What’s my stance on use of generative AI in this class? [INFOGRAPHIC]

This is a terrific resource courtesy of the Johnson Center for Creative Teaching and Learning at Gettysburg College:

"What's my stance on genAl in this class?" infographic providing a comprehensive guide for educators on handling generative AI in academic settings. "Is it possible for students to work on my assignments using genAl tools?" points to Yes and No. Yes points to "Is that okay with me?" which points to "No; it's too damaging to my learning goals: closed", "Maybe, but only in specific ways and when I explicitly tell them to: restricted", "Yes, as long as they don't do certain things I don't want them to do: conditional", and "Yes; they're welcome to use the tools as they see fit: open" Underneath, the title, "genAl and equity" followed by these bullet points: Lack of awareness of permitted tools can particularly hurt students who feel less confident in academic environments. genAl tool use can have particular benefits for subsets of your students, e.g., multilingual or neurodivergent students Overly relying on hand-writing or oral exams may impact accessibility Before requiring genAl, consider that some genAl tools are moving towards a for-cost subscription model No matter your stance, students should be clear on how you define cheating and what they are and are not permitted to do-be sure guidelines appear in writing. What shortcuts are enabled by genAl, and are they beneficial or detrimental to learning in this context? Next steps: The recommendations below for each level policy category build on one another. For instance, if your policy is "conditional," recommendations for "restricted" and "closed" policies also apply to you.

On the far left: licensed under CC BY-NC 4.0 four rounded rectangles with the titles "closed", "restricted", "conditional", and "open". under "closed" are the bullet points: Make your syllabus as specific as possible about which tools and usages are unwelcome- are you also asking them not to use Grammarly? Adjust assessments to be more resistant to use of genAl (see below) We do not recommend using a genAl detector because they are extremely unreliable, but if you choose to do so, we highly recommend that you disclose that to students up front under "restricted" are the bullet points: Identify areas where genAl may ease labor without interfering with learning or enable students to learn. more with the same labor Design assignments/approaches that integrate genAl into their process or content Consider adapting outcomes to reflect lifting done by Al To prevent confusion, write very specific guidelines for what is and is not permitted under "conditional" are the bullet points: Consider which learning outcomes are likely to be harmed by unfettered use of genAl Be explicit with students about where you are asking them not to use genAl and why Discuss where tool use becomes cheating for you and why Consider demonstrating to students how use of genAl might benefit them in your course under "open" are the bullet points: Address how genAl is likely to be incorporated into your field Emphasize to students that every class will have different policies and that what is fine in one class may hurt learning in another Underneath, the title, "Context to navigate", followed by bullet points: Because genAl is already incorporated into Microsoft Word and Google Docs, students have to actively ignore it Services like Grammarly already use Al to check tone and suggest alternative phrasing Workplaces already find job candidates with genAl skills to be more desirable Underneath, the title, "toward genAl-resistant assignments", followed by bullet points: Test out your assignments to see what genAl does well and does poorly in your context Emphasize integration of in-class discussion Value process over product: build in smaller scaffolding assignments: incorporate checkpoints, conferences, multiple drafts, reflection. Emphasize creative thinking, new insights, complex analysis-avoid short, traditional essays when you can. Assign non-traditional assessments (video essays, podcasts, oral exams, presentations, etc.), but don't count on current weaknesses! This tech is developing rapidly: even if ChatGPT can't do something now, that doesn't mean it won't be able to in a month-or that there won't be another program that can. Focus assessments on community-specific issues (Gettysburg or students' home communities) At the bottom, the Johnson Center for Creative Teaching and Learning, Gettysburg College logo and a QR code.

Forbes, M. & Brandauer J. What’s my stance on genAI in this class? Gettysburg College Johnson Center for Teaching and Learning. Retrieved February 7, 2024 from https://genai.sites.gettysburg.edu/positions-and-policies/