Guidance by Role
Instructors
You have complete autonomy in how, and if, AI is integrated into your course. There are cases where a technology like ChatGPT might become a useful support for the course (for example, it can be a remarkably good tutor), but there are other cases where it is inappropriate. Despite the promises of those selling consulting services and technology products, there are no "one size fits all" approaches to how to use AI in your classroom; it is completely dependent on your discipline, the topics you are teaching, your objectives, and your preferences and those of your students.
The best sources of information are peers who are teaching similar matieral in similar contexts. There are now hundreds of studies in the published literature many of which offer empirical insights into effective, and deterimental, uses of generative AI in the higher education classroom. As you engage with this literature, focus on studies which cover your subject matter, or closely adjacent subject matter; the findings of when, and where, AI tools are most effectively applied are context-dependent.
Please also consider the training offered by Western's Centre for Teaching and Learning, and joining our community of practice.
You must clearly indicate on your course syllabus whether the use of generative artificial intelligence tools are acceptable, permitted in specific situations, or unacceptable in your courses. This sets clear expectations for your students.
While the attraction of ‘AI detection software’ is obviously enormous, the reality is that it is impossible to detect AI-generated content with certainty; this is reflected in the appalling accuracy rates of these ‘detectors’.
Students
You have an obligation to act with honesty and integrity and abide by the rules of the syllabus for each course. You also have an obligation to yourself to learn more about a technology that may have a significant impact on your life. Check your course outline for a statement on permitted and forbidden uses of AI; it will change by course. Where you are uncertain, ask your instructor for guidance.
Watch for peer learning opportunities from the USC coming soon!
Graduate Students
Provisional Guidance for the use of Generative AI in Graduate Studies. We invite you to access this information on the SGPS website at:
https://grad.uwo.ca/about_us/policies_procedures_regulations/ai.html
The guidance is intended to provide graduate students with an initial framework for approaching the use of generative AI in their work. As you can appreciate, this technology is both new and dynamic; as such, we will update and adapt this information in line with the latest advances as they evolve.
Researchers
Employing AI in primary research is governed by all the same policies and regulations that govern non-AI-assisted research. Most publishers will not accept AI as a co-author, but many require disclosure of how AI was used in the preparation of the manuscript (and, of course, in the conduct of the research). In the preparation and evaluation of grants, there are some funding agencies (e.g., NIH and CIHR) that have issued direct guidance on permitted use of generative AI while others are relying on existing policies, most importantly the recognition that a Principal Investigator is fully and solely accountable for what they submit.
Canadian funders (NSERC, SSHRC, CIHR, and the CFI) put a draft policy out for consultation this summer and, following feedback from the community, will likely announce a formal policy this fall.
Employees
You must respect all existing policies with special attention to those around privacy and data security. You should not, e.g., submit personal information to an insecure public chatbot like ChatGPT. But where it is appropriate, you should feel empowered to experiment with how these tools can improve your work life. If you aren’t sure if a use case is permitted, ask your supervisor or contact caio@uwo.ca.
