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Generative AI Faculty Guide

Faculty Recommendations for Navigating Generative AI & Teaching and Learning

UHD’s Center for Teaching and Learning Excellence has developed resources to provide support for faculty in understanding generative AI tools, like ChatGPT and navigating its challenges in the classroom. Due to the rapidly evolving nature of this technology and its significant impact, these guidelines will require updates and revisions. Drawing from our observations of faculty experimentation and preliminary research in higher education environments, we present the following recommendations:  

Faculty should familiarize themselves with the fundamentals of generative AI tools, including their applications, capabilities, and limitations. UHD Faculty Generative AI Libguide is a good place to start. It includes explanations of key terms and related concepts, methods for using AI tools as an educator assistant and in the classroom, and  prompt writing for AI tools. Also see below the list of other recommended training and courses.

Engaging in exploration of the tool allows educators to better understand the user experience, potential challenges, and creative possibilities. This firsthand experience enables faculty to provide more informed guidance to students. ChatGPT ( 

ChatGPT can: 

  • Respond to prompts and questions. 
  • Summarize and synthesize information. 
  • Revise and edit content. 
  • Generate creative works like musical compositions, stories, jokes, and poems. 
  • Write and correct code. 
  • Manipulate data. 

Use ChatGPT for lesson planning 

Create Engaging Lessons with ChatGPT Guide 

ChatGPT limitations

  • Lack of human insight. 
  • Tendency to create false information. 
  • Potential for bias and deceptive content. 
  • Currently, it will make up the citations, references, names. 

It’s important to understand that ChatGPT does not know or think. It relies on the patterns in data to generate text.  

There are many other generative AI tools including: Bing, Bard, Otter, CopyAI

Academic integrity has been an important concern from the start.  

A word about plagiarism detectors: Some instructors may look to technological tools to address these concerns. Turnitin and other plagiarism detectors can provide useful instructional information to both instructors and students, but they are inconsistent and can easily be misused. It is important to remember that plagiarism detection and proctoring are based on a model of enforcement and punitive consequences that only address certain factors related to academic integrity. 

Other ways to address these concerns:  

  1. Discuss ethical implications specific to your discipline and to teaching and learning.  
  2. Consider accessibility of generative AI tools and discuss potential biases.  
  3. Prepare to identify and mitigate biased, discriminatory, or inaccurate AI outputs with students.  
  4. Understand who can use or own the data AI tools receive or produce. Emphasize the importance of obtaining consent before inputting student-generated content into AI.  
  5. Discuss copyright concerns related to AI-generated content. 

Artificial Intelligence and the Future of Teaching and Learning 

Instructors should carefully consider how (if at all) they will permit the use of Generative AI tools in their courses. You may begin with a Decision Tree to help you to decide your parameters. Instructors should communicate any expectations or requirements clearly with students to avoid confusion. It may help to think in terms of three main options that apply to an entire course: 

No use of AI- You are prohibited from using Generative Artificial Intelligence (GAI) to produce any materials or content related to this course. Any use of GAI will be viewed as a potential academic integrity violation. 

Conditional use of AI- In this course, you are allowed to use Generative Artificial Intelligence (GAI) on assignments only for the purposes specified in assignment prompts. Any use of GAI should be accompanied by a disclosure at the end of an assignment explaining (1) what you used GAI for; (2) the specific tool(s) you used; and (3) the prompts you used to get the results. In addition, you must verify the information that GAI provides by referencing credible sources, such as scholarly sources. Any use of GAI beyond where permitted will be viewed as a potential academic integrity violation. 

Open use of AI-  In this course, you are allowed to use Generative Artificial Intelligence (GAI) in any manner. Any use of GAI should be accompanied by a disclosure at the end of an assignment explaining (1) what you used GAI for; (2) the specific tool(s) you used; and (3) the prompts you used to get the results. In addition, you must verify the information that GAI provides by referencing credible sources, such as scholarly sources. 

University of Delaware Considerations for AI tools 

Syllabi Policies for AI Generative Tools - Google Docs- Examples from several institutions

Students will need clarity and transparency from their instructor on how to navigate this tool in your classroom and in the real world. Consider these topics to address with your students:  

  1. Technology: Discuss with students the technology itself, including GAI’s strengths, limitations, and biases. Consider scheduling a class demonstration so that students can see and experience examples of each. 
  2. Transparency: Explain course expectations and requirements around GAI, ideally as they relate to the course’s learning outcomes. 
  3. Usage: Offer clear examples of when and how GAI can, cannot, or must not be used. If GAI is banned, explain the reasons, ideally, as they relate to the course’s learning outcomes. 
  4. Citation: If GAI is allowed and/or required, explain how to cite the use of these tools in the course. CITATION AND ATTRIBUTION WITH AI TOOLS INSTRUCTIONS 
  5. Consequences: Discuss the consequences of unauthorized use of GAI tools or a failure to acknowledge permitted use. 

For classroom discussion:  

  • Assess student familiarity with generative AI tools through an anonymous poll. 
  • Initiate a conversation to clarify how these tools work and GAI’s benefits and pitfalls. 
  • Engage students in thinking about how assignments contribute to course goals, using Bloom's Taxonomy for guidance. 
  • Highlight relevance and value of what they are learning, emphasizing its relevance to their professions, personal growth, future academic work, or communities. 
  • Discuss AI and academic integrity, reflecting on the ethical implications of using generative AI. 
  • Prompt reflections on the purpose of writing in the learning process, including the development of their ideas and the sharing of their own unique voice.  

Survival Guide to AI and Teaching, pt. 10: Talking to Your Students About AI and Learning – EDVICE EXCHANGE ( 

Are your assignments easily completed using AI? Consider pedagogical best practices of course design as a tool to make your assignments ChatGPT resistant:  

  • Test out your assignments to see what generative AI does well and does poorly in your context. 
  • Value process over product: build in smaller scaffolding assignments; incorporate checkpoints, peer conferences, in-class discussions, multiple drafts, and reflection activities. Consider inclusion of more informal writing.  
  • Prioritize humanity in your course design by focusing on personal reflections, local and community perspectives, and timely and niche references. Require human interactions and the inclusion of cultural diversity.  
  • Emphasize creative thinking, new insights, complex analysis, and source citation.  
  • Assign multimedia assessments (video essays, podcasts, oral exams, presentations, etc.). 

University of Sydney Responding to Generative AI for Assessments

Given the dynamic nature of generative AI, the key is to stay informed about updates, new tools, and evolving best practices. Ongoing engagement with the latest developments will keep you well-equipped to contribute to the advancement of generative AI in your instructional context. Consider joining communities like Educause. The CTLE will also continue to share recommendations. Refer to UHD faculty lib guide and look for more resources on the CTLE website. 

Educause Community Ai-Community-Group 

AI in Education Resources spreadsheet 

Recommended FACULTY Learning opportunities 


This AI series is made up of four Quick Study courses developed by ACUE’s experts and underpinned by the highest quality learning design.  The four-course series includes the following Quick Study courses:  

  • Writing Effective AI Prompts 
  • Leveraging AI to Develop Course Resources  
  • Teaching with AI-Inclusive and AI-Resistant Learning Experiences  
  • Empowering Students to Use AI Responsibly  


The CTLE maintains the university’s subscription to the Magna Publications video library on all sorts of topics related to teaching and learning. To access these, use the link to create an account with your email address. Videos come with supplemental materials as well.  Once logged in, you’ll have access to videos such as these: 
How Can I Prevent Plagiarism in the Era of Artificial Intelligence? 
How Can I Use Generative AI to Assess Student Understanding? 
How Can I Use AI to Create Multimedia Teaching Materials? 
How Can I Use AI to Draft Course Materials? 
How Can I Use AI as a Student Writing and Editing Coach? 
From Fear to Fluency: Educators Discuss Integrating ChatGPT to Foster Online Student Learning 

Generative AI Prompt Literacy Free Course-University of Michigan Flint 

Course Objectives: 

  • Introduce and explain the concepts of prompts and natural language processing. 
  • Recognize and explain the limitations of AI models and emphasize the importance of domain knowledge when crafting prompts. 
  • Write effective prompts by being specific and detailed. 
  • Understand the ethical implications of generative AI technology and the role that bias plays. 
  • Develop effective strategies to improve prompt development and reduce the likelihood of generating output that contains hallucinations and misinformation. 

Elements of Practice + Policy of AI in Education 

WCET Virtual Summit Feb.22nd 2024 

Other Resources: 

Talking-about-Generative-AI-Sidney-I.-Dobrin-Version-1.0.pdf ( 

The Learning with AI initiative from the University of Maine ( 

Syllabus Resources Document