Suggestions for Faculty AI Use

AI technology potentially offers students a more personalized approach to learning and creates the opportunity for instructors to be more innovative in their approaches to curriculum design while enhancing student motivation and autonomy (Alqahtani et al., 2023). The significant advances in AI are intrinsically linked to the future of higher education and best pedagogical teaching practices. While the initial response of educators might be to prevent the students’ use of AI tools such as ChatGPT, the desperate attempt of finding a solution capable of detecting AI-generated text in student assignments has proven futile. Proving plagiarism via a detection technology can be considered inclusive evidence at best, as a viable solution does not yet exist. The implications can already be seen and signals a wave of change in higher education. This paradigm shift points to an adjustment to how instructors approach teaching and learning. The following are suggestions for AI best practices in the classroom:

Providing Clear Expectations. In the course syllabi and within the classroom, instructors must clearly articulate their expectations of students’ use of AI in academic assignments. This entails that:

• • instructors explicitly state in each assignment whether the use of AI tools is permissible or not. This transparency ensures that students understand the boundaries and guidelines surrounding AI usage in their coursework.

• • instructors should consider providing a list of recommended AI tools that students may utilize for their academic tasks. This can serve as a helpful resource, guiding students towards reputable and effective AI tools while also minimizing the potential for misuse or unethical behavior.

Model AI Use. Instructors play a crucial role in modeling ethical AI use to their students. By demonstrating responsible and transparent engagement with AI technologies, instructors can instill a culture of integrity and respect for academic standards.

Additionally, to foster a supportive learning environment,

• • Create low-stakes assessments. Instructors may choose to allow the use of AI tools on smaller stakes assignments. This provides students with opportunities to familiarize themselves with AI applications in a low-risk setting, promoting experimentation and skill development.

• • Replace some written assignments with projects. In addition to traditional written assignments, instructors may opt to incorporate project-based assessments that leverage AI technologies. This approach not only diversifies assessment methods but also encourages creativity, critical thinking, and collaboration among students.

• • Compare student writing with AI-generated text. To safeguard academic integrity, instructors can implement various strategies, such as testing assignment prompts against AI-generated content to identify discrepancies in writing skills. If suspicions of AI usage arise, instructors should engage in open and constructive conversations with the students involved, allowing them to clarify their actions and understand the ethical implications.

• • Discussion with the university’s intellectual integrity committee or legal department. In cases where the instructor’s assignment guidelines are violated and the use of AI cannot be conclusively proven, instructors may seek guidance from other university support structures to assess the situation and determine appropriate courses of action.