Artificial intelligence (AI)

Artificial Intelligence (AI) tools have developed the capacity to generate writing.  The possibilities and concerns are many, and the landscape is changing daily.  The tool which has received the most attention lately is ChatGPT and students are already using this tool, including for work submitted at the end of the Fall 2022 semester.


As you prepare for the semester, the CTE strongly recommends the following for all faculty:

  1. A statement on your syllabus.  Make it clear whether, when, and how you view this tool as one that students are permitted to use in your course.  Examples of syllabus language can be found here.

  2. Discussions about ethics.  Have open conversations in your class that address the following:
    • What might AI-produced writing mean for your course or your field?
    • Examples where and how AI-produced writing might appear in your field
    • The role of AI in the writing process – for instance, if a human writes content and then AI cleans it up, how is that different from AI providing the first draft and then a human edits and revises?

  3. Assessments and assignments that support your ethical view on AI.  Be consistent – if you embrace the use of AI, make it clear in your assignments where AI is to be used.  If you do not plan to permit the use of AI, then be clear that this is your policy and explain the consequences and reasoning for this pedagogical decision.

  4. Student privacy.  Do not require students to sign up for an account on AI software (such as ChatGPT) using a Bryant email.  Create a dummy email (or encourage students to create their own) or use an account specifically to demonstrate the tool in class.

  5. Reflections.  Have discussions about what the tool does well, who it helps, and how it might change the writing and tasks you and your students already encounter.

  6. Why a student would use AI tools.  If your concerns include a student using this tool in an impermissible way, consider what incentives you have in your course that would make a student consider “cheating.”  How much work are you requiring?  When?  Do the students know what is expected of them?  Are you responsive with questions in person and via email?

Related articles

There are innumerable articles on the topic of AI writing tools and large language learning models.  For additional suggestions about how to view the impact of this tool on college writing and suggestions for course and syllabus design, see:

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