When deciding your position on AI use in coursework, we encourage you to take a student-centered approach that goes beyond your own personal feelings on AI. There are many factors that can help determine whether the best approach for your course is to fully prohibit, adapt assignments to minimize AI misuse, or integrate it toward learning goals. Within a course, you might find that avoiding AI use is critical for some assignments while it's helpful for specific tasks in others.

Keep in mind that your position on the use of AI in coursework can exist along a spectrum from full prohibition to instructional integration. Many instructors have a nuanced view that acknowledges the benefits and appropriate uses of AI, while also recognizing the potential threat it poses to student learning and skill development. Where do you place yourself on the spectrum?

Below are a list of these factors with guiding questions:

• Your values and beliefs:  How do your personal values align or conflict when shaping your position on AI? For example, if you value innovation, you be more inclined to integrate AI into assignments.

• Learner characteristics: Where in their development are students in your discipline? And how does that influence whether AI might hinder or help their knowledge and skill development? How might the diversity of your students’ backgrounds—such as age, experience, or linguistic differences—influence the extent to which they benefit from AI as a learning tool?

• Subject matter characteristics: How critical is students' voice and process in your discipline? Is this lost if they collaborate with AI, as opposed to fully outsourcing it, or might some collaboration aid their work?

• Expectations of external groups: Are there accreditation standards or departmental guidelines that encourage or discourage the use of AI in your course? How might professional benchmarks or industry standards shape your approach to incorporating or restricting AI in assignments?