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As the modern tech landscape continues to invest in the development of AI tools such as a large language models, their presence on CNU campus becomes more and more likely for students and faculty alike. In particular, with the development of job opportunities centered around the usage of AI at companies as large as Microsoft, knowing how to navigate such usage in a safe and ethical manner becomes increasingly important. With this in mind, CNU's IT department has developed a set of recommendations for implementing the use of AI tools on campus:
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CNU does not currently have specific rules in their Academic Integrity policy regarding the use of AI tools in the classroom. As a result, it is the responsibility of the faculty to outline their expectations for their classroom in clear terms. These terms may vary depending on your curriculum, your personal teaching philosophy, or whether you intend to incorporate such tools into the classroom yourself for specific assignments. This provides you the freedom to state whether or not you consider the usage of AI tools to be a violation of academic integrity or not, based on the learning expectations you have for your students. It is currently recommended that faculty outline these expectations in their syllabus, as well as clearly state them for students at the beginning of the semester. Failure to do so may create ambiguity in the face of a potential incident.
Scaffold Usage to Encourage Learning
Common worries about AI use in the classroom include the possibility of it providing shortcuts for students that prevent them from learning. However, this is not a concern unique to AI tools; similar worries have followed almost every new introduction of technology into education. Similarly to tech like calculators and LMS platforms like Blackboard, AI can create valuable learning opportunities when implemented carefully. Faculty considering the usage of AI tools in the classroom should carefully consider what kinds of assignments can benefit from using AI, what students are intended to learn from these assignments, and how such usage can encourage learning rather than provide shortcuts. A recent example may include the use of AI tools in a writing class to generate text that students then edit and critique. Rather than bypassing the students' need to learn writing for themselves, this usage can enable students to learn how to edit and critique existing writing by providing a neutral sample for them to practice on.
If you are struggling to find an appropriate way to scaffold AI tools in your curriculum, please reach out to Academic Technologies, or the Center for Effective Teaching, for assistance.
Provide Materials on Smart and Ethical Usage
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