Rather than restricting AI, faculty are encouraged to explore its potential. Experimenting with AI can help identify which projects can be effectively handled and which cannot. Strategies include requiring students to incorporate personal experiences, cite sources accurately, or compare diverse ideas.
Everyone – from students and faculty to staff – should actively engage as we integrate AI into our educational and administrative processes.
Each instructor has the option of putting in place guidelines that make the most sense for their specific course or project, but instructions must be clear and precise. Should the use of AI be permitted, students should be encouraged to describe how AI tools were used.
There will be on-going efforts to enhance and revise our policies, accompanied by consistent communication to address evolving needs and changing technology. If you have questions about using Artificial Intelligence tools in your teaching or classroom, please contact celt@tulane.edu.
A reference for evaluating and making changes to aligned course activities and assessments (or, where possible, learning outcomes) that account for generative artificial intelligence (AI) tool capabilities and distinctive human skills.
"The purpose of the Artificial Intelligence Disclosure (AID) Framework is to provide brief, targeted disclosure about the use of AI systems based on the range of activities used for research writing. The AID Statement is appended to the end of the paper (similar to an acknowledgments section), detailing the AI tools used and the manner in which they were used, based on the possible points of engagement through the writing process."
