Purpose of This Guide
This guide is designed to support Black Hawk College faculty in navigating academic integrity within their courses as generative AI becomes increasingly common in academic settings. By providing resources and examples, this guide helps faculty create effective, clear policies for AI use that align with the learning goals, integrity standards, and unique needs of their courses.
How to Use This Guide
The guide is organized into three main sections, each offering a different approach to adapting policies on generative AI tools, such as ChatGPT, Grammarly, and others:
More Restrictive Policies Tab: This section provides examples and considerations for creating course policies that limit or prohibit AI use. For instructors who aim to minimize potential academic dishonesty by restricting AI tools, this section offers a range of policy examples and guidance for implementing these approaches at the course level.
Constructive Use Policies Tab: This part of the guide supports faculty who wish to encourage thoughtful, responsible use of AI in academic work. Policies in this section often allow AI use under specific conditions, such as requiring citations or limiting AI involvement to certain assignments. Here, you’ll find ideas for fostering critical engagement with AI tools to enhance, rather than replace, the learning process.
Example Class Policies Tab: This tab showcases policy templates currently in use by BHC faculty. These examples illustrate diverse approaches that instructors have adopted across disciplines, providing practical inspiration for those looking to draft or refine their own AI policies.
Each section contains summaries of different policy approaches, links to complete policy examples, and key points that may be useful as you shape your course guidelines on AI use.
Navigating the Guide
To get the most out of this guide, start by considering the specific needs and values of your course and department. Discussing these approaches with colleagues can also be beneficial, as shared insights may help in crafting policies that reflect both individual and departmental goals for academic integrity and educational quality.
The concept of plagiarism is not as cut and dry as it once was, particularly with the advent of advanced AI tools. As the image below illustrates, the line between student-created and bot-created work has become increasingly blurred, challenging traditional views on academic integrity.
The range of scenarios depicted in the image shows a spectrum of interactions between students and AI. From outright submission of AI-generated work to more nuanced, collaborative approaches where AI serves as a tool in the brainstorming and writing process. This shift necessitates a reassessment of what constitutes plagiarism and cheating in our educational systems as well as necessitating reassessment and reflection for what skills that we are trying to teach in the classroom itself.
Educational policies must adapt to consider not just the end product, but the process of how student work is generated. How much editing, critical thinking, and original contribution are involved? What kind of disclosure is made about AI's role? These questions are crucial in redefining plagiarism in a way that acknowledges the role of AI as a tool for learning and creation, rather than just a shortcut to completion.
In drafting our approach to AI and academic work, balancing the promotion of integrity and originality with the reality of emerging technologies is of the upmost importance. This involves creating guidelines that encourage critical engagement and transparent use of AI, ensuring that students are equipped for a future where AI collaboration is the norm.
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