Artificial Intelligence

We in the ADC understand that artificial intelligence (AI) is new and evolving area and can bring uncertainty. This may raise concerns for some faculty, particularly how students use AI both in and out of class. To address this, the Generative Artificial Intelligence (AI) Working Group has created guidelines for instructors to define how students can use AI tools in their course outlines and assessments. You can also find helpful articles and resources on AI research in higher education on the Documents and Guides page.

Kindly note that AI is an ever-changing field. While we strive to update regularly, we cannot guarantee that all resources on this page will be the most current.

Guidelines for Responsible Use of AI in Course Outlines and Assessments

The information below is intended to provide guidance to instructors seeking to clearly articulate parameters for student use of artificial intelligence (AI) tools in their course outlines/syllabi.

If you have questions about using AI in teaching, please contact us at adc@mtroyal.ca. You can also check for professional development and workshop opportunities here. It is important to discuss significant AI initiatives with your chair or, in some cases, your dean.

Why address AI in my course outline?

AI tools are widely used and rapidly evolving, with many of us, both students and faculty, curious about their potential for use in teaching and learning. Because AI tools take many forms, from autocomplete spelling to tools used to generate text, code and images, and because expectations around their use vary from instructor to instructor and course to course, we recommend setting your expectations early, often and clearly with your students. One way to do this is by including a statement in your course outline or syllabus.

Statements about AI and your expectations for its use help to establish trust, goodwill and understanding around the value of AI tools in the learning environment. They also serve to increase clarity for students around the use of tools in context of specific courses, programs, and assignments; this is helpful to avoid students making assumptions that what is encouraged or permissible in one course may be permissible in others.

What should I include?

Clearly include, as applicable:

• Approved uses - how, where and when students are expected/permitted/not permitted to
• use AI tools in your course
• Give explicit reasons for the AI uses that are approved / not approved.
• Provide examples of approved uses. (Consider facilitating a classroom discussion and/or demonstration.)
• If the approved uses of AI vary among assignments/assessments, make expectations clear for each task. (If you use separate assignment guidelines documents, you may wish to put most of the details in those documents.)
• It may be helpful to name specific tools that are encouraged/discouraged (i.e.: GPT, Grammarly, Grammarly GO, etc.).
• Attribution and documentation requirements - how, where and when you expect students to declare their use of AI tools
• Examples: Reflective comments, methodology, footnotes/endnotes, citations
• Consider providing samples that show the level of detail you expect.
• Techniques you will use to identify non-permitted uses of AI
• Disclose any tool (i.e., TurnItIn) you plan to use, and provide alternative submission options as per the Matching Software policy.
• Consequences for failure to comply with stated expectations
• Explain the steps you will take.
• Refer to the Code of Student Academic Integrity policy.

How can I make these shared expectations?

An excellent approach is to engage your students early on in a conversation about the use of AI tools in a learning community and collaborate to craft the expectations. You can model the use of AI tools and engage students in learning about how AI tools function, the benefits, challenges and ethical considerations of using AI. Working with your students to show them the benefits of AI use that complements or enhances how they work and learn rather than doing the work for them is ideal.

How does this relate to academic misconduct?

Details on plagiarism are outlined in the Code of Student Academic Integrity policy. The relevant section is 2.1.1.5.

Sample statements:

What you see below are options that you may include, combine, modify, build upon or edit in your own words for use in your syllabus. You are encouraged to personalize and be specific to your own expectations. Consider using plain language to enhance clarity and accessibility.

1. Some AI use permitted

2. No AI use permitted