My Latest Course Policy on Generative AI
Feel free to use and adapt!
I’m Tim Gorichanaz, and this is Ports, a newsletter about design and ethics. Today, a little something extra—which may be of particular interest for readers in academia.
Since the release of ChatGPT, it’s become clear that instructors need to establish course policies for generative AI use—assuming that one’s institution hasn’t issued a blanket policy.
Back in 2023 I wrote a piece for Drexel’s Teaching and Learning Center on developing an AI course policy. That article still gives you a great (if I do say so myself) view into all the dimensions you should consider in crafting your own policy.
Over the past year or two, I’ve learned that many students do not know or fully appreciate the ethical issues with the very existence of generative AI—and the systems of harm they are supporting when they use these tools. For the coming quarter, I’ve decided to rewrite my syllabus guidance in light of that. In the end, my policy is still quite permissive, but I want students to make a fully informed choice.
So here it is—feel free to use and adapt it however you’d like, if you’d like.
A Note on Generative AI Tools
This is an exciting time for artificial intelligence. Many of us are eager to try out the newest generative AI tools and learn how they can make our lives easier—especially for writing, programming, designing and other school/work tasks.
In general, I want you to experiment and learn. However, generative AI should be approached with caution. First, the unfortunate reality is that today’s large language models were only made possible through the global-scale theft of intellectual property (without notice, consent or compensation) and the exploitation of laborers in non-Western countries, chiefly in Africa. Some have called this situation modern-day colonialism. Today’s generative AI tools also come with extraordinary environmental costs—including energy to run the systems, water to cool them. Using these tools is tantamount to supporting theft, slavery and environmental degradation. (At least for now—I look forward to a future of more efficient models with ethical training data and processes. But that future is not here yet.)
Next, using generative AI tools may undermine your own learning and skill-building. The latest research shows that generative AI tools increase the productivity of the top performers who already have built their expertise, but either have no benefits or actually cause harm to those earlier in their careers, including students. To get the most out of your education, you should focus on building the skills that will serve you in the future. Consider AI as a layer on top of the more fundamental skills you need to develop: reading, idea generation, analysis, writing, etc. If, for example, you find yourself gravitating to AI because you don’t yet have good writing skills, then you may be undermining your own future.
Take this class as an opportunity to practice your fundamental skills. You’re in good company, and we’re all here to help each other. If you take me up on this invitation, I’ll help equip you with the tools you need to keep improving, you’ll have plenty of time and support to work, and you’ll get to learn from any mistakes rather than get punished for them.
So for best results, please avoid using generative AI tools for your work in this class. However, at the end of the day, it’s your choice. If you’re interested, you can find more of my thinking on this topic in my article “The Rich Get Richer.”