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KSU's policy register defines GAI (3-01.8.B.15.) but some students are not aware of websites/software they use are AI-enabled or know, for example, the summary at the top of a Google search is GAI and may be prohibited by their instructor.  Feel free to use/edit to help introduce GAI to your students. 

Its not just about you having a policy but ensuring that students have the same understanding of your policy is crucial to its success.  You can have a class discussion about your policy or use a Yes, No, Whoa activity.   you can edit/use to help discuss AI policy with your students.  A Yes, No, Woah activity is where you discuss statements about GAI and students vote Yes, No, or Whoa on whether they agree with it or not.  You can of an example Yes, No, Whoa Activity.  Click here to learn more about policy development and implementation.

Students are taking 4-5 classes at a time and each class likely has a different GAI policy.  By adding a quick reminder indicator or description on each assignment regarding GAI use, you can help students remember what the specific policy is for that assignment in your course.  You can that you can use.

Research shows that people have inaccurate assumptions about others use.  We can build trust with our students by disclosing if, how and/or why you used or did not use GAI in designing your course.  Click here to learn more about disclosure, view statements and visuals you can use in your class.

This prompts students to have more buy-in, clearer understanding and empower them.  This could start with a draft/partial policy elements or with a discussion about students current relationship with AI, its value in learning and ethical issues, how its view in your specific field or context and course expectations.  Be sure to give time for students to review it after development, ask questions and allow for edits. 

Add a "why this matters" to the assignment.  For example:  “By doing this, you will practice [skill x], which is used in [insert profession], and this prepares you for the [upcoming exam/project] by doing [task y]

• Connect with a necessary skill development
• Wanting students to share/find their voice / artistic representations
• Help students to see how they can draw on their strengths to be successful at the assignment

While you could try to connect the relevance to students, asking them to do it can be more meaningful.  Ask students to write one paragraph or record an audio/video clip of them explaining how a concept from the assignment relates to a [insert class discussion/specific resource/personal experience/etc.], or how it applies to a specific career goal. 

Have a discussion with students about what they value (i.e. respect from others, getting paid for their content, truth, honesty, etc.).  You can then use their values to place your reasons why you do not want students to use GAI.  You can remind them GAI output can be wrong and is innately bias.  You could also mention the sustainability issues related to GAI, privacy and copyright concerns.  To learn more about these ethical concerns and how GAI supports and hinders learning, feel free to edit/use used in a discussion with students about ethical GAI use.   

When students receive assignments, have designated time during class or a discussion board for students to ask questions about the assignment.  Also invite students to come to your office student hours with any further questions.  Remind students its better to get clarification from the instructor rather than ask other students their interpretation, have GAI interpret for them or do something not knowing if they are on the right track.  

Ensure that that a significant portion of the grade is based on the process (drafts, reflections, peer feedback, etc.).  Scaffold by setting deadlines for parts of the project to ensure steady progress.  For example:  make ¼ of the points associated with a pitch, self-evaluation of the assignment or annotated bibliography due 2 weeks earlier.

Consider giving every student one “slip day” per semester they can use on any assignment or allows students to turn in assignments within 24 hours of the deadline without consequences.  Implement a 48-hr grace period where students can earn a maximum of a B+ on the assignment, reducing the “all or nothing” panic.  Have students make a plan/timeline for completing to assignment and have them turn in reflections related to how they are doing with regards to that timeline or respond to prompts like “What are two things I will do this week (by [date]) to begin working on this assignment?” or “If I am not able to complete this assignment on time, what options will I discuss with my instructor (choosing a late submission date, choosing to submit part of the assignment on time, other options that work for your course)?”

Share a past anonymized student’s work or GAI generated work with comments on why it earned full credit.  Have students critique a mediocre example you designed (with or without GAI) using a rubric and discuss what could be done to improve the example.

Have students turn in assignment with a visible draft history (google docs/Microsoft docs) or track changes to show revision history

• You could additionally require a doc with comments or video/audio recording of explanations as to their revisions/changes to their assignment

In this video, you can share the assignment directions and talk through the process with students.  This not only adds a connection between you and the student, making it seem more personal, it might decrease the likelihood of them plugging your assignment directions into GAI.  While students can download the captions or take screenshots of the video and then upload them to GAI, it is an extra step that might prompt them to pause.  

Have students turn in assignment with a visible draft history (google docs/Microsoft docs) or track changes to show revision history

• You could additionally require a doc with comments or video/audio recording of explanations as to their revisions/changes to their assignment

In this video, you can share the assignment directions and talk through the process with students.  This not only adds a connection between you and the student, making it seem more personal, it might decrease the likelihood of them plugging your assignment directions into GAI.  While students can download the captions or take screenshots of the video and then upload them to GAI, it is an extra step that might prompt them to pause.  

If a student knows they are going to be forced to engage with the content in real time, they may spend more time trying to understand the content rather than using GAI to get an assignment done.  

• Have students work on assignments during class
  • They can draw a concept map of their ideas/outline or start writing a draft of a paper - they can take a picture of their work an submit it as part of a progress post.  
  • Bring highlights and post-it notes and have students read an article.  This can be done online in word documents using the highlight and comments function or within a software like Perusall.
• Add activities to your class that require students to apply and share their learning in real time.  For example a live debate, peer discussions, oral presentations, live quizzes/exams, a gallery walk, or simply doing writing assignments using paper.  
• Invite students to have a conversation with you about their learning
  • Schedule a 15-minute conference with me to discuss your research paper draft. Be prepared to explain your research process, your main arguments, and the feedback you have received so far.
  • Schedule a conference to discuss your progress on the midterm project. Be prepared to present your research question, preliminary findings, and any challenges you are facing.
  • Meet with me to review your annotated bibliography. We will discuss your sources, how they relate to your research question, and any gaps in your literature review.
• Pair assignment with one that effectively reveals if they did the first assignment (go live) & develop a rubric that awards grades that are sensitive to mismatches between quality of students submissions, thereby incentivizing students to do both assignments honestly
  • Record a video presentation explaining the key points of your research paper. In your video, address potential counterarguments and provide a detailed justification for your conclusions.
  • Prepare a 10-minute presentation on your term paper, followed by a 5-minute Q&A session where you answer questions about your methodology and conclusions.
  • Set aside all or part of a class session on the day drafts are due, and have students evaluate their own drafts: what turned out well, what aspects are still in process, and how will they proceed with that knowledge? Have them turn this into a written revision plan, to guide the process to the final draft.

Students get tired of doing the same old essay or have so much anxiety knowing they have to show their learning in a formal exam.  Giving students choice or options on how they show their learning can provide enough motivation that they do the work. 

• Examples include podcasts, advertisements, poem/play, web page, video, brochure, performance/presentation, work of art/music/architecture/sculpture, concept maps with explanations
• To explore more examples and the idea of non-traditional assignments, check out our Alternative Assignments page.