In what ways AI may or may not be used will depend on the class. If you do allow it to be used, make sure to clarify how it is to be used and how it should not be used. For example, if they can use it to generate ideas, make sure they know they should not copy the text and present it as their own.
The resources below offer ideas for language you can use in your syllabus or on assignments.
Here's one local example of a statement:
We will discuss in class the recent availability of Artificial Intelligence applications such as ChatGPT, considering both the potential usefulness of such applications as a research tool, as well as the negative aspect of using such programs to create content that is subsequently presented as original work. In the latter instance, the use of such an application would amount to plagiarism in the context of this course. (Music faculty)
“If we don’t teach kids how to use AI tools, they’re going to learn fast, and they’ll learn the wrong things.”
— Tony Kashani, professor of education, Antioch University
Below are some other assignment suggestions
Flip so that seminal pieces are done in class
Multimedia assignments
Oral presentations
Create an outline in class and then write the paper at home? Or something where they’re planning out the argument/paper in person, in real time, but they’re not actually expected to write it (e.g., How would you write/structure a paper that ____?)
In written assignments, reference class materials and notes, or sources that are not available on the free internet (books or articles that are recent, behind firewalls). For example, “Refer to two of the theorists discussed in class.”
Include visuals — images or videos that students need to respond to — in your assignment. Be sure to include alt-text for accessibility.
Reference or connect to current events or conversations in your field.
Ask for application or engagement between personal knowledge/experience and course concepts or topics.
For short reading responses, instead of using open-ended questions in Canvas, try social annotation tools that require students to engage with a text along with their classmates. Try Hypothes.is or Perusall, both of which are supported by the University.
Replace an essay or short-answer writing assignment with one that requires students to submit an audio file, podcast, video, speech, drawing, diagram, or multimedia project. That is, mix up the assignment in ways that make running to ChatGPT more work than it’s worth.
Incorporate ChatGPT in your assignments. For example, ask students who choose to open an account to generate a ChatGPT response to a question of their own choosing, and then write an analysis of the strengths and weaknesses of the ChatGPT response.
Have students write responses in class. If students have 30 minutes to write brief responses to the kinds of questions you might have provided as homework, they will learn a great deal, and as a bonus, your subsequent class discussion will benefit from that engaged individual work.
Have students respond orally, requiring each student to respond to a different question.
Have students work in small groups in class to present on topics in class.