At UVU, we acknowledge both the benefits and challenges associated with ChatGPT and other AI tools. In addition, the University has charged a task force to explore the best practices and opportunities for the efficient, ethical, secure, and inclusive use of generative AI in pedagogy and curriculum development and to prepare students for an AI-dominated world. We are highly supportive of the partnership between Faculty Senate, the Office of Teaching and Learning, and the AI Task Force to support faculty in this important work.
Please know that these collaborative efforts are intended to provide future guidance as we continue to better understand the benefits and challenges associated with AI generative tools in teaching and learning environments. In collaboration with Faculty Senate, the Office of Teaching and Learning will update resources, faculty training, and other support mechanisms as needed to keep UVU faculty members abreast of new developments related to this topic.
Dr. F. Wayne Vaught
Provost and Sr. Vice President Academic Affairs
Dr. Wioleta Fedeczko
Faculty Senate President and Associate Professor
The goal of this hybrid course is to provide participants with an understanding of Artificial Intelligence (AI) and its applications in higher education. Topics covered include AI fundamentals, using AI for teaching and course design, teaching students AI literacy, and leveraging AI for research. Interactive activities reinforce concepts and provide hands-on experience with AI tools and resources relevant to teaching and learning. There will be a cap of 20 participants and a $1,000 stipend upon completion.
We have currently closed the application for AI Academy.
Friday, August 16 | 1:00 to 2:30 | KB 401
In this event, UVU faculty and staff are invited to showcase innovative ways they're incorporating artificial intelligence into their curricula. Topics covered may include how AI is enhancing student engagement, streamlining administrative tasks, conducting research, etc.
An online, self-paced course that provides a basic understanding of AI in education.
Offered every semester.
A virtual community where educators can share experiences, best practices, and collaborate
on AI-related projects.
Regular online meetups, discussion forums, and resource sharing opportunities.
Start date: September 2024
End date: April 2025
A dedicated resources page on OTL’s website serving as a central hub for AI in teaching resources, including
View our AI in Teaching Resources below
One-on-one consultations for faculty members to receive personalized guidance and support in integrating AI into their courses or research projects.
Faculty Senate and UVU Academic Administration expect faculty to include a Generative AI statement within their course syllabi. Student support services will be directing students to look at their syllabi to discover their individual faculty’s acceptable use of generative AI. The following statements are listed as examples only. Faculty are encouraged to write their own statement to fit their course(s), and to share and discuss with their colleagues.
Version 1: From Hilary Hungerford
AI Syllabus Statement
*adapted from Temple University statement on AI in classes.
AI programs are not a replacement for your human creativity, originality, and critical thinking. Writing, thinking, and researching are crafts that you must develop over time to develop your own individual voice. At the same time, you should learn how to use AI and in what instances AI can be helpful to you.
The use of generative AI tools (e.g. ChatGPT, Google Gemini, etc.) is permitted in this course for the following activities:
The use of generative AI tools is not permitted in this course for the following activities:
You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic honesty.
Any student work submitted using AI tools should clearly indicate what work is the student’s work and what part is generated by the AI. In such cases, no more than 25% of the student work should be generated by AI. If any part of this is confusing or uncertain, please reach out to me for a conversation before submitting your work.
Version 2: From Dr. George Rudolph
ChatGPT (and similar Tools) in This Course
Use ChatGPT as a learning assistant, not as a crutch. If you use it, cite it at the top of your code. You are responsible to make sure that any code or content does what it is supposed to do and says what you want it to say. Don't accept anything it generates at face value without checking it critically. These days potential employers will expect you to know how to use tools like ChatGPT to generate code, so it is a skill we need to teach you. If it helps you learn some things faster, GREAT because we can spend class time on more interesting topics. Just remember: If you REALLY want to be good, work for it.
Version 3: From the English Dept
Plagiarism
As explained in UVU’s Student Rights and Accountabilities page, all students are expected “to maintain absolute integrity and high standards of individual honesty in academic work, and to observe a high standard of conduct for the academic environment.” Under such expectations, the UVU English department views plagiarism as a serious offense that does not align with the university’s mission and values. Our expectation is that every student’s work will be their own and use outside sources in a manner that consistently gives proper credit to those sources through established academic conventions.
Plagiarism has occurred if you:
While the above actions can happen with intentionality to deceive, plagiarism can also happen accidentally (due to careless resource use, not using proper citation methods, and not understanding the conventions of our chosen style guide). Though intentional vs accidental is often a judgment call for an instructor, it’s important to note that accidental plagiarism is still plagiarism—a serious need to address the incident arises regardless. Though the resulting consequences may vary based on the degree of intentionality, any form of plagiarism will be addressed with equal seriousness.
The UVU English department is also keeping up with artificial intelligence chat bots such as ChatGPT. Believing the technology is here to stay, and will only grow, we feel it’s important to understand both its strengths and limitations. AI is already proving its usefulness in brainstorming writing ideas, simplifying complex topics, and performing rudimentary research. We believe AI is a tool with potential usefulness for writers. However, AI is also fraught with serious issues. It possesses accuracy problems while simultaneously sounding very confident about its incorrectness. It also frequently generates fake citations and quotations. It cannot understand the complexities and contexts of human communication. Finally, the way AI is trained on other texts poses several ethical questions about copyright and intellectual theft of property (along with uncritically inheriting the biases of the texts it's trained on).
To be clear, copying the exact wording of an AI chatbot is considered plagiarism and means that a student will be held accountable for violating academic integrity. Although many citation guides are already presenting ways to properly use and cite AI, we do not currently believe that citing AI in your work is in line with the standards of academic writing that value knowing the exact author(s) or sources that informed your writing.
If you are suspected of plagiarism, the first step will always be a conversation with your instructor (in-person or via Teams). If the infraction is very minor or clearly unintentional, there may be no sanctions at all. However, a lowered grade and/or the chance to revise the paper may also be possible. In more serious cases, the assignment may receive an automatic zero.
The most serious infractions may lead to your instructor filing an incident report with the Student Conduct office. In this scenario, you have the right to appeal the report with the English department chair. Regardless of the chair’s decision, the incident report remains a part of your permanent record. If you are unhappy with the chair’s ruling, you then have the right to file an appeal with the Dean. The Dean’s decision on the matter will be final.
Gartner (n.d.) defines Generative AI as technology that “... can learn from existing artifacts to generate new, realistic artifacts (at scale) that reflect the characteristics of the training data but don’t repeat it. It can produce a variety of novel content, such as images, video, music, speech, text, software code and product designs.”
Examples of general Generative AI tools:
Examples of specialized tools relying on AI:
Many creative uses of generative AI are already occurring within higher education. AI can streamline many repetitive processes leaving educators more time for actual teaching.
All AI generated material should be scrutinized for accuracy.
There is no single solution to ensure appropriate use of AI, but here are some general approaches to promote this with your students.
Each day new AI tools are made available. However, UVU encourages the use of AI tools in which the university has an enterprise agreement. These enterprise agreements help protect data security and privacy.
UVU has an enterprise license with Microsoft to use their Copilot tool. There are different versions of Copilot:
| Feature | Copilot | Copilot Pro | Copilot for Microsoft 365 |
| Basic functionality | x | x | x |
| Data protection | x | x | x |
| Priority access | x | x | |
| Integration with Word, Excel, PowerPoint, and Outlook | x | x | |
| Teams integration | x | ||
| Mobile app | x | x | |
| Custom tools | x | x |
All UVU faculty, staff, and students have access to Copilot. Departments may choose to pay for Copilot for Microsoft 365. Contact Dx for more information.
OpenAI, the company behind ChatGPT, allows for enterprise licenses. Contact Dx for more information. When using other tools be very careful about any data uploaded or information used as part of prompts.
Prompts for AI are a critical part of getting the results you want. It is important to provide the full context of your request when prompting AI. Include the role, directive, constraints and an example. Additionally, you may need to iterate on the results you are given.
| RICE | Explanation |
|
Role |
Specify a role the AI should play |
| Instruction | Provide clear and concise instructions |
| Constraint(s) | Outline constraints or specifications the AI should adhere to |
| Example | Provide an example the AI can imitate where possible |
Learn about Copilot prompts (Microsoft, n.d.)
Get better results with Copilot prompting (Microsoft, n.d.)
Artificial Intelligence (Generative) Resources (Georgetown University, 2024)
Prompt engineering (OpenAI, n.d.)
UVU is contracted with Copyleaks and includes two different options as part of checking a student submission:
Some testing indicates it can be quite accurate. However, there are questions about its efficacy as well. Care should be taken in interpreting the results. Academic integrity violations should be addressed consistent with UVU policy and procedures.
Related links:
Copyleaks integrates with Canvas and it is easy to enable for an assignment.
Contact the Office of Teaching and Learning at [email protected] or 801-863-8255.
View More Info and Guides on the CopyLeaks page
5:30 - Welcome and remarks | Provost Wayne Vaught
10:05 - AI in the Higher Education Classroom | David Wingate
44:35 - Q&A | David Wingate
1:10:45 - UVU student and faculty panel | Facilitated by Faculty Senate President Wioleta Fedezcko
In March 2023, Faculty Senate, the College of Engineering and Technology, and the Office of Teaching and Learning hosted a symposium related to AI and education. Recordings of the event are now available. Feel free to share these links with anyone who might be interested.
Artificial Intelligence tools introduction by Kelly Flanagan, Dean of the College of Engineering and Technology
Learning Symposium - AI Keynote (kaltura.com)
Topic: "The Role of Human Professors in an AI-Powered Society."
Learning Symposium - AI Panel Discussion (kaltura.com)
Presenters: Anne Arendt, Associate Dean, College of Engineering and Technology; Troy Taysom, Lecturer, Information Technology Systems; Jenny Nehring, Lecturer, Information Technology Systems
Learning Symposium - Virtual Session - How AI can be used in the Classroom (kaltura.com)
Presenters: Seth Gurell, Director of Instructional Design and Assessment, Office of Teaching and Learning. Maren Turnidge, Director of Student Conduct/Confliction Resolution
Learning Symposium - Virtual Session - Academic Integrity and AI Tools (kaltura.com)
The Office of Teaching and Learning 801-863-8255 is available to support faculty as they consider the impact of artificial intelligence tools for their courses.
In addition to resources at UVU, online resources related to the impact of artificial intelligence tools continue to proliferate. The following is a list of resources particularly relevant for UVU faculty:
Agarwal, S. (2023, July 5). Which AI content detector is best? Here's what we found.Zapier. https://zapier.com/blog/ai-content-detector/
Copyleaks. (2023, July 25). Study Finds Copyleaks is the Most Accurate AI-Generate Text Detector. https://copyleaks.com/blog/ai-detector-continues-top-accuracy-third-party
Cummings, R.E., Monroe, S.M., & Watkins, M. (2024). Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future. Computers and Composition, 71, 4. https://www.sciencedirect.com/science/article/pii/S8755461524000033
Eaton, L. (2023, January 16). Syllabi Policies for AI Generative Tools. https://docs.google.com/document/d/1RMVwzjc1o0Mi8Blw_-JUTcXv02b2WRH86vw7mi16W3U/edit
Elkhatat, A.M., Elsaid, K. & Almeer, S. (2023). Evaluating the efficacy of AI content detection tools in differentiating between human and AI-generated text. International Journal for Educational Integrity, 19(17). https://doi.org/10.1007/s40979-023-00140-5
Gartner. (n.d.). What Is Artificial Intelligence?. https://www.gartner.com/en/topics/artificial-intelligence
Georgetown University. (2024, February 8). Artificial Intelligence (Generative). https://guides.library.georgetown.edu/c.php?g=1352831&p=9985827
Giles, L. (2023, November 28). Review of Copyleaks AI Content Detector: Does It Find AI?. https://www.linkedin.com/pulse/review-copyleaks-ai-content-detector-does-find-lester-giles-b4g9e?trk=article-ssr-frontend-pulse_more-articles_related-content-card
Harvard. (n.d.). AI Pedagogy Project. https://aipedagogy.org/assignments/
Kreinsen, M., & Schulz, S. (2023, March 18). Towards the Triad of Digital Literacy, Data Literacy and AI Literacy in Teacher Education – A Discussion in Light of the Accessibility of Novel Generative AI. https://doi.org/10.35542/osf.io/xguzk
Laupichler, M.C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3. https://doi.org/10.1016/j.caeai.2022.100101
Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English writers. Patterns, 4(7). https://doi.org/10.1016/j.patter.2023.100779
Microsoft. (n.d.). Get better results with Copilot prompting. https://support.microsoft.com/en-us/topic/get-better-results-with-copilot-prompting-77251d6c-e162-479d-b398-9e46cf73da55
Microsoft. (n.d.). Learn about Copilot prompts. https://support.microsoft.com/en-gb/topic/learn-about-copilot-prompts-f6c3b467-f07c-4db1-ae54-ffac96184dd5
Nerantzi, C., Abegglen, S., Karatsiori, M., & Martinez-Arboleda, A. (2023, June 23). 101 creative ideas to use AI in education, A crowdsourced collection. Zenodo. https://zenodo.org/records/8072950
Ng., D.G.K., Leung, J.K.L., Su, M.J., Yim, I.H.Y., Qiao, M.S., & Chu, S.K.W. (2022). The landscape of AI literacy. AI Literacy in K-16 Classrooms (pp. 31-60). Springer. https://doi.org/10.1007/978-3-031-18880-0_4
Office of Education Technology. (2023, May). Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. United States of America Department of Education. https://www2.ed.gov/documents/ai-report/ai-report.pdf
Olari, V., & Romeike, R. (Eds.). (2021). Proceedings of the 16th Workshop in Primary and Secondary Computing Education. Association for Computing Machinery. https://dl.acm.org/doi/abs/10.1145/3481312.3481351?casa_token=9D2Rjaod6sAAAAAA:l6FZNjuXlHdIXzj9ff30xdWw8z9SnSpilcBrNEm9V2Bt4fn_UPp0hTK67vyPvqPxhg7jGNA0qWoDYDk
OpenAI. (n.d.) Prompt engineering. https://platform.openai.com/docs/guides/prompt-engineering
Oregon State University. (n.d.). Artificial Intelligence Tools. https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/meaningful-learning/
Prillaman, M. (2023, November 6). 'ChatGPT Detector' Catches AI-Generated Papers with Unprecedented Accuracy. nature. https://www.nature.com/articles/d41586-023-03479-4
Schüller, K. (2022). Data and AI literacy for everyone. Statistical Journal of the IAOS, 38(2), 477-490.
https://content.iospress.com/searchq=author%3A%28%22Sch%C3%BCller,%20Katharina%22%29
Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computer and Education: Artificial Intelligence, 4. https://doi.org/10.1016/j.caeai.2023.100127
University of Delaware Center for Teaching and Assessment of Learning. (2023, August 9). Discipline-specific Generative AI Teaching and Learning Resources. https://docs.google.com/document/d/1lAFHJO6iffMyi5ar0jqZrjf_UL5vB443CBCrms-jIgQ/edit#heading=h.70ovjca47bg9
Utah Valley University. (n.d.). Generative AI for Faculty. https://uvu.libguides.com/generative-ai-faculty/faculty
Vij, R. (2023, October 3). CopyLeaks AI Content Detector Review: Fact or Fiction?. Webspero Solution. https://www.webspero.com/blog/copyleaks-ai-content-detector-review-fact-or-fiction/
Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S., Foltýnek, T., Guerrero-Dib, J., Popoola, O., Sigut, P., & Waddington, L. (2023). Testing of detection tools for AI-generated text. International Journal for Educational Integrity, 19(1), 26. https://doi.org/10.1007/s40979-023-00146-z
Wharton School. (2023, August 23). Wharton Interactive Crash Course: Practical AI for Instructors and Students [Playlist]. Youtube. https://www.youtube.com/playlist?list=PL0EdWFC9ZZrUAirFa2amE4Hg05KqCWhoq
Williams, R. (2023, July 7). AI-text detection tools are really easy to fool. MIT Technology Review. https://www.technologyreview.com/2023/07/07/1075982/ai-text-detection-tools-are-really-easy-to-fool/
