AI Syllabus Statement Guidelines

AI Syllabus Statement Guidelines

There are a couple ways you can go about this, you can create your own AI syllabus statement for your course or you can co-create one with your students. If you choose to create your own, it is still recommended to take to your students about AI, especially now when it is new and is changing rapidly. Note: When a "syllabus statement" is referenced, is can be used interchangeably with "class policy" or "AI expectations", etc. Below is the AI-related portion of the Academic Integrity Policy for reference (please note, that this policy is still in draft form). 

(Draft) EvCC Shared Understanding of AI for the Academic Integrity Policy

Artificial Intelligence (AI) - Many systems use “Artificial Intelligence” and/or machine learning algorithms to mimic human behavior or perform tasks. These systems can be used for image generation such as Dall-E, Midjourney, etc or text generation such as ChatGPT, Bard, Grammarly, etc. Any of these systems may be referred to as AI.

(Draft) EvCC Academic Integrity AI Policy

The use of Artificial Intelligence (AI) systems and generative software in an academic setting has ethical implications that have not yet been fully explored. Therefore, students may not use these tools in any work submitted for credit unless specifically approved by individual instructors. Instructors must determine acceptable use of these tools in individual course sections, whether for the entire course or specific assignments. Where acceptable, these tools may be used to aid academic work and must be cited as a reference. The course syllabus must include a statement of acceptable/unacceptable use of any AI systems and generative software. Faculty and staff are required to disclose the use of AI, including AI checkers, to generate content or material and to assess the work of individuals.

Creating your own syllabus statement

  • Be clear and specific about your expectations
  • Be clear as to the reasoning behind your statement. If you are allowing or disallowing generative AI, why or why not? Avoid personal opinions and focus on the course objects, assessment, and outcomes.
  • Avoid condemning or moralizing AI as a concept. Instead, discuss and critique it with your students. Stay curious!
  • Be transparent if you running student work through AI detectors and how you are using them in your class. Do not put any student information into AI detectors.
  • Be clear that your statement only applies to your classes. Other instructors may have different expectations.
  • When writing your statement, consider AI's impact on your field. 

Co-creating a syllabus statement with your students

  • Create a starting point. This may be a new experience for many students.  
  • Co-creation gives students more ownership and active involvement in their learning.
  • It provides students with an opportunity to think about and process concepts and ideas they may not have considered.
  • You may want to consider doing to this with other policies in your class as well.
  • Focus on being a leader/guide/facilitator
  • Beware the power of suggestion 

Suggestion: Try having your students think about their goals for the class and how AI may add/detract/be neutral to that learning. Your students can do this individually, as pairs, and then as a group. Have students edit the existing statement based on their goals and vote as a group (majority consensus) on whether to adopt it or continue to revise it. 

Source: A Lesson Plan for Democratic Co-Creation: Forging a Syllabus by Students, for Students Links to an external site.