Resources on Generative AI in the Classroom

Optimizing AI in Higher Education

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This guide, released in its 2nd edition by the SUNY FACT2 Council in May, 2024, is an extremely valuable resource to consider the alignment of emerging technology in your own teaching practice. 

"In this Optimizing AI in Higher Education: SUNY FACT2 Guide, Second Edition, you will find updated information to reflect the changing landscape of generative AI technology. We offer practical suggestions for how to help educators and students achieve AI literacy and find the right methods of using or eschewing generative AI in their pedagogy."

Click here, or on the image, to access the guide. (The second download link on the page will take you to the full document; the first download link is only the cover art image.) 

Syllabus Statements on Generative AI

The following syllabus statement templates are being shared as models by the TLC. Some are modeled after similar statements being used at other institutions, and some were created by Geneseo faculty. 

These are provided as suggestions, only, and not meant to reflect a campus-wide attitude or requirement for specific class policies on the use of generative AI tools like ChatGPT. Any faculty member is free to adopt and adapt any of these statements to suit their personal determinations for class needs in a particular course. 

The TLC will continually revisit and revise these statements. If you have a model you’d like to share, or would like to recommend one written by a colleague, please let us know. 

The Prohibitive Statement (as a stand-alone statement on a syllabus)

Any work written, developed, or created, in whole or in part, by generative artificial intelligence (AI) is considered plagiarism and will not be tolerated. While the ever-changing developments with AI will find their place in our workforces and personal lives, in the realm of education and learning, this kind of technology does not help us achieve our educational goals. The use of AI prevents the opportunity to learn from our experiences and from each other, to play with our creative freedoms, to problem-solve, and to contribute our ideas in authentic ways. Geneseo is a place for learning, and this class is specifically a space for learning how to advance our thinking and professional practice. AI cannot do that learning for us.

(Adapted from a model provided by the University Center for Excellence in Teaching, Indiana University, South Bend Campus.)

The Prohibitive Statement (as combined with a Plagiarism or Academic Dishonesty Statement)

I take plagiarism and other forms of academic dishonesty seriously. At its most basic, that means you are responsible for doing your own work. You may not reuse work from other classes, use the work of another person, plagiarize, or use artificial intelligence to help with or generate assignments.

I enforce Geneseo's plagiarism policy. You can find more information about the policy here: Geneseo's Academic Dishonesty Policy. [You might add additional resources about academic integrity in your discipline here, and/or Milne Library guides on academic integrity and plagiarism.]

Unintentional plagiarism. While the first thing most people think of when they hear the word plagiarism is cheating, you can plagiarize without intending to. Some students plagiarize because they have trouble with paraphrasing or fail to give credit to their sources of information, especially when they search online instead of utilizing assigned material. I believe this class will help you develop and/or strengthen the skills you need to avoid unintentional plagiarism. I am happy to help you if you have questions or are struggling with this. Come talk to me during office hours or by appointment if you have questions or want help. Ultimately, you are responsible for avoiding plagiarism, but there are many resources and ways to get help.

AI, like Chat-GPT. You must do your own work, which means that you should not utilize tools like Chat-GPT for any aspect of our course work. Such use is a form of academic dishonesty. Use of such tools is not only cheating, it will also cheat you of the opportunity to learn and develop your own skills. While AI will undoubtedly play important roles in our future society, you will be better able to utilize AI if you have developed your own critical thinking, writing, and analytical skills by doing your own work. If you have any questions about this, please ask.

Show your work. Upon request, I expect you to be able to show your work or process for completing assignments. This means, you should keep notes, brainstorming sheets, drafts, outlines, and any other work that you created in the process of writing a paper or completing an assignment.

(Adapted from a statement written by Dr. Emilye Crosby, Professor of History.)

The Use-With-Permission Statement

Generative Artificial intelligence (AI), such as ChatGPT, may be used for [assignment types A, B & C] with appropriate citation, but not for [assignment types D, E & F]. If you are in doubt as to whether you are using generative AI appropriately in this course, I encourage you to discuss your situation with me. Guidance for citing AI-generated content is available at How to Cite ChatGPT. You are responsible for fact-checking claims and sources generated by AI tools.

(Adapted from a statement provided by the University of Minnesota, Office of the Executive Vice President and Provost.)

The Open-Use Statement

In this course, you are encouraged to use Generative AI Tools like ChatGPT to support your work. To maintain academic integrity, you must disclose any AI-generated material you use and properly attribute it, including in-text citations, quotations, and references. Guidance for citing AI-generated content is available at How to Cite ChatGPT.

(Adapted from a model provided by the University Center for Excellence in Teaching, Indiana University, South Bend Campus)

The Course-Determined Statement (to be developed in partnership with students)

This class will maintain an awareness of generative AI technology, including ChatGPT, as it intersects with our content and our learning tasks. Together, we will continually monitor the appropriateness and effectiveness of these tools to help us meet our learning goals. You and I will determine together where the use of such tools fits this course and where it does not. This includes what specific tools we might agree to use and which we might agree to avoid, as well as to what extent on any given task, and how they should be cited and integrated. 

In cases where I discover use of generative AI to complete tasks assignments that falls outside of the guidelines we develop together in class, these cases will be treated as instances of academic dishonesty, and will be subject to the processes outlined in the SUNY Geneseo Academic Dishonesty Policy. 

(Adapted from a model provided by Alexis Clifton, interim director of the Teaching and Learning Center.)