As we begin another semester and set expectations with our students, it’s important to include our expectations for generative AI use in our syllabi and initial course discussions. Your approach is dependent upon your context, including your discipline, course, student cohort, or the learning outcomes you have set for a particular assignment. For some, generative AI use may be helpful for the brainstorming phase of writing but not be appropriate again until the final draft of written work through the use of tools like grammar checkers. For others, generative AI use may be embedded into the learning process to facilitate critical digital literacy skills. Whatever your approach, clear communication with students about your expectations and your justification for your generative AI use policies should be on your beginning of the semester agenda.
We know this task is daunting, especially as generative AI technologies continue to improve and their use becomes more widespread. There are a number of resources available to you as you determine what generative AI use policies are appropriate for each of your assignments and courses.
- At a minimum, you should provide guidance about generative AI use in your syllabus. You can find sample language in our Live Syllabus Template.
- The following guides provide a wealth of information to inform your course design process.
If you’d like to learn more of the generative AI basics on your own, you may also be interested in checking out our asynchronous Getting Started with Generative AI Course on Brightspace. We will be publishing a second set of units in that course focused on Prompt Engineering soon, so keep an eye out for more opportunities to explore generative AI capabilities and limitations.
Finally, our team is here to support you as you develop a generative AI use policy that fits your context. Contact our team at fas-edtech-group@nyu.edu or use the Liaison Finder to find your department’s educational technology specialist to set up a consultation.