Ethics

Our group wants to present a policy where we encourage the use of generative AI and other AI advancements to enhance students’ education. The aim of the policy is to foster responsible use of AI and limit academic dishonesty. We encourage students to leverage AI as tools for their research and exploration, and emphasize their role in developing understanding and creativity. However, to uphold the integrity and academic honesty, the use of any AI to fully complete and assignment, such as writing papers and taking tests, is strictly prohibited. Recognizing the inefficiency of tools such as AI spell checkers, we entrust the professors to apply appropriate measures such as temporarily placing a web-blocker on AI websites, doing screen-locked tests, and or alternative assessment methods such as doing research projects that employ the use of AI.

I. Introduction

• Purpose of the Policy: Our group’s policy aims to foster and understand the many benefits of AI use to enhance education while simultaneously acknowledging potential risks and fears. Generative AI can certainly help aid in education by innovated thinking methods and personalized instruction, however with concerns about safety, potential bias, and the need for transparency it is important to establish boundaries. By establishing clear guidelines our group hopes to allow students to foster through the benefit of AI.
• Scope: Students and teachers will both be affected by our policy, as well as administration at times. Administration should have the final judgement call on AI prevention methods, and teachers should have their assignment structure/internet restriction approved before being put in place. Students will be taught the importance of academic honesty and using AI as a ‘tool’ and not a ‘crutch,’ while teachers are the ones entrusted with finding exercises to strengthen both AI/technology skills, as well as their other ‘human’ qualities, such as study methods and time management skills.

II. Definitions

• Generative AI: Regulation can be applied to AI of any kind. However, the most important generative AI to focus on are chatbots such as ChatGPT, Sharly, ChatPDF, Deep AI, etc. While they will not be terminated, use will be limited at times and fostered at others. The goal of these internet blocks and alternative assignments are to get students to think of AI as a fine-tuning piece and not the ‘heavy-lifter’ in their education.
• Key Terms: It is important to add that no teacher should eliminate the use of AI entirely from their class, because it would be unrealistic to assume students will comply without trying to use it. Alternative assignments are also not an assignment that is entirely done by AI, these would be assignments where students almost test AI and are bringing back their results or findings from their interactions with these chatbots for debunking. For example: A group of students is tasked with talking to various AI chatbots about an event in history (let’s say the American revolution), students ask for interesting facts, or ask questions of their own interest, and bring back information to see if there were any differences between answers, highlighting the limits and potential bias in AI and opening students’ eyes to that reality.

III. Ethical Principles

• Integrity and Honesty: Students should be able to cite AI sources used in the aid of writing a paper, however, AI checks should be common-place. If not online, the human eye can still tell a lot about writing differing from a students’ usual style. If AI-written papers become a continuing problem, students should have to do papers in class without vast-internet access.
• Equity and Accessibility: Gives students equal access to AI as well as education and experience with testing AI and discovering its flaws and biases.
• Privacy and Security: Teachers can ultimately make the decision on AI tools in most cases, however video generated content can never contain another person/student.

IV. Guidelines for Use

• Educational Use Cases: AI can be used to review writings, summarize articles, and generate outline ideas for projects. AI should be used in both positive and negative setting, such as assignments where AI is used to help write a script to show strengths, as well as settings where we look at prompting and demonstrate the potential bias in AI.
• Prohibited Uses: It is prohibited to use AI to fully-complete an assignment or test for students (unless told otherwise by professor), and will otherwise largely be encouraged.
• Collaboration and Sharing: The majority of work will be shared amongst students, however visual/video generations will need to be approved before being shown on the behalf of the institution.

V. Responsibilities

• Students: Responsible for learning and understanding AI, the strengths, and the limits. Ultimately, it is their job to see the value of AI as a tool and not a necessity.
• Teachers and Staff: Responsible for preparing students to adapt to this developing world through the adaptation and encouragement of the use of AI tools.
• Administration: Ensure that teachers instill ethical values into their lessons and do not allow AI to raise concerns amongst the administration team or school families.

VI. Monitoring and Compliance

• Monitoring Use: School computers will be required when a teacher wants to add restrictions or limitation on AI. Additionally, while AI will more than likely be encouraged in most instances, it will still be required to cite when used.
• Handling Violations: Violations of AI policies will result in strict punishment, such as redoing assignments without, or with severely limited internet access, or accepting 0% on the assignment.

VII. Support and Resources

• Training and Education: Administrators will be well-versed in the issues and areas of ethical concerns raised by AI technology, these will be taught to the teachers/staff as well and then passed down to the students through interactive projects, classes, and assignments.
• Technical Support: School IT room would be required to have at least one available assistant each day to answer questions or support students. Additionally, students can send in questions anonymously to the IT department for later answers.

VIII. Review and Update

• Policy Review Schedule: Policy should be updated every 6 months (winter and summer break) to ensure that AI is constantly being accurate and up-to-date with new developments.
• Feedback Mechanism: As mentioned, students can always find support through the IT room. Similarly, teachers should always be open to criticism and feedback, and prepared to bring concerns to administration for further evaluation.