Artificial intelligence and ChatGPT

Rapid advances in generative artificial intelligence (GenAI) are changing teaching and learning. It's imperative that instructors familiarize themselves with this new technology. IST has provided the Guidance on Artificial Intelligence use for the Waterloo community. *Note Microsoft Copilot should be used through your UWaterloo account in order to protect the privacy and security of the data that you enter. 

Instructors must be explicit with their expectations about the use of GenAI to complete assignments, quizzes, tests or exams. Suggested course outline text is available on the UW Course Outline Suggestions for Generative Artificial Intelligence webpage. 

The Centre for teaching and Learning at the University of Regina offers the following "GUIDE" for instructors:

• Guidelines – It is important for instructors to clearly lay out the rules, boundaries, and expectations for using generative AI in coursework and other academic activities. It is strongly recommended that instructors incorporate a statement on the use of generative AI into course syllabi. 
• Understanding – It is essential for instructors and students to better understand the types, capabilities, and potential uses and misuses of generative AI. Instructors should familiarize themselves with these technologies and work to foster student conversations and explorations regarding these emerging tools.
• Identification – Instructors should identify innovative ways to incorporate generative AI into curriculum, such as brainstorming ideas, producing code examples, generating historical dialogues, assisting with research, etc. Concurrently, instructors should work to identify the constraints of using tools like ChatGPT within the scope of their subject matter, emphasizing limitations such as the risk of generating outdated data or incorrect information (including fabricated citations), the possibility of producing analyses based on inherent biases, or the risk of using language or references that may be culturally insensitive or inappropriate.
• Disclosure – Instructors should require students to disclose when and how they’ve incorporated AI into their coursework. This promotes transparency and academic honesty. Instructors may want to provide a sample statement that students can adapt in order to clearly communicate how they have used AI in their work; an example of such a statement (which was generated with the help of ChatGPT) might be: “This [text, image, or video] was produced by the author using assistance from [insert generative AI provider]. The author affirms that they have thoroughly examined, modified, and refined the initial AI-generated draft and acknowledges that they are accountable for the content of this assignment.” Additionally, the APA, MLA, and Chicago citation guides have released information on how to cite AI-generated content in academic work. APA and Chicago currently recommend citing such content as “personal communication,” while the MLA style guide includes more detailed instructions. It is equally important for instructors to exemplify these ethical principles by transparently disclosing when they’ve used AI or other related tools in coursework.
• Ethics – Instructors should foster open dialogue that highlights the ethical considerations when using generative AI. Such conversations might include issues of bias, representation, copyright, and authorship. Instructors should also endeavour to protect the privacy and intellectual property of students in any use of generative AI in teaching, including in assessment and feedback.

Guidance on the use of Artificial Intelligence in the development and review of research grant proposals (Government of Canada) 

Visit the Artificial Intelligence at Waterloo webpage to learn more and to find support for navigating GenAI in teaching and learning. 

Other Resources

• Generative Artificial Intelligence (GenAI) Overview (educational slides developed by UW)

• Guide to Assessment in the Generative AI Era (Centre for Teaching Excellence)

• Updated Guidelines for the Use of Generative AI in Teaching and Learning (McMaster University)

• Assessment Partner tool (McMaster University) 

• ChatGPT/Generative AI Resources: A Collection for the Teaching Community at TMU (Toronto Metropolitan University)
• Guidance Regarding Student Use of AI in Your Course (Toronto Metropolitan University)
• Conversations with Students about Generative Artificial Intelligence Tools (Centre for Teaching Excellence)
• Artificial intelligence and Assessment Design (Flinders University)
• Thinking about Generative Artificial Intelligence in the Classroom (YouTube Video, UW Library)

GenAI can be helpful to students in many ways; however, to maintain academic integrity and use these tools ethically ensure you submit your own work. 

So, what does your “own” work look like in age of GenAI?

Ask yourself:

• Am I confident that I understand the topic from the work that I have put in?
• Can I show how I got to the final version of my work with drafts and sources?
• Can I speak to the information and arguments I have written?
• Does the writing sound like me – in my voice and level of experience?
• Is the information accurate and can I verify it?

Ethical uses of GenAI:

• Expanding your ideas to explore other ways of thinking;
• Improving your writing (but not replacing your voice);
• Creating efficiencies in rote tasks like formatting references;
• Being transparent about where and how you have used GenAI;
• Does not replace critical thinking.

Other resources:

• 5 things students need to know before using GenAI (PDF)
• Privacy and GenAI for Students (PDF)
• Student Tips for Responsible Use of GAI (Toronto Metropolitan University, Google Document)
• How to Use AI Responsibly EVERY Time (AI for Education)
• Tips and tricks for responsible use of GenAI (KU Leuven University)
• The Assignment Dilemma: Using GenAI Productively (Interactive lesson). This interactive lesson offers an engaging experience that delves into the ethical considerations, challenges, and applications of Generative Artificial Intelligence (AI). By participating in this interactive lesson, you can better understand the practical aspects of handling Generative AI responsibly.
• Generative Artificial Intelligence for Graduate Students and Supervisors (UWaterloo)

Before beginning a project/assignment/test:

• Review the instructions and ensure you are clear on your instructors expectations. If you are unsure if you can use AI tools, ask your instructor before starting the project/assignment/test.
• Make sure you use Microsoft Copilot  through your UWaterloo account in order to protect the privacy and security of the data that you enter. 
• If AI tools are permitted in a project or written assignment, ensure you are aware of how to cite the use of such tools. If you are not sure which citation style to use or how to cite AI tools, ask your instructor. Check out this helpful guide to citing AI tools in APA style. 
• Check out resources from the Writing and Communication Centre that instruct you how to use GenAI tools in the writing process.

• Develop a plan working backwards from the due date.

• Keep your draft work, rough notes, references and any prompts (if allowed) that you might have used. Be prepared to show your work process, demonstrate your knowledge or speak to your work upon request by your instructor.

• Create a schedule to stay on track. Find schedule templates in the SSO’s section on 'Time Management’.
• If you find you are falling behind and might not make the due date reach out to your instructor immediately.
• Reach out to campus resources like the Writing and Communication Centre or SSO for support and guidance.

Review the University of Queensland Australia's brief module for students on ways to incorporate AI tools into their studies. 

Remember you only get out what you put into your academic courses! To graduate with the best skills for your future - ensure you are learning the content and can demonstrate your knowledge.