AI in Teaching and Learning

Living out Elgin Community College’s mission “to improve people’s lives through learning” requires that the College remain agile and responsive to the social and technological changes happening within higher education, within the broader knowledge economy, and within the varied contexts our students participate in. Increased access to generative artificial intelligence (AI)–a suite of powerful tools which use large data sets to produce novel texts and images in response to prompt or input–and advancements in their abilities is bringing both distinct challenges and opportunities to the college learning environment. ECC is dedicated to enabling the ethical and equitable use of AI within learning, while also supporting students and educators as we navigate these tools and determine how they might be reconciled with and support learning. 

As with most new technologies, AI tools are neither inherently bad or good. Instead, they present a range of opportunities for expanding pedagogy, enhancing learning, and transforming industry. AI has the potential to synthesize complex topics for students and provide seemingly endless examples, and to assist with brainstorming ideas. Additionally, AI provides the possibility of reducing language barriers, providing immediate and always available feedback, and increasing access for students with disabilities. Generative AI tools also, however, have the potential to foster environments in which over-dependency on AI to complete tasks comes at the cost of failing to learn foundational skills and hindering critical thinking and understanding. It can also present challenges to maintaining academic integrity. Finally, because these tools are only as accurate as the information they have access to, concerns of bias and data integrity are common. As a result of this, if AI is to be used, students need to be trained to identify and account for such shortcomings.

As AI continues to develop,TLSD is committed to exploring how to ensure students, educators, and the larger community we serve can be appropriately equipped to engage with these tools in thoughtful and responsible ways. We recognize that students may come to ECC with AI already ingrained as part of their education, from previous schools, and that future academic and work environments may routinely include the use of AI as an available technology. When AI is used, students should learn how to evoke nuanced responses from the tools, as well as how to verify accuracy of information and provide proper citation, crucial skills involving information literacy and critical thinking. When AI is to be integrated as part of student learning, it should be done so in a way that supports students’ achievement of learning outcomes. In such contexts, educators can guide students in responsible use in a way that trusts and empowers students to uphold academic integrity while having access to developing technologies. 

As experts in their respective fields, ECC faculty retain discretion in determining if and how AI is used in their teaching and used by students in their classes. For those who wish to utilize AI to expand their pedagogy, TLSD is committed to providing support and resources to consider opportunities to meet established learning outcomes as well as to build educators’ technical AI acumen for the developing landscape of higher education. Faculty who do not see an ethically viable or learning-centered use of AI tools in their classrooms are supported as well. All faculty are encouraged to be proactive and explicit with their students about the class’s AI usage policy, particularly regarding when use of AI is prohibited, optional, or encouraged. Since what constitutes ethical vs unethical uses of AI may vary depending on the course and disciplinary context, being transparent with students about expectations is crucial. 

As AI technologies and their uses continue to evolve, there is a recognition that impacts may differ depending on academic program and a recognition that who does and does not have access to AI may further existing inequities in education and beyond. It is vital that ECC continue forging innovative teaching and learning strategies which prepare our students with the knowledge and skills needed to thrive in their transfer institution, in their career, and as a citizen in the larger community. Doing so will involve a multidisciplinary collaboration among many areas of TLSD and the College. It will also involve continual adaptation with the uses of AI throughout the globe and with adaptations made by the college’s external partners and governing boards. The infusion of AI tools into teaching and learning at ECC, where appropriate and beneficial, will enable us to identify and address equity gaps, train our students in the ethical use of cutting edge technologies, and continue evolving what it looks like to improve people’s lives through learning.

1 Revised by the TLSD AI Task Force on December 8, 2023. 

2 "PCAST Working Group on Generative AI Invites Public Input,” President’s Council of Advisors on Science and Technology (PCAST) Blog, 13 May 2023, https://www.whitehouse.gov/pcast/briefing-room/2023/05/13/pcast-working-group-on-generative-ai-invites-public-input/. In addition to generating products (a paragraph of writing or an image), generative AI is also used to complete and automate processing tasks. 

For considering how students will or will not be permitted to use AI in a course, one approach is to determine if the use of AI will be 

• intentionally incorporated as parts of assignments or lessons by the instructor:  such as used for brainstorming, generating content, or proofreading

• allowed for student use but not built into parts of the assignment:  permitted for brainstorming, helping with organization, and revision 

• prohibited in the course 

Regardless of whether the course policy is that AI is a) included in lessons and assignment, b) allowed for student use but not part of the curriculum, or c) fully prohibited, it is important to

1. Be explicit and transparent with students about whether or not the use of AI is permitted:  how, when, and what tools. Opportunities to communicate with students about AI usage could be 

   • In the syllabus (sample syllabi statements about the use of AI can be found in the Sample AI Syllabus Statements section of this page)

   • When introducing assignments 

   • In class discussions about course policies 

2. Recognize that as AI tools continue to evolve, complete policing of AI through surveillance and detection tools is likely not a feasible or accurate long-term solution. See Vanderbilt University's "Guidance on AI Detection and Why We're Disabling Turnitin's AI Detector" message for a succinct explanation of the limitations of AI detection tools. 

3. Changes in assignment design (including assignment structure and the resources provided) remain the most comprehensive ways to prevent the unauthorized use of AI on assignments. CETAL is available to meet with you regarding specific strategies for adapting assignments to reduce students' likelihood of unauthorized AI usage. You can find more information on scheduling a consultation with CETAL on our Consultations page.

Sample 1

"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. Beware that use 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 Penn policies. ."  Holly Fernandez, University of Pennsylvania

Sample 2

"Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student. 

Developing strong competencies in this area will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism. 

Ethics still matter and plagiarism is a serious Salem State University offense." Lis Horowitz, Salem State University

Sample 3

"Transparency: When/if you use Artificial Intelligence (AI) platforms in your assignments, please write a note to clarify where in your process you used AI and which platform(s) you used. We will discuss this more throughout the semester in class, and you are encouraged to reflect on this in your writing as well. Please note that what the AI writing tools generate is often inaccurate and you may have to exert effort to create something meaningful out of them. I also hope that when the assignment is about reflecting on your own opinion or experience, you will do so."  Maha Bali, American University in Cairo

Consider Your Sources

• Some generative AI tools do not contain information more recent than 2021. Requiring students to incorporate information from recent events can prevent the unauthorized usage of some tools.

• Requiring students to use information discussed in class and other information that is not available online makes generative AI ineffective, as it would not be able to meet the requirements of the assignment.

• Currently, the ability of AI tools to provide effective analysis of sources and examples is limited. The tools summarize sources but tend to lack the ability to build nuanced arguments and to successfully compare and contrast materials. Requiring students to analyze materials through a specific lens or synthesize several viewpoints or sources are demonstrations of critical thinking that current AI tools struggle to do effectively.

Make it Personal

• Currently, AI does not effectively write about emotions and reflection. Asking your students to incorporate their own opinions and personal experiences may help you distinguish whether or not their writing is AI-generated. 

• Basing assignments on hands-on activities, physical objects, or processes conducted in class may also discourage unauthorized AI usage. The AI tools will likely lack the context for such experiences.

Scaffold

• Breaking down larger assignments into smaller, individually graded segments deters students from unauthorized AI use for the larger assignment. This is particularly the case when at least one of those segments is completed in class or is about either an activity or material that was exclusively covered in class.

Set Clear Rules and Expectations

• Be clear about when and how AI CAN and CANNOT be used. Providing students with clear definitions of authorized and unauthorized usage and appropriate tools for communicating authorized usage will help them better understand and respect the boundaries.

Ways that AI might proactively be used in a course include 

• Create an assignment in which students analyze and critique assignment submissions created by AI 

• Model for students and allow AI tools such as ChatGPT to be used by students to engage with AI about possible project topics to help generate topic ideas 

• Generate examples and explanations to include in lessons 

• Compose alternative viewpoints for students to argue against 

Strategies for teaching responsible use of AI in a Course Include 

• Communicate with students about what generative AI is and is not and what its limitations and biases are 

  • Spend time showing students the limitations of generative AI such as hallucinations and bias.

• For major projects and assignments, require students to include a log or inventory of resources they used and how they used them to support their work, including AI. A sample AI Attribution Table can be found here.

• Show students how to properly cite AI contributions. You can find the proper citation format on the APA and MLA websites.

A Word of Caution

Content that is submitted as a prompt in AI tools may then be kept and used by the programs and sites. Be cautious of entering personal information or encouraging students to do so. 

Determining if AI May Have Been Used

Currently, AI detection tools and software have significant limitations. See Vanderbilt University's "Guidance on AI Detection and Why We're Disabling Turnitin's AI Detector" message for a succinct explanation of the limitations of AI detection tools. 

Alternative strategies for determining whether or not AI may have been used in an unauthorized way include 

• Finding inaccurate information (dates, statistics, attributions) that are being confidently included. 

• Considering if the tone of the writing reads as overly formulaic and structured, especially in comparison to a students' other work.  

• Comparing to previous student work from the course, when possible. 

Have a Conversation with the Student 

Similar to with other questions of academic integrity, when there are suspicions that a student has used AI in an unauthorized way, a good first step is to set up a time to talk with the student individually during Office Hours. 

• Share your observations that lead you to believe that AI may have been used. When doing so, avoid referencing the use of any AI detection software, as such tools are not currently strong enough indicators. 

• Ask the student, ideally with an open ended question, how they approached the assignment:  "Take me through how you approached this assignment." "What was your approach to this assignment?"

• If the student communicates that they used AI in a way that is inconsistent with course expectations, be sure to 

  • Explain how the use of AI hinders mastering course concepts and goes against course expectations

  • Communicate what the current grade of the assignment is, including if you will not be giving the assignment a grade until the student revises

  • Discuss any plans for revising and resubmitting the assignment

  • Reiterate what the next steps are 

If the student communicates that they did not use AI in an unauthorized way, it may be worth considering giving the student the benefit of the doubt. If suspicions remain, however, and you are unsure how resolve the issue, you are welcome to include the Dean of Students, John Long, to help determine next steps. 

Example Language to Use as the Instructor

• “Based on what you submitted, I have concerns of [evidence].” 

• “Take me through your process for completing this assignment. What was your approach?” or “What was your approach to preparing for this exam?” 

• “What particular aspects of completing this assignment were most challenging?” 

• “Right now, the current grade for this submission is [based on your course policy]. Possible next steps are [based on your course policy]. What I recommend is [next steps]. What do you think?” 

• “I appreciate your speaking with me about this, and please let me know what we can do to make sure you succeed in this course.”

Be sure to Consider Your Attitude During the Conversation. Try To

1. Reflect rather than react 

2. Empathize rather than intimidate 

3. Restore rather than punish 

4. Ask rather than assume 

5. COMMIT

Submitting an Academic Conduct Violation to the Dean of Students Office

It is up to faculty members to determine if they think that the violation merits submitting an official Academic Conduct Violation to the Dean of Students Office. Such submissions become part of a student's academic record. 

Academic Integrity Violation Reporting Form 

Prior to submitting an Academic Conduct Violation, faculty are always welcome to first discuss the scenario with the Dean of Students, Dean John Long jlong@elgin.edu 

• "Artificial Intelligence Research Guide":  ECC Library Guide 

• "Adapting your Course to AI":  University of Kansas Center for Teaching Excellence

• "Additional ideas for how to incorporate AI"  :University of California, Berkeley Center for Teaching & Learning

• "Guidance for Faculty When Deciding How to Approach AI :  Cornell University Center for Teaching Innovation 

• "Limitations of AI, Academic Integrity Guidelines, Creating Assignments that Deter Unauthorized AI Usage, Using AI to Enhance Teaching" : Vanderbilt University Center for Teaching