WCU does not have a university-wide policy governing the use of generative AI in teaching and learning. Instead, a task force developed the WCU’s Generative AI Framework to provide guidance for using generative AI tools ethically and responsibly. The framework recognizes that faculty are best positioned to determine how AI fits within their teaching. Depending on your discipline, course objectives, and teaching philosophy, you determine:
- Whether, when, and how students may use AI in your courses.
- How you use AI in teaching, research, course design, content creation, and assessment support.
- The pedagogical approaches and learning activities that best support your course goals.
This resource is intended to help you apply the WCU Generative AI Framework in your teaching practice. Developed in consultation with WCU’s Teaching Excellence Network, it reflects a range of faculty perspectives on the opportunities and challenges of AI in teaching and learning.
Setting Your Student AI Policy
You decide how, or whether, students can use AI in your courses. Consider using one of the following approaches or adapting them by assignment.
| Option | Sample Language | Consider When |
|---|---|---|
| Prohibited Use | “AI tools (ChatGPT, AI code assistants, AI image generators, etc.) may not be used for any assignments in this course. All work must be your own.” | Original thinking, foundational skills, or assignments where AI would bypass learning objectives. |
| Limited or Disclosed Use | “You may use AI for brainstorming and research, but must disclose use and cite it. Final analysis must be your own.” “AI code assistants allowed for syntax help only. You must write and debug your own algorithms.” “AI can generate initial visualizations, but you must customize and explain design choices.” | Courses where AI may support learning but developing foundational knowledge and skills remains the primary goal. |
| Encouraged Use | “Use AI to generate three design prototypes. Evaluate each using course principles, then create your final version.” “Have AI solve this problem three different ways. Identify errors, compare approaches, and explain which is most efficient.” “Use AI to analyze this dataset. Verify results, check for bias, and present findings with your interpretation.” | Courses where students are expected to evaluate, critique, or strategically use AI as part of the learning process |
| Varies by Assignment | Assignment 1: No AI – demonstrate your understanding of core concepts Assignment 2: Use AI to generate initial models, then refine based on theory Assignment 3: Use AI tools, document your process, and critique the outputs” | Courses with varied learning objectives across assignments. |
Additional Resources:
- For more examples of AI policies, syllabus language, and assignment-level considerations, see Generative AI Syllabus Considerations.
- Meet with a TLC instructional designer to explore options for incorporating, limiting, or avoiding AI in ways that align with your course goals, learning activities, and assessment approach.
Communicating Your AI Policy to Students
Students are likely to encounter different expectations regarding AI use across their courses. Clear communication can help students understand how your policy supports the learning goals of your course and what is expected of them. To help students navigate varying AI expectations across courses, consider including the following statement in your syllabus:
“You may encounter different AI policies in your other courses. Faculty across campus are making thoughtful decisions about AI based on their course goals and disciplines. If you are ever uncertain about my policy, please ask me.“
Clear, consistent communication helps students understand your expectations and make appropriate decisions about AI use. Consider the following opportunities to communicate your policy. (Select each one to learn more.)
In Your Syllabus
- Include a clear AI policy statement that specifies what is and is not allowed.
- As part of the statement, explain the process you will use to detect policy violations, how you will handle cases of suspected AI misuse along with the consequences
- Explain your rationale and how the policy supports course learning goals.
For Individual Assignments
- Specify AI expectations for each assignment.
- State which tools may be used, for what purposes, and whether disclosure is required.
- If AI use is prohibited, explain the consequences for violations.
In Class Discussions
- Discuss your policy early and revisit it as needed.
- Acknowledge that policies vary across courses and disciplines.
- Encourage students to ask questions when expectations are unclear.
- Discuss the implications of AI use or non-use in the specific field.
Supporting AI Literacy, Critical Thinking, and Career Readiness
As you determine how AI fits into your course, consider how students can develop both AI literacy and information literacy. Depending on your discipline and learning goals, you may choose to help students:
- Evaluate the accuracy and limitations of AI-generated content.
- Recognize bias, ethical concerns, and responsible use practices.
- Verify information and apply critical thinking to AI outputs.
- Understand how AI is used within their profession or field.
Developing these skills can help students make informed decisions about AI, whether they are using AI tools directly or evaluating their impact within academic, professional, and societal contexts.
Additional Resources
- Consider partnering with University Libraries to support information literacy and critical evaluation skill development: University Libraries Information Literacy Instruction.
- Students may benefit from two modules in Navigating Digital Learning (NDL): Introduction to Generative Artificial Intelligence, which introduces the opportunities, limitations, and responsible use of generative AI, and Academic Integrity, which explores ethical decision-making and academic expectations in digital learning environments.
Assessing Learning in the Era of GenAI
The availability of generative AI reinforces the importance of assessment practices that draw on multiple and varied sources of evidence. When evaluating student learning, consider multiple forms of evidence such as drafts, revision history, reflections, presentations, process documentation, conferences, or other demonstrations of learning.
Concerns about the appropriate use of AI and its impact on academic integrity are prompting many faculty to reconsider how they assess student learning. When questions about authorship, originality, or appropriate AI use arise, it is important to rely on multiple sources of evidence rather than any single measure.
A note about AI detection tools:
PASSHE guidance advises that AI detection tools should not be used as the sole basis for determining whether a student has violated academic integrity policies. These tools can produce false positives, may disproportionately affect multilingual students, and can be unreliable because AI-generated content can be revised to evade detection.
If you choose to use AI detection tools:
- Do not rely on detection results alone when making academic integrity determinations.
- Consider additional evidence such as drafts, revision history, process documentation, and student explanations.
- Be aware of potential bias in detection systems.
- Use results as a starting point for conversation rather than as proof of misconduct.
Looking for assessment ideas and examples?
- Explore recorded webinars from WCU’s AI in Action Series and blog posts to learn how WCU faculty are navigating AI in their teaching, designing assignments, and evaluating student learning in the context of generative AI.
- Review Assessment Strategies with Artificial Intelligence Tools to see examples of assessment approaches in courses where AI is permitted, limited, or prohibited.
- Meet with a TLC instructional designer to explore assessment strategies that support student learning and align with your approach to AI use.
Using AI for Your Teaching Work
Depending on your goals, workflow, and comfort level, you may choose to use generative AI to support aspects of your teaching and professional practice (e.g., course design, learning activities, assessment, research, or administrative tasks). As with any educational resource, AI-generated content will require review and adaptation to fit your course context.
Interested in exploring possibilities for your teaching?
- Using Generative AI for Active Learning offers ideas and examples that may help inform decisions about whether and how generative AI fits into your teaching practice.
- Meet with a TLC instructional designer to explore possibilities for using AI in ways that align with your teaching goals and course context.
Equity and Sustainability Considerations
As you consider whether and how AI fits into your course, be mindful of both access and impact. Students vary in their access to AI tools, training, and information literacy skills. Paid tools may provide advantages over free tools, and experience with AI can differ widely across student populations. Student attitudes towards AI also vary widely, with some students refusing to use AI tools. When designing assignments and setting AI policies, consider how to support equitable learning opportunities and ensure that students are not disadvantaged by limited access or experience.
AI systems also require significant computational resources, including electricity, water, and hardware. Depending on your discipline and course goals, you may wish to consider these broader impacts when discussing AI technologies with students.
Continuing the Conversation
Generative AI is evolving rapidly, and so are the ways faculty are responding to it. The Teaching and Learning Center, in collaboration with colleagues across campus, will continue to develop resources and opportunities to support faculty as they navigate questions about AI in teaching and learning.
We encourage you to stay connected, explore new resources as they become available, and engage in conversations with colleagues about the opportunities and challenges AI presents for higher education.
