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Prohibit All Use
Some curricular contexts require unaided student performance.
In these cases, faculty should be explicit about the details and consequences of the prohibition, and also explain to students the rationale for the prohibition (such as targeted skill development) to help them understand context and broader professional or disciplinary norms and expectations.
Allow Use Only as Permitted
Some curricular contexts may allow, encourage, or require use of supports in limited, pre-determined ways.
In these cases, clearly indicate for which scenarios, assignments, and learning tasks use of these tools is appropriate. It would be helpful to clarify your rationale, explicit expectations for citation or acknowledgement, and limitations, risks, and responsible use of the tools within permitted contexts.
Allow Broader Use with Explicit Acknowledgment/Attribution
Some curricular contexts may allow, encourage, or require more versatile student use of supporting tools but still require explicit, formal acknowledgement of use and citation.
It would be helpful to explicitly indicate how students should acknowledge the use of these tools. Remind students of the tools’ limitations, risks, and their responsibility for all work and communication they claim as their own.
Freely Allow Use
In some cases, free use of these tools without formal acknowledgement may be appropriate.
In such cases, it is necessary to guide student understanding of the boundaries of responsible use and tool limitations or risks. Students may still need to describe how supporting tools were used, even if not explicitly acknowledged.
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If you suspect a student has used these tools in a way not permitted by your own or departmental explicit, written policies, employ the procedures in the University Policy on Academic Integrity (reach out to the Registrar for assistance with Trad courses or Sarah Arthur for AGS/DE courses).
Be aware that conclusive evidence of a student's use of advanced automated tools in submitted work will likely be difficult to obtain, and tools that detect AI-generated content may not be reliable. For these reasons, prevention and education about responsible, professional use may be better in the long term than relying on detection of misuse. You are encouraged to continually consider ways that assessment design may discourage misuse and encourage responsible use of these tools.
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