6: Navigating AI in Teaching and Learning

Guiding Students in Responsible AI Use

What we know about AI in the classroom is that students are using it—whether we want them to or not. It is up to us as faculty to give guidance on how to navigate this evolving landscape in ways that support learning rather than undermine it.

This includes:

1. helping students understand how to use AI tools to deepen their learning and critical thinking
2. clearly defining the expectations and boundaries for AI use in each assignment or lesson, and
3. connecting AI use to real-world applications in their chosen industry, so they can develop the skills and judgment needed to use these tools effectively and responsibly in their future careers.

Ensuring Learning

Using AI means guiding students to see these tools as support, not substitutes, for their own thinking and effort. Faculty can help students use AI to brainstorm ideas, clarify complex topics, generate practice problems, or receive feedback on drafts, all while emphasizing the importance of critical evaluation. Rather than simply copying AI-generated content, students should be encouraged to question, refine, and build upon it. This approach helps them stay actively engaged in the learning process and develop essential skills like analysis, synthesis, and problem-solving. By modeling appropriate uses of AI and integrating it into assignments thoughtfully, instructors can help students use these tools to enhance their education.

Students should know the AI expectations for any assignment or course from the start. Providing clear guidelines (such as the examples below) helps students understand when, how, and if AI tools can be used. Just as important as the guidelines themselves is explaining the why behind them. For example, telling students, “I want you to brainstorm with a partner and not be influenced by AI at this point,” communicates that the goal is for them to draw on their own ideas and prior knowledge first. When students understand the purpose behind the parameters, whether it’s to build foundational thinking, practice a specific skill, or simulate industry expectations, they are far more likely to respect and follow them. On the other hand, if a course is simply labeled “AI is not permitted,” without further context, many students may disregard the restriction and use AI anyway. Transparency, consistency, and explanation go a long way in shaping responsible and intentional use of AI in the classroom.

Below is a very simple version of an AI Usage Guide – simply labeling each of your assessments with a red, yellow, or green light, and then giving guidance on what that would mean for students, can be an easy way to find balance and give expectations.

This second AI Usage Guide is more comprehensive. The expectations are clearly provided, and students should be able to understand how, when, and why they should or should not be using AI.

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Level 1: No AI Use Permitted

• Definition: All work must be completed without any AI assistance.
• Acceptable: Traditional research methods, library resources, approved software tools, consultation with tutors or writing centers.
• Prohibited: Any use of generative AI tools, including for brainstorming, drafting, editing, or checking work.
• Rationale: Develops fundamental skills without technological shortcuts; ensures authentic demonstration of core competencies.
• Example Statement: "This assignment must be completed entirely without AI assistance. All work should represent your own thinking, writing, and problem-solving abilities."

Level 2: Limited Reference Use Only

• Definition: AI may be consulted for reference information only, similar to using an encyclopedia.
• Acceptable: Asking AI factual questions, requesting explanations of concepts, and generating examples for learning purposes.
• Prohibited: Using AI to produce any content that appears in the final submission, having AI critique or improve your work.
• Optional Documentation Required: Citations for any information obtained from AI systems.
• Rationale: Allows AI as a learning resource while maintaining student authorship of all submitted work.
• Example Statement: "You may use AI tools as reference sources only. Any information obtained must be cited, and all writing and analysis must be entirely your own."

Level 3: Process Assistance Permitted

• Definition: AI may be used as a process tool, but not for producing final content.
• Acceptable: Brainstorming ideas, outlining, generating research questions, checking grammar/spelling, and simplifying complex texts for better understanding.
• Prohibited: Submitting AI-generated text, code, or solutions as your own work.
• Optional Documentation Required: A detailed description of how AI was used in your process.
• Rationale: Acknowledges AI as a productivity tool while ensuring critical thinking and composition remain student-driven.
• Example Statement: "You may use AI tools to assist your process (brainstorming, outlining, editing), but all final content must be your original work. Include a paragraph describing how you used AI in your process."

Level 4: Guided Content Collaboration

• Definition: AI may contribute directly to content creation under student direction and with critical evaluation.
• Acceptable: Using AI to generate draft sections, create visualizations, suggest approaches to problems, and provide feedback on work.
• Requirements: Substantial revision and improvement of AI outputs, critical evaluation of AI suggestions, and clear student ownership of the final work.
• Optional Documentation Required: Detailed documentation of all AI inputs and student modifications.
• Rationale: Teaches critical engagement with AI outputs and develops skills in directing and improving machine-generated content.
• Example Statement: "You may collaborate with AI to generate content, but you must significantly revise all AI outputs, critically evaluate all suggestions, and document the collaboration process. Final submissions should demonstrate your judgment and expertise in directing the AI and refining its work."

Level 5: AI as Co-Creator

• Definition: Full integration of AI as a collaborative partner in the creative/academic process.
• Acceptable: Extensive AI generation of content, code, or solutions; ongoing dialogue with AI to develop ideas; AI-assisted analysis and interpretation.
• Requirements: The assignment focus shifts to how effectively students can leverage AI capabilities, provide appropriate prompts, evaluate outputs, and integrate AI work with human creativity and judgment.
• Optional Documentation Required: Comprehensive documentation of the collaboration, including prompts used, decision-making process, and reflective analysis of the collaboration.
• Rationale: Prepares students for a future where AI collaboration is normalized while developing meta-skills in effective human-AI teamwork.
• Example Statement: "For this assignment, you will work with AI as a co-creator. Your grade will be based not on avoiding AI assistance but on how skillfully you direct the AI, integrate its contributions, and reflect critically on the collaboration process. Include all prompts used and a detailed reflection on your collaborative process."