AI Resources for UAB Faculty

AI technology can have a major impact on faculty and their classes, research, and academic endeavors. New developments are advancing so quickly that questions regarding course objectives and assignments, and academic integrity and authorship, abound. A primary resource for UAB teachers is found in the CTL Teaching Effectiveness series through a set of interactive and informative workshops entitled “Using AI in the Classroom.” In addition, the following resources are provided to help faculty understand AI, its current capabilities and limitations, and its impact and implications for faculty and students. View a quick video overview of these resources.

Sample Syllabus Statements

The following statements are provided as examples for teachers that may be useful in designing and teaching their courses. Clear and concise course policies and explicit instructions for course assignments and assessments related to the use of generative AI are key to compliance with the standards of academic integrity. Below are for all teachers, for teachers who will allow the use of generative AI use with attribution, and for those teachers who choose to prohibit its use.

Sample Statements for All Teachers:

Academic Integrity - Academic misconduct is present in an academic work wherever AI assistance has been used when unauthorized, or when authorized, has not been disclosed as required. Such behavior is considered deceit and a violation of UAB’s shared commitment to truth and academic integrity. Deceit constitutes academic misconduct and is subject to review according to UAB’s Academic Integrity Code.

Expect changes - The developments around generative AI are in flux and the rules that are expressed in this syllabus may need to change on short notice. This may affect the contents of assignments, as well as their evaluation.

Sample Statements for Teachers Allowing the Use of AI with Attribution:

General Writing - In principle you may submit material that contains AI-generated content, or is based on or derived from it, if this use is properly documented. This includes, for example, drafting an outline, preparing individual sections, combining elements, removing redundant parts, and compiling and annotating references. Your documentation must make the process transparent – the submission itself must meet our standards of attribution and validation.

Open Book Exam/Quiz - The use of AI tools is permitted, provided you follow our standards for attribution, validation, and transparency.

Encourage Use of AI with Three Principles Generative AI - Artificial Intelligence that can produce contents is now widely available to produce text, images, and other media. We encourage the use of such AI resources to inform yourself about the field, to understand the contributions that AI can make, and to help your learning. However, keep the following three principles in mind: (1) An AI cannot pass this course; (2) AI contributions must be attributed and edited for accuracy; (3) The use of AI resources must be open and documented.

To pass this course: AI generated submissions cannot achieve a passing grade. This is necessary to ensure you are competent to surpass generative AI in the future – whether in academia, research, the workplace, or other domains of society. If this cannot be achieved, if you are not able to maintain control of the rules, you are entering an unwinnable competition. To provide a baseline that is specific for the course, we will produce, analyze, and provide AI-generated sample solutions. Your task will be to surpass them.
Attribution: You are taking full responsibility for AI-generated materials as if you had produced them yourself: ideas must be attributed, and facts must be true.
Documentation: A portion of your term grade will evaluate your documentation of AI use throughout the course. By keeping track of your AI use and sharing your experiences, we all gain understanding, identify potential issues in this rapidly changing field, and discover better ways to use the resources for our objectives.

Sample Statements for Teachers Prohibiting the Use of Generative AI:

Generative AI Use Is Prohibited - The use of generative AI is strictly prohibited in this course. Closed Book Exam/Quiz The use of AI tools is not permitted.

General Writing - The use of generative AI tools is not permitted on writing assignments in this course. By submitting a writing assignment, you attest that you are the only and original author.

Computer Code - The use of generative AI tools to develop code is strictly prohibited in this course. By submitting an assignment, you attest that you are the only and original author of the code submitted.

Provost's AI Task Force Report - A report on Artificial Intelligence and the UAB community, prepared by the Provost-appointed AI Working Group. This document includes various suggested syllabus statements that can be used in your courses related to AI.

The Sentient Syllabus Project - The Sentient Syllabus Project provides resources on AI technology in higher education. It is a public-good collaborative to enrich the discussion and create practical resources as higher education transitions into an era of digital thought. It includes:

General principles on AI in the Academy
What faculty and administrators need to know about AI
Syllabus Resources
Ideas for course activities
Guidance on creating course learning objectives
AI in the context of academic misconduct

AI on Campus

Event Recording - Faculty Coffee Chat(GPT): AI and What To Do About It

Click here to view a recording of this event for UAB faculty from April 7, 2023, at the UAB Center for Teaching and Learning. You will be prompted to authenticate with your BlazerID to view CTL recordings. Slides from Dr. Ford's presentation can be found on the "attachments" tab on this page.

Additional Articles on AI in Higher Education:

Nature

Wells, S. (2024). Students speak out about AI in education

The Chronicle of Higher Education

AI Detection Is a Business. But Should It Be Faculty Business?
McMurtrie, B. (2023). Teaching, rethinking research papers, and other responses to ChatGPT.
McMurtrie, B. (2023). Will CHATGPT change the way you teach?
McMurtrie, Supiano (2023). Caught Off Guard by AI

Inside Higher Ed

D’Agostino, Susan (2023) “Designing Assignments in the ChatGPT Era"
D’Agostino, S. (2023). ChatGPT advice academics can use now

Times Higher Education: THE Campus

McKnight, L. (2022). Eight ways to engage with AI Writers in Higher Education

University World News

Greenfield, Nathan M. (2023). “Facing Facts: ChatGPT can be a tool for critical thinking”
Special Report: AI and Higher Education - A collection of articles related to AI in higher education

Maclean’s

Steipe, Boris (2023) “My students are using ChatGPT to write papers and answer exam questions—and I support it”

SSRN (Social Science Research Network)

Mollick, E. R., & Mollick, L. (2022). New Modes of Learning Enabled by AI Chatbots: Three Methods and Assignments

Reserve CTL Space

The UAB Center for Teaching and Learning promotes educational and professional development that leads to innovation in the classroom and meaningful student learning. Our offerings and space is available to any UAB faculty, student facing staff, or individuals teaching a course currently that is interested in professional and educational development. If you are in need of space for a faculty meeting, training, and or retreat we would love to host you.

Inquire about CTL Space Opens an external link.