GenAI Syllabus Guides

I continue to receive questions (thank you) on how to integrate generative artificial intelligence (GenAI) in a productive way into teaching and learning. Of course, as with many teaching methods there is not one size that fits everyone. I would encourage everyone to focus on the pedagogy and course design, then integrate GenAI as any other meaningful, functional educational technology. For those of you searching for examples of how others are integrating GenAI, I would like to share the following links to suggestions that you may use and/or include as part of an on-going discussion at your universities.

• Salem State shares options for GenAI in syllabus where faculty:

1. explicitly define appropriate and inappropriate use of GenAI;  

2. require citation and explication of GenAI;

3. co-create GenAI course policies with students at the beginning; and

4. restrict all use of GenAI tools.

• UNC-Chapel Hill provides a suite of resources developed by their GenAI team Student AI Usage Guidance Student GenAI Usage Guidance Slides  Student Training Videos Writing Center’s Tip Sheet on GenAI Teaching GenAI Guidance for Instructors Guidance is for Researchers using GenAI Six-module Faculty Training Series

• Harvard University general GenAI policies: Should not be a blanket ban on GenAI tools- there should be course-specific policies chosen by faculty, with guidance from the administration. Policies on the use of GenAI should include a plan for reviewing and updating. Students should receive an official, written policy clearly stating uses of GenAI and grading policies related to the use of GenAI.

• NC State created Navigating the Landscape of Higher Ed in the Age of GenAI; and a Guide for Students on the Ethical Use of GenAI Tools.

• University of Delaware created a Sample GenAI language faculty can use in their syllabi; and a GenAI for teaching and learning working groups.

• Purdue CTL created a Guide on the Use of GenAI in Teaching and Learning.

I hope this provides useful information and perhaps reduces the amount of time that each of you might have spent searching for credible sources to review and possibly integrate into your syllabus and teaching and learning.