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The CTL is committed to developing and maintaining expertise on the use of Gen AI in teaching and learning contexts. We are listening to fellow educators and professionals and are continuing to build a storehouse of best practices and innovative ideas. Resources on frequent topics of inquiry are provided below. Should you have additional questions, concerns or ideas about Gen AI tools, please contact us.

Prompt Engineering

Crafting questions or instructions for Gen AI tools to get them to perform specific tasks or generate desired outputs is a useful skill. To develop this skill, we recommend IBM’s free Prompt Engineering for Everyone course.

Syllabus Considerations and Language

We recommend that all faculty include in their syllabus(es) a Gen AI statement that articulates their expectations regarding use of Gen AI tools. We also recommend that faculty refer to SFA’s Student Code of Conduct and Academic Integrity and discuss in class how Gen AI is related to policies on plagiarism.

Syllabus Statement Examples:

Leveraging or Preventing the Use of Generative AI

Determining the place of generative AI in course curricula is the prerogative of individual academic programs and faculty. Benefits of incorporating gen AI tools include workforce preparation, opportunity for discussion on ethical and responsible use, increased efficiency and time savings on administrative course tasks and more.

To guard against the use of generative AI to complete course assignments, consider designing tasks that prioritize critical thinking, problem-solving and originality. Start by formulating questions that require complex analysis, synthesis and interpretation of information rather than simple factual recall. Encourage students to draw connections between multiple sources, apply theoretical concepts to real-world scenarios and propose innovative solutions to authentic problems. Incorporate elements of creativity and personal expression into assignments, such as essay prompts that encourage students to express their unique perspectives or design projects that allow for individualized approaches. Moreover, consider integrating collaborative components or experiential learning opportunities that foster skills like communication, teamwork and adaptability, which are challenging for AI to emulate. By adhering to these best practices, educators can create assignments that not only assess student learning effectively but also cultivate competencies that are inherently human and resilient to automation.

Generative AI Detection

A number of tools exist to detect the use of generative AI, including GPT Zero, CopyLeaks and tools within Turnitin (which is integrated into Brightspace’s Dropbox tool). Accuracy of these tools varies considerably, and use of these tools could result in false positives. We encourage users to be mindful of the limitations of these tools and to remember that they may do more harm than good.

Additional information on the limitations of generative AI detection is available from sources such as University of Kansas' Center for Teaching Excellence, University of Pittsburgh and Vanderbilt University.

Academic Integrity

We encourage users of gen AI tools to review SFA’s Student Code of Conduct and Academic Integrity. Should you encounter what you believe is unauthorized use of generative AI in your courses, please reference the student academic integrity faculty resolution process.

Citing Gen AI

It is essential for all users of gen AI tools to follow best practices to ensure accuracy and create transparency about AI use. As Gen AI evolves, best practices for citation will also change, so it is important to check for updated information regularly. Currently many of the major style guides have released preliminary guidelines, and individual publishers may have their own guidance on citing AI-generated content. We recommend the resources available from Arizona State University Libraries, Brown University Library, American Psychological Association and the MLA.