Acceptable use of AI (ChatGPT, etc.) will vary by discipline and class. Here are some broad guidelines designed to support instructors as they navigate this new territory.

• Communicate expectations- Your syllabus and assignment descriptions should be clear about acceptable and unacceptable assistance as you discuss academic integrity and consequences.
• Explain the "why"-  Explicitly and repeatedly connect course materials, learning activities, and assessments to students' futures, whether personal, professional, or academic. Make sure they could answer the question, "What benefit am I losing if I don't do this work myself?"
  • Be clear about the value of course work- Your Student Learning Outcomes and assignments serve a purpose, ensure your students understand how that work has value.
  • Emphasis the value of the learning process- The inappropriate use of AI reduces the work of an assignment, but it also circumvents learning. Scaffold assignments and assessments to reinforce the value inherent in the process of learning.
• Consider how AI-based tools can facilitate student learning and effective teaching- AI will be a part of your students personal and professional lives. There is value in modeling and guiding critical examination and use in discipline-specific ways. More information on this below.

Adapted from UW's Center for Teaching and Learning and UTA, Moody Center for Advancing Teaching Excellence

Olympic College AI Statements/Templates

OC Faculty  Stephen Foster, Lindsey Handley, Justin Lewis, along with Associate Dean of Learning Innovation Xuan Wang-Wolf have provided the following AI Statements and Templates to help instructors clearly communicate their expectation in their syllabus and Canvas descriptions. 

Coach or demonstrate how to use AI in—

• Concept or mind mapping
  •  Iterate
  • Analyze 
• Outlines/keywords
  • Identify key concepts or terms in a topic
  • Organize a logical progression through a topic   
  • Tweak the prompt and learn how to improve the output— iterate for success
• Rhetorical analysis
  • Analyze the output against an assignment prompt and/or rubric
  • Compare to quality writing samples
• Peer reviewing
  • Group discussions
  • Compare student writing, AI writing, and quality professional writing, first for grammar/spelling, etc. then for voice/personal resonance
• Revising 
  • Consider how to incorporate the strengths of AI writing tools in student writing
  • Consider how to bolster the strength of student writing 

Adapted from Embrace the Bot: Designing Writing Assignments in the Face of AI from Faculty Focus