Student Use of Generative AI
As the availability of generative AI grows and the quality of these tools improves, student and faculty perspectives on the use of generative AI become more diverse—with some expressing academic integrity concerns and others advocating for thoughtful ways to incorporate these tools into learning. The Whiting School of Engineering (WSE) recommends communicating with students about their perspectives and the various approaches that can be taken when using these tools in higher education. By engaging in these discussions, collectively, we can learn more about diverse perspectives and better understand the benefits and drawbacks of generative AI, whether it is permissible to use in your courses, and how these tools support or hinder learning and achievement of course objectives.
Policies in Higher Education
To address these issues, provide explicit guidelines within course syllabi that clearly outline whether and how AI tools can be incorporated into activities or assignments. If applicable, students should also be informed about the appropriate way to acknowledge the use of such tools in their submitted work.
Example syllabus guidelines:
- Students are encouraged to explore and experiment with generative AI tools for learning purposes, but any use in assessments must be clearly indicated and appropriately attributed.
- The use of generative AI tools is strictly prohibited in all assessments to ensure fair evaluation of individual student performance.
- Generative AI tools may be used in activities and assignments, but students must include a reflection on their use and how it impacted their understanding of the material.