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UCM's AI Advisory Panel has made recommendations to include statements concerning the use of AI and how it pertains to academic honesty. Those recommendations are currently being vetted by the Administration. The current Academic Honesty Policy  may be found in the official University Policy Library.

AI Statement Suggestions for Syllabi

These statements were developed by a University AI panel with the DLII office to guide you in preparing syllabi statements. You might also choose to include an AI statement in certain assignments to clarify acceptable AI use for students. Please use the statements provided and adjust according to your needs.

Low: Little or no use of AI allowed

• Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student. Developing strong competencies in this area will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism and treated as academic misconduct. If you have any questions or need clarification on what constitutes permissible use of AI tools, please consult with the instructor before proceeding with any coursework.

Sample Assignment Statement:

No AI generated content including ______ should be used in this assignment. 

Medium: Some AI accepted and clearly cited

• The purpose of assignments in this course is for you to demonstrate your writing and critical thinking skills while providing you with opportunities to grow as a communicator, thinker, and scholar. Writing skills, along with the course concepts you learn while writing, will help you develop as a person and valued employee who will succeed in your future career(s). I may sometimes incorporate the use of generative artificial intelligence (AI) tools like ChatGPT or Gemini into your lessons and assignments. In these cases, AI is a valuable tool for learning. However, in instances where you are not specifically told to use AI, I ask you to embrace the challenges of learning, scholarship, and personal growth and write without using AI. Please let me know if you have any questions about the use of AI in this class.
• You might be permitted to use generative AI tools for specific assignments or class activities. However, assignments created with AI should not exceed 25% of the work submitted and must identify the AI-generated portions. Presenting AI-generated work as your own will have consequences according to university policies. Importantly, while AI programs like ChatGPT and Gemini can help with idea generation, they are not immune to inaccuracies and limitations. Further, overreliance on AI can hinder independent thinking and creativity. Note that, in the spirit of this policy, it was written and edited in part by ChatGPT.
• Understanding how and when to use generative AI tools (such as ChatGPT, Gemini, etc.) to brainstorm, explore responses, and find information is quickly emerging as an important skill for future professions. To that end, you are welcome to use generative AI tools in this class as long as it aligns with the learning outcomes or goals associated with assignments. You are fully responsible for the information you submit based on a generative AI query (such that it does not violate academic honesty standards, intellectual property laws, or standards of non-public research you are conducting through coursework). Your use of generative AI tools must be properly documented and cited for any work submitted in this course."

Sample Assignment Statement:

AI can be used for _____ in this assignment. Please do not use it for _____. Remember to indicate where AI was used and cite AI.

High: Responsible AI use encouraged

• Students are encouraged to use AI tools to enhance their learning experience in this course. These tools can assist in brainstorming, researching, creating, and exploring complex concepts. AI tools should be used as an opportunity to engage critically with technology, fostering a deeper understanding of the course material. All submissions must be accompanied by a statement detailing the extent to which AI tools were utilized in their assignments. Students are reminded to adhere to academic integrity policies when using these tools, including correctly citing sources and ensuring that AI-generated content is not presented as their original work.
  In this course, we embrace the use of technology, including but not limited to Generative AI and large-language models like ChatGPT and Google Gemini, to empower students to explore a wide range of tools and techniques in real-world situations. AI in its many forms is here and it will impact us no matter what which means that to utilize AI to its potential we have to engage with it thoughtfully. I want you to explore the use of AI to learn how it can be utilized in your profession. This class gives you a safe space to creatively experiment with AI.
• I want to be clear: You will not be penalized for using AI in this course. Unless I say otherwise for a specific assignment, feel free to try out AI tools. However, it is essential to emphasize that these technologies should complement and support, not replace, the core of your work. Blindly using AI improperly is not a recipe for success.
  
  While experimenting freely, keep these points in mind:
  • AI can demonstrate biases and inaccuracies at times. Always validate the content before accepting it.
  • Be cautious with data privacy. Don't input anything too personal or private. You can't control where it ends up. If you wouldn’t post it on the internet, don’t give it to an AI.
  • Recognize the limitations. AI doesn't truly comprehend facts or meaning yet. It makes guesses, which means it can confidently provide false information. AI content may initially seem impressive but usually is not as good as you think it is. Take care whenever using AI-generated text.
  • Keep in mind that my policy only applies to this class. Other professors have different rules. Using AI without permission could violate academic integrity policies. So always check the specific guidelines for each class!

Together we will explore AI as a creative tool as this is the world we live in now.

• Designers commonly use AI-content generation tools in their work. In this course, using AI-content generation tools is permitted and will be a normal and regular part of our creative process when it is used according to the below criteria. In this course, neglecting to follow these requirements may be considered academic dishonesty. (1) For each assignment, you are required to include a paragraph that explains what AI content- generation tool you used, the dates you used it, and the prompts you used to generate the content according to the MLA/ APA style guide. (2) During critique, it is important to describe the precedents you used and how any source content was transformed. When showing or presenting images or other content you generated using an AI-tool, cite that image or content following the MLA/APA/ Chicago style guide. If you need help referencing your creative work, contact me to collaborate.
  
  • Helpful links for citation help The following, most commonly used style guides should be useful in crafting language for your syllabi and assignments: 

Sample Assignment Statement:

AI will be used in this assignment. Please remember to cite AI use and indicate how AI was used. 

 

 Original icon provided by , modified and used under creative commons license.

• -Learn more about artificial intelligence in higher education including the challenges and opportunities. (Educause)
  
  
• - The guide covers AI that can generate text, images, video, music, or speech. This guide for instructors consists of third-party resources and practical tips for using AI in education. Resources linked include tutorials and articles on AI's role in education. The guide emphasizes responsible AI use, the importance of scaffolding assignments, and AI literacy. (JCKL LibGuide)
  
  
• - (KU Center for Teaching Excellence)

Results for and Student surveys concerning AI.

• Melissa Abner

- College of Health, Science, and Technology

• Lucas Ballard

- Office of Technology

• Nick Barts

- College of Health, Science, and Technology

• Kristy Boney

- College of Arts Humanities and Social Sciences

• Joyce Chang

- Harmon College of Business and Professional Studies

• Lauren Hays

- College of Education

• Odin Jurkowski

- College of Education

• Christina Kitson

- College of Arts Humanities and Social Sciences

• Carol Knight

- Digital Learning and Instructional Innovation

• Andrew Harrison

- Office of Technology

• Maya Kucij

- James C. Kirkpatrick Library

• Terry McNeeley

- Digital Learning and Instructional Innovation

• Josiah Nyangau

- Office of Assessment and Planning

• Scott Smith

- Harmon College of Business and Professional Studies

• Karrie Snider

- College of Education

• Bryan Tebbenkamp

- Digital Learning and Instructional Innovation

• Tim Welch

- Harmon College of Business and Professional Studies