Faculty: want to know more about generative AI in the classroom?
Are you looking for guidance about how to set parameters for generative AI use in your classroom? The Centre for Excellence in Learning and Teaching has tips and offers support.
The new academic year is now well underway, and generative AI (GAI) is top of mind for many instructors in academic spaces, especially as the tools improve exponentially each day.
GAI (artificial intelligence models that have the ability to create original content) isn’t just analyzing and making predictions based on existing data. Rather, it’s doing just as the name suggests: generating entirely new data using existing patterns similar to what it’s been trained on.
With easy access to these tools, some instructors might worry about potential misuse by students in assignments. But with a proper understanding of the acceptable parameters of use, GAI can be a valuable tool for students' learning experience and can help to prepare students for an AI-saturated workforce.
“As with any new technology, students and instructors will need to approach GAI technologies with openness, curiosity and caution as we strive to adapt to the changing conditions in our classrooms and the world beyond the university,” says Sean Kheraj, vice-provost, academic. “Understanding and even implementing the use of GAI in the classroom doesn’t have to mean sacrificing academic rigor and integrity. When used responsibly, GAI can actually enhance student creativity, critical thinking and problem-solving capabilities.”
Since 2022, the Centre for Excellence in Learning and Teaching (CELT) has been engaged with studying and advising on GAI and the classroom. In March 2022, the Senate Learning and Teaching Committee undertook preliminary research into the implications of GAI on teaching and learning and is now working toward the development of institutional guidelines.
Coming out of this process, CELT and the Academic Integrity Office (AIO) are providing some preliminary resources for faculty, including workshops and personalized course-level support.
Guidance for instructors
Whether or not GAI can be used for course work is always at the instructor’s discretion, says Allyson Miller, director of the Academic Integrity Office. Whatever the acceptable use parameters are, though, they should be communicated to students clearly in a syllabus or other course policy statement.
Unless explicitly communicated by the course instructor, use of GAI for course work is not permitted.
When considering a course policy on the use of GAI, the AIO has this advice for instructors:
- Learn about the technology (external link) and consult resources, including CELT’s (google doc) ChatGPT/Generative Artificial Intelligence Resources (external link)
- Don’t shy away from discussing the strengths and weaknesses of GAI with your students
- Set very clear academic integrity parameters (Are translators allowed? Grammar correctors? Can students use GAI to brainstorm?)
- Establish citation expectations
If you’re looking for support on developing some syllabus statements, visit the CELT resource page.
Support and consultations
GAI is evolving exponentially and, as is the case with machine learning, constantly improving its output. Given this, TMU faculty are encouraged to remain agile, keep up to date on iterative improvements to GAI and continually evaluate course assessments to reflect this.
CELT staff, including educational developers and academic integrity specialists, are available for consultations to assist with your decision-making around GAI in the classroom and assessments.
Faculty who decide to permit GAI use in part or in full might consider incorporating discussions about the ethical concerns surrounding these technologies, including algorithmic bias, dataset bias, susceptibility to generate false information, potential for mis/disinformation and labour and ecological impacts.
Workshops and events
TMU’s GAI working group, consisting of staff across CELT, have developed resources including a workshop series to prepare faculty for the challenges and opportunities of teaching in the era of GAI. Faculty who would like to learn more are encouraged to view the workshop offerings and sign up.
The AIO will soon be offering an educational game, developed in partnership with Seneca College, to build students’ AI literacy skills.
Addressing academic integrity considerations
If you suspect a student has used GAI tools in a way that contravenes the parameters you’ve set out or constitutes academic misconduct, you should follow the (google doc) formal process (external link) for academic misconduct concerns. The heart of this process is a non-adversarial conversation between the student and the instructor where the instructor will be able to assess the student’s understanding of their work and educate the student on appropriate and inappropriate uses of GAI.
Policy 60 is currently under review as part of the normal review cycle and the Policy Review Committee welcomes your perspective on this and any other Policy 60 matters. Please share your views using our feedback form:
Policy 60 Review Feedback Form (external link)
Need your questions answered?
Last January, the Academic Integrity Office (AIO) published an FAQ page that includes recommendations for faculty and students as well as a curated list of resources maintained and updated on the CELT website.
For more information, visit the Centre for Excellence in Learning and Teaching’s teaching resources page.
If you’d like to participate in the ongoing discussion about the challenges and opportunities that GAI brings to teaching and learning in higher education, join TMU’s vibrant Artificial Intelligence Community of Practice (external link) .
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