It depends... The use of Artificial Intelligence websites and bots like ChatGPT may be a violation of the Cheating - Unauthorized Aid, Cheating - Improper Collaboration, Plagiarism - Copying Work, or Falsification - Violation of Classroom Rules policies. This is dependent on the nature of how the Artificial Intelligence service was used. Much like any technology used to aid in the completion of academic work, it is the user's responsibility to ensure that the use of that technology is both permitted to be used by the course instructor and that the use is clearly cited and/or documented in some way so that it clear what work was created by the user of the service and what portion of the work was created by the technology.

For example, a student may be inclined to use ChatGPT to help brainstorm ideas for a topic of a research essay. In most cases, proper use of ChatGPT or other Artificial Intelligence services in this scenario would consist of the student first asking their professor if they were allowed to use ChatGPT to assist in the brainstorming process. If permitted by the instructor, the student could then use the service to brainstorm ideas. If at any point in this process, the student decides to use the service beyond this brainstorming process they would need to cite all statements or claims generated by the service so that it is clear what material in the final assignment submission was created by the student and what was created by the service much like citing any other source in a research essay.

Note: Professors have the right to not allow students to use Artificial Intelligence services in the completion of their assignments no differently than how professors often restrict access to other technologies such as calculators for certain examinations and homework assignments. In the same course, a calculator may be permitted for one assignment and not another. We encourage professors to make it clear if Artificial Intelligence was allowed on one assignment and not a following assignment but, ultimately, the student is responsible for asking if they plan to use Artificial Intelligence. Not knowing is not an excuse for a violation of the Honor Code if a student is found to be using unauthorized aid in the submission of an assignment of any kind.

Ask your course instructor. They will decide if you can use Artificial Intelligence to help you complete your homework. When you ask be sure to explain exactly how you plan to use the service. The professor may restrict the use of Artificial Intelligence services much like how in some cases a professor may restrict certain sources like Wikipedia when completing research assignments or scientific calculators when completing certain math and science assignments. If you do use an Artificial Intelligence service, be sure to cite your work if you take statements from the service and plan to use them in your assignment submission.

Yes. When using Artificial Intelligence services to generate statements, figures, images, etc. be sure to cite the work both in text (if applicable) and in a works cited page. Remember that Artificial Intelligence is a new technology so citation guidelines are currently being developed and are subject to change.

Find out how here:  MLA Style Center

Find out how here:  APA Style

Find out how here:  Chicago Manual of Style Online

Yes. This is a sample syllabus statement that can be tailored to your course syllabus.

As a partner in your learning, it is important for both of us that any assignment submission is a pure reflection of your work and understanding. The introduction of artificial intelligence options to complete academic work jeopardizes my ability to evaluate your understanding of our course content and robs you of the ability to master the subject matter.  

Suspicions of use of artificial intelligence aids will be referred to the Office of Academic Integrity as alleged violations of Cheating, defined as “unauthorized assistance in connection with any academic work” and/or Falsification, which includes “misrepresenting or misleading others with respect to academic work or misrepresenting facts for an academic advantage”.

1. Prompt Competition​
a. Identify a major question or challenge in your field or discipline that chatGPT could write about. Preferably a question with no clear single right answer.​
b. Have students collaborate (in pairs or small teams) on developing 5 to 10 criteria for assessing chatGPT responses to the major question. For example, chatGPT’s output references more than one theoretical perspective.​
c. Ask students to individually write a prompt for chatGPT to answer the major question.​
d. Have students use their criteria to judge the responses of other students (in the pair or small team), and rate the chatGPT prompts/responses from best to worst.​
2. Reflect and Improve​
a. Ask students to individually identify a major question or challenge in your field or discipline that chatGPT could write about.​
b. Have students use chatGPT to write a response to their question or challenge.​
c. Ask students to reflect on chatGPT’s output (e.g., what is correct, incorrect, what they don’t know if it is correct or incorrect, what should they look up elsewhere to verify, what should they ask chatGPT next).​
d. Using Track Changes in MS Word or Suggesting in Google Docs, have students improve the output of chatGPT (e.g., correcting errors or misinformation, expanding on shallow content).​
e. Have students submit their prompt and the improved chatGPT response with their added content highlighted.​
3. Re-vision​
a. Ask students to individually identify a major question or challenge in your field or discipline that chatGPT could write about.​
b. Have students use chatGPT to write a response to their question or challenge.​
c. George Heard is attributed with saying “The true meaning of the word revision is this: to see again.” Have students revise (write again) chatGPT’s output from a different angel. For instance, take a different perspective, apply a critical lens, expand on a particular concept, or correct aspects of the output that could cause their peers to misunderstand or misinterpret.​
4. Dual Assignments​
a. Give students a choice between two versions of the same assignment. One version for those that want to use chatGPT and one for those who don’t.​
b. For those who choose to use chatGPT, they have to submit their prompt(s) and the chatGPT output. Using Track Changes in MS Word or Suggesting in Google Docs, have students add depth, clarify misinformation, offer alternative perspectives, and make other improvements to the chatGPT output.​
c. For those who choose to complete the assignment without chatGPT, they should complete the assignment and sign a statement that chatGPT was not used.​
d. Grade both assignments on how well students illustrate their depth of knowledge through either (a) their changes to chatGPT’s output, or (b) their original writing.​
5. Mind Maps​
a. Since chatGPT can’t natively make visual representations of content (see note below), have students create mind maps (aka, associative maps, spider map, process maps) to illustrate the connections between ideas, concepts, approaches, or theories in your field or discipline.​
b. The more details or levels that students add to their mind minds, the easier it will be for them to demonstrate their newly acquired knowledge and skills.​
6. Debates​
a. Have students debate a major question or challenge in your field or discipline. Even short debates can deepen learning and get students to look at topics from varied perspectives.​
b. You can choose if students are allowed to use chatGPT in their preparation for the debate’s opening statements.​
c. Debates can be done in different formats, and the length of times for speeches can vary depending on how much time and how many students are in your course.​
7. Videos or Podcasts​
a. Rather than written essays, have students make videos or audio recordings as the medium for sharing their knowledge.​
b. Using a video-based tool (such as VoiceThread, FlipGrid, or Zoom) can make the process easier for students.​
c. Students can also record audio podcasts on their phone or computer if visuals are not required for the content of the assignment.​
8. Explain Your Thinking​
a. Give the assignment as usual, but in addition require that students use Using Track Changes in MS Word or Suggesting in Google Docs to explain at least 8 to 10 steps of their thinking as comments added to the text.​
b. Students can describe, for instance, the steps in their logic, their problem solving or writing process, or the development of their theoretical path.​
c. Students could also document their thinking with audio recordings or videos.​
9. 2x2 Matrix​
a. Have students create a 2x2 matrix relating two concepts covered in the course. For instance, what are shared and different defining characteristics of concepts or processes.​
b. A simpler version of this assignment is to have students develop Venn Diagrams for comparing important concepts or processes.​
10. Next Time​
a. Ask students to use chatGPT to answer an essay question about a major question or challenge in your field or discipline.​
b. Have students reflect on their learning about the topic based on using chatGPT, and to write down 5 things they learned about the topic from chatGPT.​
c. Have students design a new assignment that doesn’t allow for the use of chatGPT but that would allow them (or other students) to demonstrate their learning. For example, they might suggest a group project, or mind map assignment.​

Watkins, R. (2022, December 18). Update Your Course Syllabus for chatGPT [web log]. Retrieved January 31, 2023, from https://medium.com/@rwatkins_7167/updating-your-course-syllabus-for-chatgpt-965f4b57b003.

As the course instructor you may restrict and use Artificial Intelligence as you deem fit based on the goals and objectives of your course. Artificial Intelligence is becoming exteremly intertwined with the technology we interact with every day so it may be difficult to completely eliminate its use by yourself and your students.