Every time students are given a reading or writing assignment, they decide whether to use AI. Every single time. So, there is no hiding from this tool (or really set of tools).
My AI policy, which I’ve adapted from suggestions by researchers and teachers in the field of Rhetoric and Composition, and by attending workshops (in-person and on line) on teaching with AI, follows the best practices at the top universities in the United States. I have been particularly influenced by Dr. Annette Vee, Professor English at the University of Pittsburgh, whose blog I follow. I secured the funding and invited her to give two workshops and public lecture on AI and writing in the Spring 2025. What I have learned from her and other researchers in the field is that LLM can be used to assist students in all aspects of reading and writing but its a “wild west” of shortcuts/cheating unless teachers train students in, and engage them in conversation about, the limits and ramifications of the tools. This is not a one-and-done type deal; it must be done over the semester and it requires, for those students who choose to ignore the policies and nuances, a protocol (including personal conferences) for dealing with violations. I am learning more about how to do this without it being a tug-of-war of did-you-do-it?, which it can easily become.