Guidance on GenAI in Instructional Settings
At a Glance
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, DALL-E, and other AI-driven technologies, are increasingly prevalent in higher education. These tools offer new opportunities for innovation in teaching and learning but also present challenges regarding academic integrity, equity, and privacy. This interim guidance aims to provide clarity and direction to faculty and students on the responsible use of GenAI in instructional settings at Chemeketa Community College while our policies continue to evolve.
What is Generative AI?
Generative AI refers to systems, such as ChatGPT, Gemini, Copilot, Claude, and others, capable of generating new content—including text, images, code, and more—based on large datasets and artificial neural networks. While these tools can assist with a variety of tasks, they also present specific risks related to the data used and produced by such systems.
Instructional Use of GenAI
Faculty are encouraged to explore GenAI’s potential to enhance learning experiences, particularly in fostering critical thinking, creativity, and problem-solving. Examples of appropriate instructional use include, but are not limited to:
- Generating prompts for discussions or written assignments.
- Supporting personalized learning by recommending resources or explanations.
- Facilitating student brainstorming or idea generation in creative projects.
Faculty who integrate GenAI tools into coursework should provide clear expectations for their use and ensure that they align with the intended learning outcomes of the course.
Student Use of GenAI
Students may use GenAI tools for educational purposes, such as generating ideas, drafting content, or receiving feedback on writing, as long as it adheres to course guidelines. However, students must avoid using GenAI to bypass learning objectives or undermine the integrity of assignments. Specific expectations for the use of GenAI should be outlined in syllabi, including:
- Permissible and non-permissible use cases of GenAI
- Requirements for transparency, such as disclosing the use of AI tools in academic work.
- Consequences for inappropriate use, which may include academic integrity violations.
Academic Integrity
While GenAI can be a valuable educational tool, it can also introduce risks related to plagiarism and unauthorized assistance. Chemeketa’s Academic Honesty Policy applies to all uses of GenAI. Faculty should ensure that assignments are designed to minimize the misuse of these tools and consider alternative assessment methods (e.g., oral presentations, reflections) that emphasize student understanding.
To maintain academic integrity:
- Students should properly attribute content generated by GenAI when appropriate.
- Instructors should establish clear guidelines about the extent to which GenAI-generated content is allowed in assignments.
- Clearly communicate your policies on GenAI use with students during class at the beginning of the term. Include your policies in your syllabus and in your Canvas course so students can easily refer back to them.
- Provide clear examples of appropriate versus inappropriate use of GenAI use for specific assignments and tasks.
- By providing clear guidelines, sharing an open dialogue with students, designing creative assignments, and incorporating other strategies instructors can promote academic honesty and foster critical thinking with their students.
Data Privacy and Ethical Considerations
When using GenAI, it is important to recognize potential privacy risks and ethical concerns, particularly around data security and the misuse of sensitive information. Chemeketa is committed to safeguarding student and faculty data.
- Faculty and students should not input sensitive, personal, or proprietary information into GenAI tools, as these systems often store and analyze user data.
- Use of GenAI tools must comply with Chemeketa’s Interim Guidance on Data Uses and Risks of Generative AI and any relevant federal, state, or institutional regulations (e.g., FERPA).
Equity and Accessibility
GenAI tools may have varying levels of accessibility and impact on different student populations. Faculty should be mindful of:
- Ensuring that all students, including those with disabilities or limited access to technology, can engage with or opt out of GenAI-related activities.
- Providing alternative methods for completing assignments when GenAI tools are part of course requirements.
Acknowledging and mitigating biases inherent in AI-generated content, which may perpetuate stereotypes or inaccuracies.
Ongoing Evaluation and Future Policy Development
This interim guidance is part of Chemeketa’s ongoing effort to balance the innovative use of GenAI with its ethical and educational responsibilities. Feedback from faculty, students, and staff will inform the development of a comprehensive GenAI policy.
Faculty are encouraged to:
- Participate in professional development opportunities related to GenAI.
- Share their experiences and challenges in using GenAI to contribute to institutional best practices.
Chemeketa will continue to evaluate the impact of GenAI tools in instructional settings and update this guidance as necessary.
Conclusion
As the landscape of artificial intelligence evolves, Chemeketa Community College remains committed to supporting faculty and students in the responsible and effective use of GenAI. This interim guidance serves as a foundation for ongoing discussions on the ethical, pedagogical, and practical implications of GenAI in education.
For questions or further clarification, please contact our faculty team in the Center for Academic Innovation.
Use of Generative AI: This article was drafted with the assistance of ChatGPT, a generative AI tool by OpenAI, to ensure clarity and comprehensiveness. The content reflects a collaborative effort, incorporating user guidance and institutional context. All content was reviewed and edited by the author to ensure accuracy and appropriateness.