Faculty Resources

In this section of the Toolkit, discover how AI tools can empower faculty in their varied roles as teachers, researchers, and contributors to the University community. From making sense of learning outcomes to constructing the beginnings of a rubric, AI is already revolutionizing traditional teaching methodologies. It can accelerate research through generating preliminary ideas and questions worth exploring within faculty's disciplines and it can optimize administrative tasks, streamline communication, and foster collaboration among faculty, students, and staff.

This section of the Toolkit will also provide the most up to date generative AI syllabi language for Fisher faculty, as well as guidance on how to communicate the use of AI to students.

Uncover practical ways in which AI can support some of the key aspects that faculty experience, including teaching, research, and service. It will be a living and breathing document that will adapt when significant AI changes occur.

Generative Artificial Intelligence (ai) Syllabus Language

As AI continues to rapidly evolve, we have continued to update and refine the generative AI syllabus language since 2023. The most current AI syllabus language can be found here. The 2025/2026 language remains the same as it was in 2024-2025, however, it now includes a new preamble that explains “the why” of the policy. This is provided at the beginning of the General University Policy section (first three sentences).

Additional faculty guidance for incorporating the generative AI policy into courses, assignments, and syllabi can be found to the right. Use the arrow icon to expand the document into full screen viewing.

2025-2026 Gen AI Policy Guidance 08052024.pdf

In addition to the generative AI syllabi language,

Faculty are encouraged to include a brief statement about their own use of AI on their syllabi and discuss their use with students, as a way to model transparent, ethical, and responsible use for our students.
Faculty should consider being transparent with students when AI tools are used to assist with grading or feedback. When used thoughtfully, AI can enhance the quantity and timeliness of feedback, supporting student learning without reducing the quality of faculty engagement. However, caution should be taken to ensure that AI use does not diminish the trust and connection between students and instructors, especially in areas where personal, developmental, or nuanced feedback is essential.

Areas of Caution

There are a few areas of caution that should be considered when using AI tools to make decisions that impact the teaching and learning process.

For external communication that represents the University (e.g., letters of recommendation, official statements written on behalf of a department or center, etc.), please refrain from directly copying and pasting content produced by AI tools.
For classroom-based assessments (e.g., papers, projects, lab reports, presentations, portfolios, etc.), it is recommended that faculty avoid copying and pasting feedback produced by AI tools and sending it to students.
When using AI tools for research purposes, we caution faculty to avoid entering any protected or copyrighted data. We also suggest to avoid asking AI tools to write an entire paper or sections of a paper and to steer clear of asking such tools to analyze collected data. Please refer to the "How Do I Stay Safe When Using AI?" page for more details.
Lastly, AI content detectors have not been proven to be effective tools. It is recommended that you do not rely on such tools to assess and grade student work. The Turnitin AI Detector feature, within our larger Turnitin tool, has been turned off effective August 28, 2024. To learn more, review the Inappropriate Uses of Generative AI by Students and Crafting AI Resilient Assessments section of the Teaching page.

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