Students and AI
Students encounter varying levels of GenAI use, AI literacy, and tool access across their courses, so discussing your particular expectations clearly, consistently, and periodically is essential. Communicate clear expectations about AI/GenAI tool use in your Statement of Expectations and revisit the topic throughout the course to reinforce shared understanding. Students are navigating different levels of GenAI use, AI literacy, and tool access across numerous course.
When and how can instructors effectively discuss using Generative AI in academic work with their students?
Instructors should try to create multiple opportunities for continued conversations to establish mutually shared expectations about using GenAI use (ethical and pedagogical implications) in the course and discipline.
First day of class: setting the tone
Start by addressing why students are here at the U of A: to learn. Make it clear that if GenAI has a role in the course, it supports, not replaces, student learning.
Discuss your statement of expectation for GenAI use, clarifying how and when AI tools are appropriate. Even if AI use is not allowed, engage students in a conversation about its potential impacts on learning, studying, researching and working.
Highlight academic integrity concerns related to GenAI use and encourage student questions and input where possible. Consider exploring AI literacy fundamentals with students. Ask questions such as:
- What do you know about artificial intelligence and GenAI tools?
- Have you used any of them before? How and why?
- Have you used an AI tool for learning (and academic work)?
- How can GenAI tools be used ethically and responsibly to support learning?
(Adapted from, Eaton, 2023)
GenAI use acknowledgements
You can require students to detail how GenAI was used in coursework and assessments to encourage transparency, responsible use, and ethical practices. This requirement could be included in assessment submission expectations (and, potentially, grading rubrics).
The two sample forms (simple and detailed) provide checklists outlining responsible GenAI use expectations and help students assess whether their work and tool use meet the assessment criteria. The forms emphasize the importance of students developing “high-quality evaluative judgement,” encouraging students to “discern whether their work and that of others [including AI-generated output] meets requirements” (Tai et al, 2018).
Important Note: These documents can be adapted for use in eClass/Canvas Course sites as part of assessment submission requirements.
You can also include the AI Assessment Scale (see Assessment Design) to guide responsible, ethical, and transparent student use.
- GenAI Use: Acknowledgement and Reflection - This detailed form helps students identify and document their use of GenAI tools. A brief checklist prompts and guides responsible use, while a designated section allows students to explain how AI-generated content was integrated into their work. An optional reflection section asks students to identify what they learned from using GenAI as part of their learning experience.
- GenAI Tool Use: Responsibility Statement - This simple form guides students through four steps for using GenAI in coursework, confirming responsible (and ethical) use, evaluating, and validating AI output. It includes a checklist to confirm proper citation and attribution of AI-generated content. An optional section allows for specific directions.
* These forms have been reviewed by the U of A’s Student Conduct and Accountability Office
** These forms are adapted from similar documentation developed and used at York University.
Flipped / pre-class (asynchronous) activities
If AI use is appropriate, provide resources to guide discussions about responsible and ethical use in coursework. Assign readings or videos focused on AI literacy to stimulate critical thinking and awareness, encouraging classroom (or online forum) discussion. For example, students could read Nir Zicherman’s “How AI Works” for a non-technical overview of LLMs or explore the Google Learning Center to learn about the capabilities of tools like Google Gemini Chat. Using resources in this way can ground discussions, foster engagement, and help establish community standards for GenAI use.
Formative activities
When integrating GenAI into a course provide opportunities for students to explore and experiment with AI tools. Encourage hands-on activities to consider academic applications and prompt conversations about benefits and challenges, including risks for learning and academic integrity. For example, students can use Google Gemini Chat to format citations, and then they can be asked to evaluate their accuracy and issues. Highlight the need to validate AI output for errors, bias, or fabrication. See Instructional Practice for example activities.
GenAI as student learning support/study tool
Discussing how students can use GenAI tools to enhance their learning is crucial. These tools can help students prepare for the course, review readings, and study for assessments by acting as personalized supports, such as a coach, mentor, tutor, or study buddy. Dedicate time to this conversation. Encourage students to brainstorm ethical ways to use AI in the course. This is also an ideal moment to revisit the Statement of Expectation for GenAI Use in the syllabus to clarify and reiterate what responsible AI use looks like in the course context.
Specific assessment uses
Discuss each assessment task with students, clearly identifying them as AI-appropriate or not. For tasks where GenAI use is allowed, ensure it supports learning. Consider adding a GenAI-use category to their grading rubrics to clarify expectations further. If GenAI use is not permitted, explain to students why AI use is not appropriate for learning (reference course learning outcomes).
If appropriate, co-create assessment use cases and expectations with students. Present a draft and seek student input and feedback. Revise assessment expectations together. Use these conversations to review citation/attribution expectations or address academic integrity-related concerns. Revisit the Student Academic Integrity Policy if needed.
Resource
Resources for instructors and students:
GenAI Tool Use: Responsibility Statement, Student AI use declaration
GenAI Use: Acknowledgement and Reflection, Student AI use process documentation
Student Academic Integrity Policy, University of Alberta
Suggested supplementary resources for instructors:
Google Learning Center, Using Google Gemini Chat to support learning
How AI Works, Nir Zicherman’s non-technical LLM explainer
Responsible Use Considerations GenAI Quickstart: Foundations for Faculty (McGill University) Part four in a series of online modules exploring GenAI and teaching and learning
Sources
Eaton, S. (2023, February 25). Sarah’s thoughts: 6 Tenets of Postplagiarism: Writing in the Age of Artificial Intelligence, Teaching, and Leadership
Eaton, S. (2023). Teaching and learning with artificial intelligence apps [Blog post]. University of Calgary
Lodge, J.M., Howard, S., & Bearman, M.for TEQSA (2023). Assessment Reform for the Age of Artificial Intelligence
Responsible Use Considerations GenAI Quickstart: Foundations for Faculty (McGill University) Part four in a series of online modules exploring GenAI and teaching and learning
Oregon State University (2024). Advancing meaningful learning in the age of AI
Tai, J., Ajjawi, R., Boud, D., & Dawson, P. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467–481
York University. (2024). AI Technology & Academic Integrity for Instructors: Requiring Students to Provide Further Information: Using Checklists
Zicherman, Nir (2024, January 29). How AI Works. Every