Considerations before Using AI in Teaching and Learning
If you are deciding whether and how to allow students to use gen AI tools in your course, we encourage you to consider the following:
Before getting started, check the current semester's edition of theÌýAcademic Instruction Guidance for CU-wide guidance on teaching, learning, and AI.
Currently, Â鶹Ãâ·Ñ°æÏÂÔØBoulder does not have a policy on how AI may be used in the classroom, as a matter of recognizing faculty academic freedom and ownership of the curriculum.
However, faculty are strongly encouraged (though not strictly required) to include an AI syllabus statement articulating your course-specific policies on AI.
CU's Office of Information Technology (OIT) also maintains a list of approved AI tools available to all Â鶹Ãâ·Ñ°æÏÂÔØfaculty, staff, and students.
Lastly, check whether your department or program has policies regarding AI use in the classroom.
Begin by reflecting on your course learning outcomes: what knowledge, skills, behaviors, habits of mind, etc., are students intended to acquire through this course?Ìý
Then, consider the following questions on your own, or if you areÌýco-creating an AI use course policy with your students, discuss these questions with your students:
- ForÌýeach course learning outcome, will allowing use of AI tools support, interfere, or have no impact on students achieving this learning outcome?ÌýÌý
- What specific uses of AI tools may support, interfere, or have no impact on students achieving the course learning outcomes?
Note: If your answers to these questions vary depending on the assignment (or assessment), you may wish to create a broad AI use course policy that notes that you will allow using gen AI tools onÌýspecific assignments and in specific ways,Ìýplus create assignment-specific AI use policies. See below.
Now, refer to thisÌýguidance on AI course policies and syllabus statements created by the BFA (Boulder Faculty Assembly) in partnership with the CTL. In general, what level of AI use will you allow in this course: no AI use, limited use, conditional use, or full AI use? Consider modifying the BFA-CTL sample AI syllabus statement for your own course context.
If you are allowing any AI use, be sure to explicate how students are expected to document AI use and AI-generated content. For example, you may share .
Lastly, if you are allowing AI use only on specific assignments, remember to create assignment-specific AI use policies as needed.Ìý
If your course allows AI use only on specific assignments, or your AI policy varies by assignment, it is important to create assignment-specific AI use policies.Ìý
Begin by considering the assignment (or assessment) learning outcomes: what knowledge, skills, behaviors, etc., are students intended to practice or acquire through this assignment? Ìý
Further, consider completing the following exercise on your own or with your students if you are co-creating AI use policies:
- Begin by reflecting (on your own or with your students) on the assignment learning outcomes.
- Example assignment learning outcome: After completing this literature review, students will be able to synthesize the extant research literature on a topic to identify key findings, as well as discrepancies and gaps.
- Examine how the assignment learning outcomes connect with the course learning outcomes.
- Example course learning outcome: After completing this course, students will be able to critically evaluate and synthesize the peer-reviewed research literature to identify directions for future investigation.
- Ask yourself (or discuss with your students) what a student would need to do step-by-step to successfully complete this assignment.
- Example steps for completing an assignment: For a literature review, specific steps might involve...
- Selecting a research question,
- Identifying relevant keywords,
- Retrieving relevant peer-reviewed journal articles,
- Reading and interpreting articles,
- Comparing and contrasting methods and findings,
- Synthesizing the literature to identify key findings, as well as gaps and discrepancies,
- Creating an outline,
- Writing a first draft,
- Revising this draft to incorporate peer or instructor feedback,
- Formatting citations in APA style,
- Proofreading,
- Creating a References section in APA style,
- Etc.
- Note: If your students are completing an assignment of this kind for the first time, you will likely need to help them think through the steps. This enhanced transparency around the task at hand helps students dive right in, rather than guess what is expected.
- Example steps for completing an assignment: For a literature review, specific steps might involve...
- Next,Ìýfor each step, ask students to discuss whether using AI would support, interfere, or have no impact on them achieving the assignment learning outcomes.Ìý
- Example reflection on where AI supports or interferes with learning:Ìý
- You may determine, through discussion, that using AI to select a research question, identify keywords, use databases to retrieve articles, format citations in APA style, and proofread one's writing will not interfere with students achieving the learning outcomes listed above and may even support them in achieving the learning outcomes by streamlining administrative tasks and buying back time to read and think critically about the articles.Ìý
- In contrast, you may determine that using AI for any other steps would likely interfere with students achieving the learning outcomes.
- Example reflection on where AI supports or interferes with learning:Ìý
- Finally, co-create an assignment-specific policy that stipulates for which steps of the assignment students are vs. are not allowed to use AI. Further, explicate how students are required to cite AI-generated content, if applicable (learn more aboutÌý.
- In sum, co-creating an assignment-specific AI policy with your students should create a sense of shared ownership over the policy, while clarifying their understanding of what is expected of them and helping them understand how to successfully complete the assignment at hand.
Special thanks to Rebecca Lee, CTL's former Student Initiatives Coordinator, for sharing this exercise with us!
If you are considering requiring students to use AI tools for all or certain assignments, consider creating alternative learning pathways for students who do not want to use AI tools. This would consist of assignments with the same learning outcomes but that either do not require students to engage with AI or may require them to engage with AI but in a critical manner.Ìý
If you decide to use AI tools in your course, consider accessibility, security, and equity.
- If the tool is supported by OIT (see OIT’s AI tools list), this ensures it has been vetted and approved for accessibility (it will work properly with assistive devices, such as screen readers) and data security. Furthermore, all students have access to the tool.Ìý
- If a tool is not currently supported by OIT, it must be vetted and approved through OIT’s Information and Communication Technology (ICT) review process before it is used in the classroom. Learn more about the ICT review process, and submit a request for ICT review.Ìý
- Importantly, if your tool is approved through the ICT review process, this means it is compliant with CU’s standards around accessibility, security, privacy, and so on. However, approval does not ensure the tool is free or that all students have access to it.ÌýÌý
- If you choose to use an AI tool that is not free, how will you ensure all students have access to the tool? You may wish to explore making the tool available in a department computer lab or purchasing the tool with departmental funds.
Having an AI policy is an important first step – but only a first step. Make a plan for discussing your AI course policies with your students. This should include discussing your overall AI use course policy and may additionally include discussing assignment- or assessment-specific AI policies.Ìý
To raise student awareness around your AI policies, make use of multiple channels of communication, e.g.,
- AI syllabus statement,
- Assignment- or assessment-specific AI use policies and instructions,
- In-class discussions with opportunities for students to ask clarifying questions,
- TA reminders in discussion sections, labs, and recitations,
- Online discussion boards (especially in fully online, asynchronous courses),
- Canvas announcements,
- Email reminders,
- In-class (or online) reminders before students begin working on new assignments.ÌýÌý
Beyond basic announcements and reminders, considerÌýengaging students in constructive dialogues around AI use in your course. This can be as simple as asking students how they are feeling about gen AI, what concerns they have, what resources they wish they had, etc.
If you decide to use AI in your course, explore the following CTL resources for developing assignments or assessments that purposefully incorporate gen AI:
- TheÌý includes sample assignments that incorporate gen AI, as well as other resources for teaching and learning with and about gen AI.
- TheÌýAI & Assessment page provides tips and resources for designing assessments that meaningfully incorporate AI use to support student learning.
Consider incorporating reflection, self-assessment, or other activities to encourage students to engage in metacognitive reflection around how using AI or not using AI is supporting or interfering with their own learning.Ìý
- See thisÌý as a model for how you might engage students in metacognition around their own AI use in your course (see the Reflection on Learning section, specifically).