The information here was compiled by Missouri Online staff to assist instructors in creating syllabus statements and considering their students' needs.
What does the UM System code of conduct mean for my syllabus or assignment instructions?
Specify exactly what students are allowed to do with AI. Technically, you do not need to issue a blanket prohibition, but, as this is a new policy, may wish to do so. If you plan to allow or require some use of AI, be explicit in the syllabus and/or test and assignment instructions about what students are allowed to do with AI, because the new policy prohibits AI use without permission.
If you think a use of AI is not covered by the policy, and wish to prohibit it, be explicit. You may also wish to clarify specific things that are prohibited if you think they are insufficiently clear. For instance, you might want to prohibit students using an AI for brainstorming ideas for a paper or presentation.
If you do not want students to use tools like Grammarly, or some parts of them, be clear. Be aware that tools like Grammarly, Word, and Google Docs are going well beyond current ideas about grammar checking, spell checking, and autocomplete. They are incorporating more generative AI capabilities that will enable them to complete or generate student work in the same way that ChatGPT, Bard, or Claude can now.
What else should I consider about generative AI in drafting my syllabus or instructions?
Remember that AI can be used for almost any part of any assignment. Think about the different steps in your assignments. Are there specific parts where you would like students to use or experiment with AI? For instance, would you like to draw their attention to try out some of the AI-powered research tools like Elicit or ResearchRabbit? On the other hand, do you wish to draw their attention to specific things you do not allow, like having one of these tools review and correct the final draft of a paper, note that too.
Explain any technologies or techniques you will use to deter the use of AI. Students may see AI detectors and other techniques as unreliable (they are certainly of limited reliability) and a sign of distrust. Make sure students understand under what conditions you will use them, which ones you will use, what you are looking for, and how you will use the data. They, or their friends may already have had bad experiences with accusations of AI usage where there was little or none (false positives). For more on detecting AI plagiarism and cheating, including limitations of AI detectors, some of the issues, and resources, see: Detecting Artificial Intelligence (AI) Plagiarism.
Discuss with students. Whatever you specify, it is imperative to communicate and discuss the policies with your students. This allows you to ensure that they understand, but also to give them a chance to express their anxieties and concerns about the technologies they are using, and also over any technologies you plan to use in enforcement before problems occur.