AI for Faculty

In addition to the events and workshops offered by the Provost AI Fellows (make link to home page), Miami offers a range of materials to help faculty understand the role of AI in teaching. The Center for Teaching Excellence has curated guidance and examples for AI use as well as offers workshops and an AI grant program (see CTE’s GenAI Programs and Resources). The Howe Center for Writing Excellence provides resources for integrating AI into writing pedagogy and offers various workshops and events related to AI and writing pedagogy.

Workshops, reading groups, and peer consultations are also available. These opportunities are intended to help instructors make informed, context-specific decisions about whether and how to incorporate AI into their teaching. [Include information about the AI Fundamentals Microlearning Series.]

Student work belongs to the student. In nearly all cases, they hold the copyright unless they have explicitly transferred those rights. Submitting student work to an AI system without permission can be an unauthorized use, particularly if the use goes beyond fair use protections or exceeds the permissions granted by the student. This is especially important when using commercial AI tools, which may store, analyze, and reuse submitted content in ways that could benefit the company without the student’s consent.

There are also important privacy considerations. Students have the right to control who accesses their work and how it is used. Uploading identifiable work to external AI tools without consent can damage trust and may have academic or professional consequences for the student. FERPA protects the grades on student work as part of their educational record, although the U.S. Supreme Court has ruled that homework and classwork themselves are not protected educational records. Before sharing any work outside Miami-supported systems, all Personally Identifiable Information (PII) such as names, grades, course numbers, and student IDs must be removed.

When feedback is needed, use Miami-supported platforms, such as Canvas rubrics. These tools provide structured, secure feedback and align with both privacy and intellectual property protections. For more guidance, consult Miami’s Intellectual Property Policy.

Miami does not recommend relying on AI detection tools to determine whether work was produced with AI. Studies have shown that detection tools can misidentify content at high rates, particularly for work written by non-native English speakers, leading to false accusations. Many also store submitted work, creating potential privacy concerns if PII is not removed. Under FERPA, homework and classwork are not classified as educational records, but the grades attached to them are protected. If faculty choose to use a detection tool that is not licensed by Miami, they must first remove all Personally Identifiable Information (PII)  to protect student privacy.

If misconduct is suspected, follow procedures outlined in the Academic Integrity Policy Moreover, if you suspect academic dishonesty or have questions about whether an issue should be reported through the Academic Integrity process, contact Brenda Quaye, Assistant Director for Academic Integrity.

Faculty may allow or restrict student AI use depending on learning goals. Clearly state your expectations in the syllabus and assignment descriptions. Clarify what is permitted and what is not. For example, in a research writing assignment, may students use AI when developing initial ideas or researching? May they use it to help organize their notes into an outline? Provide feedback on a rough draft? Check grammar? Etc. Model reflective AI use when appropriate, and consider requiring students to describe how they used these tools in their process and reflect on the impacts of that usage on their learning. 

Engage students early and often in open conversations about AI. Ask them how they’ve used it, what they’ve found helpful, and what concerns they have. Talk about why your course allows or limits AI in specific ways, and connect these decisions to your learning goals. Remind students that AI tools should never be considered a valid and reliable source of information. AI can support learning when used thoughtfully. Encourage students to explore how AI might help them test understanding, practice retrieval, or clarify complex ideas. Remind them that they are still responsible for the final work they submit and that misuse may constitute a violation of University policy.

Decision-Making Support

Barnard College's Center for Engaged Pedagogy provides helpful decision pathways to guide faculty through the process of determining their stance on AI use. Consider your learning objectives, assignment types, and how AI use aligns with the skills you want students to develop.

AI-Enhanced Educational Platforms

Some learning management systems and educational tools may incorporate AI features. Consider whether your policy should address these integrated AI capabilities separately from standalone generative AI tools that students choose to use independently.

Additional Resources

For expanded options beyond these three templates, consult  Lance Eaton’s collaborative Google Doc, which contains over 100 sample syllabus statements sortable by discipline. This comprehensive resource helps educators communicate clearly with students about AI use expectations and is freely available for adaptation.

Remember that AI tools can produce inaccurate information. Always verify important claims and maintain responsibility for the accuracy and integrity of your submitted work.

• Use of Generative AI in any phase of completing assignments is not allowed. Writing assistive tools such as Grammarly or translators should be used sparingly, and require a conversation with the instructor before use regarding the extent they can be used and how to indicate their use.
• Generative AI is not allowed in this class because the purpose of the assignments is for you to generate your own thoughts and practice articulating them in your own voice. The goal is for you to convey your understanding of the concepts. I do not expect you to know everything about a topic or to write in a perfect or highly academic/professional style. If you are having trouble understanding the concepts, getting started, or want help with your writing, please talk with me. The HWC and ELLWC consultants also can help you with your writing.

• Use of Generative AI is allowed in this class for idea/topic generation and organizing/outlining of your work. You may NOT use AI to write drafts of your work.
  • If you use AI to assist in the beginning phases of your work, you must provide screenshots of your prompts and the AI generated output with your assignment submission.
  • Be aware that AI output is not always accurate, may be contradictory, may be biased, and may not be current. AI has been known to “make stuff up,” particularly quotes and sources. You are responsible for what you submit. If you submit fake sources/citations/quotes, that will be academic dishonesty. If you submit inaccurate information, that will result in a poor grade.
  •  I recommend that you find a credible source for any AI-provided information that you choose to use (the Librarians can help you with this!). I do not recommend asking AI to provide you with a list of sources.
  • The information generated by AI is limited by the prompt you provide.
  • The final product should reflect your understanding of the issues and be written in your voice.
  •  Any suspected use of AI to write your assignment for you in ways that go beyond what is allowed will be reported as suspected academic dishonesty.

• Use of Generative AI is allowed in this course under the parameters outlined below. Generative AI is a tool that is important for you to know how to use. Like any tool, it has appropriate and inappropriate uses. AI also has limitations.
  •  AI output is not always accurate, may be contradictory, may be biased, may be overly vague, and may not be current. AI has been known to “make stuff up,” particularly quotes and sources. You are responsible for what you submit. If you submit fake sources/citations/quotes, that will be academic dishonesty. If you submit inaccurate or unsubstantiated  information, that will result in a poor grade.
  •  I recommend that you find a credible source for any AI-provided information that you choose to use (the Librarians can help you with this!). I do not recommend asking AI to provide you with a list of sources.
  • The information generated by AI is limited by the prompt you provide.
• You may use AI to assist in idea/topic generation, organizing/outlining, creating early drafts, or polishing a final draft. Any use of AI in your work must be cited appropriately.
  • You are required to submit screenshots of your prompt and output.
  •  You must indicate within the text when information from AI is being used and provide an appropriate reference section citation.
  • For some assignments, you may be required to annotate your assignment explaining your choices regarding the AI output.
• You are responsible for your final submission
  • Your submission should demonstrate your understanding of the information.
  • Your submission must meet the assignment guidelines.
  • You may not use AI to wholly generate your final submission.
  •  Suspected use of AI to generate an entire submission or without appropriate citation/screenshot history will be reported as academic dishonesty.
• Any assignments on which AI CANNOT be used are noted in the syllabus.