Considerations for AI Assignments

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Introduction

Artificial Intelligence is becoming more integrated into school and work, so it is important to discuss how skills and appropriate use of AI (particularly with prompt engineering) will enhance student abilities to thrive in various environments.

UVU now requires all syllabi to include an Artificial Intelligence statement so students have a clear understanding of the course use and responsibilities around AI. See Faculty Senate and OTL’s Generative AI Resources Links to an external site.. This page provides resources including sample AI statements you might use or adapt. The school does not have a set policy—only requires you include a statement in your syllabus.

You may also consider the following as a starting place for a syllabus statement:

Artificial Intelligence (AI) Expectations and Requirements

Include your own course AI policy (now required in all syllabi). You may take inspiration from Syllabus ChecklistLinks to an external site. under the "Generative AI" policy examples.

Another example from the library follows:

"You may use AI programs e.g. ChatGPT to help generate ideas and brainstorm. However you should note that the material generated by these programs may be inaccurate, incomplete, or otherwise problematic. For example, AI-generated language programs are know to "hallucinate", i.e. create references to non-existent resources. Beware that use of AI may also stifle your own independent thinking and creativity.

You may not submit any work generated by an AI program as your own. If you include material generated by an AI program, it should be cited like any other reference material (with due consideration for the quality of the reference, which may be poor).

Any plagiarism or other form of cheating will be dealt with severely under relevant UVU Plagiarism policies as described in the UVU Student Code of ConductLinks to an external site., UVU Policy 541Links to an external site.."

Since the library crafted their AI policy, the university has acquired an internal AI we will want to suggest over ChatGPT wherever it makes sense:

UVU's AI instance of Bing CopilotLinks to an external site.
- Bing Copilot Resources

Developing AI-assisted Assessments

When developing generative AI assessments, it is important to consider the following:

Purpose
- Determine the purpose of the assessment and how generative AI can help achieve it.
Content
- Ensure that the content is appropriate for generative AI and that the AI can generate meaningful responses.
Feedback
- Determine how feedback will be provided to students and how the AI will be evaluated.
Ethics
- Consider the ethical implications of using generative AI in assessments and ensure that the AI is used in a responsible and ethical manner.
Accessibility
- Ensure that the AI-generated assessments are accessible to all students, including those with disabilities.

It is important to note that there is no one-size-fits-all approach to developing generative AI assessments. Faculty should explore and communicate the opportunities and limitations of using these tools to allow instructors and students to critically think about how knowledge is created.

Supporting Students in AI Assessments

To support students in using generative AI in their assignments, faculty should consider the following:

Training:
- Provide training to students on how to use generative AI tools effectively and ethically.
Guidelines:
- Develop guidelines for students on how to use generative AI tools appropriately in their assignments.
- Faculty should include an AI Statement in their syllabi outlining course expectations and requirements.
Examples:
- Provide examples of how generative AI can be used in assignments and how it can enhance learning.
Feedback:
- Provide feedback to students on how they can improve their use of generative AI tools in their assignments.
Resources:
- Provide resources to students on how to use generative AI tools effectively and ethically.
- This might include the following:
  - AI Generative tools you might use in specific assignments include:
    - UVU's AI instance of Bing CopilotLinks to an external site.
      - Bing Copilot ResourcesLinks to an external site.
      - Bing Copilot Privacy PolicyLinks to an external site.
    - ChatGPTLinks to an external site.
      - ChatGPT Privacy PolicyLinks to an external site.
    - BardLinks to an external site.
      - Bard Privacy PolicyLinks to an external site.
    - Others
      - Search their homepage for Terms and Privacy
    - You may want to google a how to video if you are new to using AI

It is important to note that generative AI tools should not replace critical thinking and creativity in assignments. Instead, they should be used to enhance learning and provide new opportunities for students to engage with course material.

Note: This page content was generated in part by UVU's Bing Co-pilot AI.