Artificial intelligence (AI) generative tools are a class of algorithms that generate new and unique outputs, such as  text, images, or music, based on input data or parameters. These tools can be used in various disciplines to create new and innovative  products, automate tedious tasks, and make predictions or simulations.

Recently, a new set of tools using these algorithms has become much more widely available. One of the most commonly discussed and popular is ChatGPT, which has been developed by Open AI  and provides text output based on a prompt. However, many other AI generative tools automate content generation across all different fields, music, voice, imagery, computer code, and beyond.

A recent study completed in 2024 has shown that employers across the world are using AI, and graduates are often entering the workforce underprepared:

“73% of employers use GenAI while more than half (55%) of graduates said their program did not prepare them to use GenAI tools during their studies. Programs that incorporate GenAI into curricula not only drive new education value but also improve career-readiness. Three in four (70%) grads believe basic GenAI training should be integrated into courses to prepare students for the workplace, and 69% say they need more training on how to work alongside new technologies in their current roles.”

With the rise of availability and popularity, students are using AI to complete assignments, provide answers to tests, generate creative content, and more, providing them with valuable practice with AI tools. Some students have detailed how they have used AI in their coursework, yet many students still do not feel comfortable sharing how they use these tools as they feel they may be penalized.  While AI tools may appear to pose a 'threat' to education, there are many possibilities for using and examining these tools in teaching and learning.

The University of Utah, in partnership with the Center for Teaching Excellence, is developing and revising policies regarding using these tools for our students. Below are some strategies and resources that can guide your instructional practice to help your students build crucial skills for their future careers, thwart academic misconduct, and increase deep learning.

We highly recommend including a statement in your syllabus detailing expectations around use of generative AI tools with regards to academic honesty. This may look like:

It is expected that students adhere to University of Utah policies regarding academic honesty, including but not limited to refraining from cheating, plagiarizing, misrepresenting one's work, and/or inappropriately collaborating.

This includes the use of generative artificial intelligence (AI) tools without citation, documentation, or authorization. Students are expected to adhere to the prescribed professional and ethical standards of the profession/discipline for which they are preparing.

Any student who engages in academic dishonesty or who violates the professional and ethical standards for their profession/discipline may be subject to academic sanctions as per Policy 6-410, Student Academic Performance, Academic Conduct, and Professional and Ethical Conduct.

You are free to use and edit the statement listed above. Find other optional syllabus additions available from CTE.

Some departments may elect to create a broad AI policy for all courses in their department. Take a look at a sample department AI use statement from Writing and Rhetoric Studies.

By fostering a positive and intentional approach to AI usage, we can equip students with the skills to use these tools ethically and effectively, enhancing their educational experience and preparing them for the future. Here are 5 ways to integrate AI into your course design and teaching approach.

 

---

1. icon  1. Discuss the Purpose of Learning

Engage students in conversations about the role of AI in education. Highlight how responsible AI usage can complement their learning journey rather than replace it. Discuss how ethical AI practices align with their goals of gaining knowledge, earning a degree, and advancing their careers.

 

1. icon  2. Encourage Deep Learning

Design assignments and activities that promote deep learning and critical thinking. Ensure your grading criteria and rubrics support the development of robust learning strategies. Offer incentives for students who demonstrate thoughtful engagement with course material beyond merely following prompts.

 

1. icon  3. Utilize Reflection & Metacognition

Incorporate reflection and metacognitive activities into your assignments. Encourage students to reflect on their learning process and how they are using AI tools to enhance their understanding. Use assignments that require students to articulate their thought processes and learning outcomes, demonstrating that they have engaged deeply with the content.

 

1. icon  4. Promote Academic Integrity

Set clear expectations for academic integrity and familiarize students with the University's policies. Emphasize that while AI tools can enhance learning, using them to complete assignments without proper attribution is academically dishonest and violates University policies. Encourage transparency and honesty in AI usage.

 

1. icon  5. Provide a Syllabus Statement

Include a statement in your syllabus that clarifies the appropriate and ethical use of AI tools. Specify that generating content with AI for assignments or tests without explicit permission constitutes academic misconduct. Encourage students to seek guidance if they are unsure about the acceptable use of these tools.

Ideas to Get Started

There are tons of ways to bring AI tools into the classroom appropriately. Check out some ideas below to get started.

• Check out CTE's Student Guide to AI Generative Tools: a guide for students that details recommendations for students using AI.
• Consider using a two lane approach to your assessments. This allows you to teach students how to collaborate responsibility with AI, as well as assess their knowledge and skills about the content.
• Provide clear guidelines and rubrics on all assignments so students understand expectations.
• Written assignments could reference class materials and notes or sources unavailable online. For example, “Specifically refer to two or more authors discussed in class.” 
• Have students respond to visual content in addition to the written prompt.
• Because these AI tools have used historical data to train their responses, you could reference current events or discussions in your field.
• Have students reflect on how the assignment connects to their knowledge or personal experience.
• Have students create and submit multimedia files like audio recordings, podcasts, videos, drawings, diagrams, or other multimedia components created using Adobe Express or a variety of other creative digital tools.
• Group and space out written assignments with individual elements that build on each other. 
• Assignments could require citations. Currently, these systems don’t handle source attribution well.
• Make use of and incorporate AI tools. For example, have students generate an AI response to a question and write an analysis of the strengths and weaknesses of the response.
• Take a look at the resources we shared in our workshop, Instructional Responses to Generative AI (Recorded 02/24/23).
  • 5 small ideas for writing assignments 
  • Teaching frameworks and associated assignment samples

We highly recommend that you preview the AI generator response to assignment prompts you may use in your courses. That way, you are familiar with the output and can more readily identify if an AI generator has potentially created the submission.

We do not recommend using AI detection tools to review student work as AI detection softwares have proven to be highly inaccurate at this point in time. 

 

How to Cite AI Tools

Ensure your students know how to cite their use of AI tools appropriately.