Crafting an AI Course Policy: Worksheet

PLEASE MAKE YOUR OWN COPY - https://tinyurl.com/MYAIPOLICY

Purpose and Scope

1. Why is it important for students to produce original work in your discipline?
2. How is your discipline influenced by Artificial Intelligence? How is AI being used for personal productivity or in business and industry?
3. What types of authentic assignments can you design that teach appropriate use of AI?
4. What experiences can you design that replicate AI in the workplace or career?

Ethical Guidelines

5. What are some discipline-specific ethical considerations which show responsible development and application of AI?
6. What is the specific rationale of why the use of Artificial Intelligence by students is allowed or restricted in your course?
7. Describe an example of acceptable student use of Artificial Intelligence in your course.

Academic Integrity

8. Provide an example of student misuse of Artificial Intelligence in your course.
9. Describe the consequences of the misuse of Artificial Intelligence by students in your course.
10. How does your course policy align with the University Honor Code? (e.g. UF Honor Code 3a-3h)

Privacy and Protections

11. What AI tools will you be having students use and how does the tool collect personal data?
12. What protections are in place within the organization?

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Sources:

• Policy Examples: Syllabi Policies for Generative AI Repository - Google Sheets 
• UF AI Governance example
• Guidance for Instructors | AI | University of Florida
• Artificial Intelligence (AI) - APA 7th edition - Citations - LibGuides at Justice Institute of British Columbia
• AI Policy Sample - Parker

https://tinyurl.com/SAMPLE-AI-POLICY

• Center for Teaching Excellence, University of Florida
• Class Policies for AI Tools | Universities across the US/Abroad Examples
  Course Policies and Syllabi Statement – University of Michigan Generative Artificial Intelligence
• Design a Great Online Course Workshops
• Disciplined for use of AI, student's parents sue | AP News
• Embracing Lawn Ornaments: A Starter Guide - UF/IFAS Extension Sarasota County (ufl.edu)
• Source: Justice Institute British Columbia - Library
• UF+QM Rubric
• Quillbot
• Microsoft Copilot
• Navigator Chat

Contact:

Dr. Jennifer Parker

jenniferparker@ufl.edu

Lupita Eyde-Tucker

leydetucker@ufl.edu

Department Dialogue Activity

1. How do you feel about the use of chatbots/ generative AI to create materials?

2. How do we, as a department, feel about the use of Gen-AI to create public-facing materials?

3. What is the Gen-AI output that we're expecting when we’re creating public-facing materials? Consider the excerpts below.

Example 1

Relevant and useful course content is essential for helping students see the value and purpose of what they are learning. When readings, activities, and assignments clearly connect to learning goals and authentic applications, students are more motivated, engaged, and able to transfer their knowledge beyond the classroom.

 Example 2

Engaging and relevant courses help students connect with the material, stay motivated, and see the value in their education. When students find the content meaningful and applicable, they are more likely to participate actively, retain information, and feel a sense of community and support within the learning environment.

4. What is our role in creating public-facing materials, and how do we position ourselves as experts?

5. How do we typically review public-facing materials, especially that are created in different teams?

6. Slightly aside, what do we consider public-facing materials?

Source: Activity courtesy of Melina Jimenez, UF Center for Teaching Excellence (mpjimenez@ufl.edu)