Make your “ChatGPT” and other GenAI expectations clear

Links and terminology were updated October 2023

Students want to know what your expectations are.

• Sometimes students feel uncertain about what to ask or how to ask.
• Students learn quickly that different instructors, in different programs, handle and regard some things differently when it comes to rules for academic integrity. The reasons for this can relate to discipline, to learning outcomes, to assessment type, and to the philosophy of the educator.
• The syllabus and any information posted alongside assessment details are excellent “placements” of clear expectations.

Here are some pointers and resources:

A link to the USask syllabus information suggested language related to permitted or unpermitted use of ChatGPT similar generative artificial intelligence (GenAI) tools appears in the academic integrity section.

A definition from the European Network for Academic Integrity that appears on p. 4 of this short article and may be useful to instructors:

 “Unauthorised content generation (UCG) is the production of academic work, in whole or part, for academic credit, progression or award, whether or not a payment or other favour is involved, using unapproved or undeclared human or technological assistance.”

 A sample resource developed by the Edwards School of Business librarian, Ann Liang, that prompts some ways to express what is and is not permitted.

If you are asking students to acknowledge permitted uses of ChatGPT and other tools, check to see if the referencing convention followed in your discipline has guidance:  

• As of April 2023, the Chicago Manual of Style, the Modern Language Association (MLA), and the American Psychological Association (APA)have all provided guidance on their blogs on how best to cite the information generated by large language models/AI tools.

Go to some explicit effort, several times over the term to reasssure students that their questions about assessment expectations are welcome.  

Academic misconduct is often a mistaken response to uncertainty.

Especially difficult is uncertainty under time pressure.  It’s a good idea to revisit these expectations with students closer to assessment due dates.  

You will save yourself and students time (and heartache) if you clarify at the right times.