Generative articfical intelligence (GenAI) tools are revolutionizing how humans create content and interact with technology.

This page offers an overview of Rowan-licensed GenAI tools and guidelines for using them, and showcases GenAI-related research and work from our campus community.

No generative AI:

1. In this course any use of generative artificial intelligence such as Chat GPT, DALL-E, Bard, and others will be considered a violation of academic integrity and will be treated accordingly. According to Rowan University policy, students committing any act of academic dishonesty may fail the assignment, fail the course, or face other sanctions. All violations of academic integrity must be reported to the Provost’s office. To avoid plagiarism, students should provide appropriate documentation whenever quoting, paraphrasing, summarizing, or otherwise using the language or ideas of others.
   
   
2. The purpose of the assignments in this course is to help you develop key skills and to assess whether you have mastered the course learning objectives. Using generative AI or other unauthorized tools on these assignments defeats the purpose, misrepresents your mastery of the material, and is considered an academic integrity violation. If you have questions about what resources may be allowed on a specific assignment please let me know.

Some generative AI:

Although generative AI can be used as a tool to support learning (e.g., in obtaining feedback or generating ideas), work submitted by a student should be that of the student and not the work of an AI system. If you include material generated by an AI program, it should be cited like any other reference material. Ultimately, the student bears responsibility for any inaccuracies or misinformation. If you have questions about how AI may be used to complete assignments within the scope of this academic integrity policy, please reach out to your instructor.

Faculty also might choose to list the ways that generative AI could be used on some or all assignments.

How to cite ChatGPT - APA guidelines

How do I cite generative AI in MLA style?

A Rowan produce video on Student Use of Generative AI (2:20)

This brief video (2:20) can be shown in class or link to in your Canvas course(s).

See Academic Integrity At Rowan: Your Education, Your Future and select the Faculty Information button for more information, resources, and FAQs regarding academic integrity.

At this time, we do NOT recommend relying on any of the numerous “AI Content Detector” programs available on the web or provided through programs such as Turnitin. Such programs have not yet demonstrated their accuracy and do not provide hard evidence for evaluation. There have also been reports of false positives from these software systems that can lead to false accusations made against students.

For this reason, results from these detectors will not be considered as evidence for a Rowan Report of an Academic Integrity Violation but other forms of evidence may be used to make a report.

Some generative AI platforms cannot access copyrighted material from behind paywalls and may not cite them correctly or may create fictitious citations. Additionally, if some of the generative AI platforms cannot find quotations it will sometimes invent, or “hallucinate” quotes.

Evaluate their references carefully because fabrication is a form of academic dishonesty, faculty can submit Academic Integrity Violations based on invented sources and/or quotations.

Please remember that faculty must file an AIV report if they wish to sanction a student for alleged violations.

Schedule a time to discuss the topic of the paper with the student and ask follow up questions to verify their understanding. Ideally, this would be built into the course structure so students are not singled out.

Be sure to initiate the discussion in a nonconfrontational manner. We highly recommend "How to lead a discovery interview about contract cheating" for suggestions on how to lead a discovery conversation.

• 60+ ChatGPT Assignments to Use in Your Classroom Today (2023)
  This 145 page book was produced by the University of Central Florida. It takes a look at AI and how it can benefit students and instructors.
• A Teacher's Prompt Guide to ChatGPT Aligned with 'What Works Best'
  A 9-page instructional teachers' guide to using ChatGPT that contains a range of prompt examples teachers can use to start developing ideas for their teaching practice in line with CESE's 'What Works Best' and created with ChatGPT created by Andrew Herft.
• AI Chatbots and Tools 
  This guide from Temple University Libraries offers advice on generative AI chatbots and tools and how to best use them to support your work.
• Artificial Intelligence Tools: Guidance for online course development and the use of artificial intelligence tools
  This resource from Oregon State University is intended to help their Ecampus course development team as well as faculty and staff use a principles-based approach in deciding if and how to incorporate artificial intelligence tools into course development, research and other work projects.
• Getting Started with Copilot in Your Class (2024)
  From Conestoga College's Faculty Learning Hub, a 6-minute read with ideas on how to get started with Copilot in your class.
• Guidance for online course development and the use of artificial intelligence tools 
  This extensive resource developed by Oregon State University is intended to help their Ecampus course development team as well as faculty and staff use a principles-based approach in deciding if and how to incorporate artificial intelligence tools into course development, research and other work projects.
• Guide for approaching AI-generated text in your classroom (2023)
  From Turnitin, this guide shares eleven practical strategies that educators can begin using in classrooms now to meet the needs of students who are likely already using text-generated AI when completing assignments. 
• #OA Book: 101 Creative Ideas to Use AI in Education 
  This open crowdsourced collection (downloadable pdf) by #creativeHE presents a collection of potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities.  
• Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions
  Buyserie, B. & Thurston, T.N. (Eds.) (2024). Teaching and generative AI: Pedagogical possibilities and productive tensions. Utah State University. (Creative Commons Attribution NonCommercial NoDerivatives)
  This comprehensive guide addresses the transformative impact of Generative AI on education. The book provides educators, librarians, and instructional designers with essential strategies for integrating AI into teaching practices, and offers a nuanced discussion of its strengths, limitations, and ethical implications. The authors explore the varied challenges and opportunities of AI across different disciplines, presenting a balanced perspective on its role in the evolving educational landscape.
• The Sovorel educational YouTube channel 
  Addresses the why and how related to instructional technology such as AI, innovative teaching methodologies, and other emerging educational technologies that are shaping the future of higher education.

• Academic integrity in the age of AI 
  From Turnitin, an overview of resources for educators in search of academic integrity solutions in instruction and assessment when faced with student usage of artificial intelligence tools.
• AI Misuse Rubric
  From Turnitin, this rubric for educators to evaluate writing assignments addressing four traits focused on areas unique to the capabilities and limitations of AI.
  as well as ethical considerations for the use of AI.
• AI Writing Detection: Red Flags 
  The Office of Faculty Excellence at Montclair State University has compiled these red flags to assist in AI-detection since currently, no software is able to detect AI-generated content with 100% certainty.