Artificial intelligence and ChatGPT

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Artificial intelligence is everywhere and with it comes new opportunities and challenges.

As these new platforms evolve so must the way instructors, TAs and students use them. Given the rapid pace of change and growth in artificial intelligence- this issue will be ongoing for the foreseeable future.

At present, it is important for instructors to be explicit about whether artificial intelligence or tools like ChatGPTare allowed to be used to completeassignments, tests or exams, and if so, the extent to which it is allowed, and if it should be cited and how to cite it. A student who does not comply with the instructors rules about the use of such tools will be subject to Policy 71 and an investigation into academic misconduct.

*Note: Turnitin's AI Detection tool score cannot be used as the only evidence of a potential academic offence. Please refer to our this page about using Turnitin and iThenticate.

*岹ٱ:Effective September 2025,AI detection functionality in Turnitin will no longer be available.

For more information, review thispage dedicated to artificial intelligence at University of ݮƵ.

Instructors, students and staff should use GenAI transparently. The Library has for citing the use of GenAI. Dr. Kari Weaver (UW Library) has developed an . Also, Dr. Martine Peters has developed to clearly denote such use.

*Note: Microsoft Copilot should be used through your UݮƵ account in order to protect the privacy and security of the data that you enter. Be sure not to share any personal, institutional or research data in a GenAI tool that saves and uses your prompt data!

Instructor resources for Artificial Intelligence ChatGPT tools

Rapid advances in generative artificial intelligence (GenAI) are changing teaching and learning. It's imperative that instructors familiarize themselves with this new technology. IST has provided the Guidance on Artificial Intelligence use for the ݮƵ community.*Note Microsoft Copilot should be used through your UݮƵ account in order to protect the privacy and security of the data that you enter.

Instructors must be explicit with their expectations about the use of GenAI to complete assignments, quizzes, tests or exams. Suggested course outline text is available on theUW Course Outline Suggestions for Generative Artificial Intelligence webpage.

The offers the following "GUIDE" for instructors:

  • Guidelines – It is important for instructors to clearly lay out the rules, boundaries, and expectations for using generative AI in coursework and other academic activities. It is strongly recommended that instructors incorporate a statement on the use of generative AI into course syllabi.
  • Understanding – It is essential for instructors and students to better understand the types, capabilities, and potential uses and misuses of generative AI. Instructors should familiarize themselves with these technologies and work to foster student conversations and explorations regarding these emerging tools.
  • Identification – Instructors should identify innovative ways to incorporate generative AI into curriculum, such as brainstorming ideas, producing code examples, generating historical dialogues, assisting with research, etc. Concurrently, instructors should work to identify the constraints of using tools like ChatGPT within the scope of their subject matter, emphasizing limitations such as the risk of generating outdated data or incorrect information (including fabricated citations), the possibility of producing analyses based on inherent biases, or the risk of using language or references that may be culturally insensitive or inappropriate.
  • Disclosure – Instructors should require students to disclose when and how they’ve incorporated AI into their coursework. This promotes transparency and academic honesty. Instructors may want to provide a sample statement that students can adapt in order to clearly communicate how they have used AI in their work; an example of such a statement (which was generated with the help of ChatGPT) might be: “This [text, image, or video] was produced by the author using assistance from [insert generative AI provider]. The author affirms that they have thoroughly examined, modified, and refined the initial AI-generated draft and acknowledges that they are accountable for the content of this assignment.” Additionally, the APA, MLA, and Chicago citation guides have released information on how to cite AI-generated content in academic work. APA and Chicago currently recommend citing such content as “personal communication,” while the MLA style guide includes more detailed instructions. It is equally important for instructors to exemplify these ethical principles by transparently disclosing when they’ve used AI or other related tools in coursework.
  • Ethics – Instructors should foster open dialogue that highlights the ethical considerations when using generative AI. Such conversations might include issues of bias, representation, copyright, and authorship. Instructors should also endeavour to protect the privacy and intellectual property of students in any use of generative AI in teaching, including in assessment and feedback.

(Government of Canada)

Visit the Artificial Intelligence at ݮƵ webpage to learn more and to find support for navigating GenAI in teaching and learning.

Other Resources

Tips for students

GenAI can be helpful to students in many ways; however, to maintain academic integrity and use these tools ethically ensure you submit your own work.

So, what does your “own” work look like in age of GenAI?

Ask yourself:

  • Am I confident that I understand the topic from the work that I have put in?
  • Can I show how I got to the final version of my work with drafts and sources?
  • Can I speak to the information and arguments I have written?
  • Does the writing sound like me – in my voice and level of experience?
  • Is the information accurate and can I verify it?

Ethical uses of GenAI:

  • Expanding your ideas to explore other ways of thinking;
  • Improving your writing (but not replacing your voice);
  • Creating efficiencies in rote tasks like formatting references;
  • Being transparent about where and how you have used GenAI;
  • Does not replace critical thinking.

Other resources:

Before beginning a project/assignment/test:

  • Review the instructions and ensure you are clear on your instructors expectations. If you are unsure if you can use AI tools, ask your instructor before starting the project/assignment/test.
  • Make sure you useMicrosoft Copilot through your UݮƵ account in order to protect the privacy and security of the data that you enter.
  • If AI tools are permitted in a project or written assignment, ensure you are aware of how to cite the use of such tools. If you are not sure which citation style to use or how to cite AI tools, ask your instructor. Check out thishelpful to citing AI tools in APA style.
  • Check out resources from the Writing and Communication Centrethat instruct you how to use GenAI tools in the writing process.
  • Develop a plan working backwards from the due date.

  • Keep yourdraft work, rough notes, references and any prompts (if allowed) that you might have used. Be prepared to show your work process, demonstrate your knowledge or speak to your work upon request by your instructor.

  • Create a schedule to stay on track. Find schedule templates in the SSO’s section on 'Time Management’.
  • If you find you are falling behind and might not make the due date reach out to your instructor immediately.
  • Reach out to campus resources like the Writing and Communication Centre or SSO for support and guidance.

Review the University of Queensland Australia's brief for students on ways to incorporate AI tools into their studies.

Remember you only get out what you put into your academic courses! To graduate with the best skills for your future - ensure you are learning the content and can demonstrate your knowledge.