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Students

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Faculty & Instructors

The SHSU Generative AI Guidance page is designed to become a living document for the support of SHSU faculty, staff, and students. As such, we hope to see it become a lively, crowdsourced collection, inviting the contributions of stakeholders in a growing body of shared knowledge and best practices for AI in higher education settings. There will be no defining university policy on AI. Rather, we will work together to integrate AI practice into existing and proposed policies such as Academic Honesty and Course Structure and Management. The university has an emergent mandate from the state: integrate AI into classroom learning and student research projects to help prepare students for workforce readiness. At the same time, we remain true to our foundational commitment to guiding students through their intellectual development and acquisition of personal academic skills. The purpose of this page is to provide resources for SHSU faculty, staff, and students seeking to create that balance.

• Syllabus statement examples

  The following links offer examples of syllabus statements that cover different types of AI policies, ranging from a complete ban on AI tools to requiring the use of AI tools for completing specific activities or assignments. Many of them also mention the rationale for the policy being followed.

• Resource pages from other universities

  Here are some helpful AI resource pages from other universities that cover everything from overviews about generative AI to ethical considerations to resources for classroom and research applications of various tools:

• Academic Integrity and Artificial Intelligence

  Like any tool, AI may be used for good or ill, so the simple use of generative AI is not necessarily an academic integrity problem. However, a student鈥檚 undisclosed use of generative AI in assignments outside the boundaries that an instructor has set for a specific course may constitute a violation of SHSU鈥檚 Academic Honesty policy. Instructors should make sure that students are informed of course expectations regarding how AI may or may not be used and whether its use should be cited/documented in assignments.

  Although many tools claim to 鈥渄etect鈥� the use of generative AI, these detection tools are recognized as deeply flawed, as they report both false positives and false negatives a significant amount of the time. Instructors should be cautious in relying on an AI detection tool to take any negative actions regarding student work, especially since a student would have difficulty providing conclusive evidence that they did not use AI. The references below provide more insight into the problems with AI detectors.

• Introductory Resources to Share with Students

  One way to help students make better choices about the use of generative AI is to educate them about the basics of how it actually works, what it does well or poorly, and the real or potential concerns with its use. Below are a few resources that instructors might add to a course to help students build a foundation of AI literacy.

Staff

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