Do we trust that students turn in original work?

Should we utilize TurnItIn and AI-detecting services to authenticate student work?

Should we add syllabus statements with clear implications for submitting AI-generated work?

Attach customized rubrics with multiple criteria to your assignments. 

Focus on the process in addition to the finished product. Scaffold writing projects and have students submit each phase of the process; prompt them to explain and defend their choices.

Consider multimedia projects in place of or as a complement to traditional written essays (i.e. turn an essay into a podcast, develop an infographic, develop presentations based on written work, etc.)

Flip classes so students are completing work during class time.

Have class discussions on AI - explore how AI “learns” to write, debate AI credibility, etc.

Have students analyze, critique, or improve AI-generated writing.

Ask students to present a compare/contrast analysis of AI vs. original writing. 

Should we stop giving traditional homework and make students complete work in class?

Should we use plagiarism checkers like Turn-it-in on all homework assignments?

Shift formative assessments to observable scenarios (in-person or recorded). 

Require students to provide direct evidence from course materials in their written responses (the assigned chapter text, your personal lectures or powerpoints, etc.).

Consider transforming your traditional homework assignments to interactives using tools like H5P (i.e. convert worksheets to drag and drop activities, crossword puzzles, or quiz games that challenge students to answer questions against a clock).

Consider alternate types of homework assignments which may include small group activities or recorded video submissions.

Consider making homework lower stakes. Reduce or remove points relative to the summative assessments that the homework scaffolds. Students who rely on AI chatbots to complete out of class homework will not satisfactorily perform on weightier assessments like a midterm or final exam. 

Flip your class so students are completing work live during class time.

Have students come up with homework questions using AI and then analyze, critique, or improve upon them.

Turn homework into a game using the AI (i.e. students ask the right questions and refine AI response to get the AI to the correct answer), or have students use critical thinking skills and the AI to build their own games (Jeopardy clues, etc.).

Should we make students complete work in class?

Use Honorlock and customize the proctoring settings to suit the unique needs of your assessments. Honorlock 3rd party exam functionality can be used outside the Quiz tool in Brightspace; if the assessment happens on a screen or on-camera, Honorlock can be utilized to proctor the assessment.

Review your course objectives and identify new ways to assess student learning within the Blooms domain.

When possible, use quizzes as formative practice (open note, open book) and weigh authentic, summative assessments that rely on the development of formative knowledge more heavily. 

Have robust discussions about academic honesty, integrity, and ethics that help students understand the importance of their own work in relation to their personal values and career goals.

Use AI chat bots to test and strengthen your existing quiz questions. 

Use AI chat bots to create variations on your quiz questions that can be built into your question library.

Use AI-generated content in exam questions and have students analyze, critique, or improve them.

Should I continue to require curated written discussions in online courses?

Ask students to use Panopto or VideoNote to record their process and upload to a discussion topic, and adjust your evaluative rubric(s) to match a real unpolished “discussion.”

Prompt students to connect to and provide evidence from course texts, lectures, prior class discussions, and other course materials in their posts.

Consider the purpose of your discussion boards - in most cases, online discussions are better used as formative practice and/or as a platform for student engagement rather than summative, meaningful assessment (similar to how they would be used in a F2F course).

Begin discussions with an AI-generated response; have students respond, challenge, or improve upon it.

Have students predict how an AI would respond to a discussion prompt, and then analyze, critique, or improve the results.

Should we consider the implications of AI when revising our course guides?

Create new activity prompts, questions, and activities that align with a variety of Bloom’s verbs in the domain.

Regularly review and update your course guide and/or course blueprints considering varying Bloom’s verbs to help promote authentic assessment.

Use AI chatbots to help write learning objectives, activity prompts, or discussion questions that align with other Bloom’s verbs in the domain and meet institutional requirements.

Will faculty-led instruction eventually be replaced by AI?

Google search presented real challenges and opportunities to college instructors two decades ago that we now accept as a normal part of the teaching and learning experience. AI chatbots are a new and powerful tool that invites us to think critically about what is unique about how we learn and how we measure it at NICC.

AI Chatbots present an opportunity for instructors to teach and motivate independent learning. Academic integrity is typically a symptom of underlying issues related to study skills and/or time management. Providing students with refreshers on these topics as they relate to specific courses can help prevent the inclination to utilize AI as a substitute for original work.

Experiment with using AI chatbots as a tool to complete routine tasks more quickly, giving you more time to focus on higher-level work and your students. 

Is it unethical for students, faculty, and staff to use AI chatbots in their respective roles?

Add a syllabus statement indicating whether and how AI tools can be used in your course.

AI chatbots are an innovative research tool that we will need to teach students to use responsibility, and we can lead by example. It is unethical for you and your students to claim authorship of what AI chatbots generate. You can ask AI chatbots to cite sources, providing you and your learners the opportunity to discover and explore new texts, journals, and other research.