable in shaping our approach to AI in this course.”
   3. If you’re comfortable with using AI in the classroom, consider allowing your students to help craft your course norms around AI.
3. Connecting to learning objectives:
   1. Explicitly tie your AI statement to course learning outcomes.
   2. Example: “This AI use policy is designed to support our course objective of developing critical thinking skills in [subject area].”
4. Providing resources:
   1. Include links or references to AI literacy resources in your statement.
   2. Example: “To learn more about responsible AI use, please refer to [resource link] or visit the campus AI literacy center.”
5. Addressing discipline-specific concerns:
   1. Tailor your statement to reflect AI’s role in your field.
   2. Example: “In the field of [discipline], AI tools are commonly used for [specific tasks]. Our AI policy reflects this professional reality while ensuring you develop essential skills.”
6. Balancing transparency and academic integrity:
   1. Clearly state how students should disclose AI use without compromising assessment integrity.
   2. Example: “When using permitted AI tools, include a brief description of how the tool was used in an appendix to your assignment.”

By incorporating these elements, your AI syllabus statement becomes more than just a set of rules. It becomes a teaching tool that introduces students to the complexities of AI use in academia and beyond, while still providing clear guidelines for your course. Remember, the goal is to create a statement that’s clear, instructive, and aligned with your pedagogical approach and course objectives.

However you choose to allow, moderate, or restrict the use of AI in your course, be transparent and explanatory about why. As teachers, we must help model appropriate use of AI tools when allowed, and be able to explain the importance of not using AI when it could harm or deter learning. At this moment we are all (teachers, students, administrators, society) learning about AI together, and your syllabus statement is the beginning of that dialogue.