If you embrace AI in your teaching…

As a professor from the engineering department, I feel that we may have an easier time adapting to the rise of generative AI compared to our colleagues in  other areas. This is because we have faced similar paradigm shifts before in previous generations, navigating disruptions that fundamentally changed how we learn and how we work.

Calculators came first...

We saw it first with the introduction of calculators, which were initially feared as a crutch that would atrophy our mental math skills.

Computers came second...

Then came computers that could solve quadratic equations, and later complex differential equations, seemingly automating core parts of our curriculum.

Despite these advancements, engineering education survived and even became more demanding, pushing us to solve more complex and abstract problems in class. This is because these tools also changed how we work. As will the generative AI.

And we will survive it too! With that confidence, I have chosen to fully embrace it in my teaching, reshaping my syllabus not as a defense against AI, but as a roadmap for partnering with it.

Below I have listed changes (additions) to all my courses syllabus that I made to accommodate AI tools in my teaching.

I have implemented three changes.

1. I have added a new student learning objective.

Student Learning Objectives

Students will learn and practice ethical and efficient use of Artificial Intelligence (Generative AI)

2. I have added a clause explaining student use of AI tools.

Students’ Use of Artificial Intelligence:

In this course, you are encouraged to use generative AI tools (ChatGPT, Gemini, etc.) as partners in your learning process. Think of them as powerful assistants that can help you brainstorm, outline, find information, and refine your writing. However, they are tools, not replacements for your own critical thinking. You are the author and ultimately responsible for submitted work. The goal is to use AI to elevate your work, not to generate it for you.

· Unless an assignment explicitly prohibits it, you may use AI tools for: (i) Brainstorming and exploring topics, (ii) Developing outlines for your papers and projects, (iii) Checking your grammar and style, (iv) Summarizing complex texts to aid your understanding, (v) Explaining concepts in different ways.

· For any assignment where you use an AI tool, you must include a brief "AI Use Declaration" at the end of your submission. This declaration should be a short paragraph that transparently describes: Which AI tool(s) you used (e.g., "I used Gemini..."), How you used it (e.g., "...to brainstorm initial ideas for my essay topic and to help create a first draft of my outline."), A brief statement on how you reviewed and edited the output (e.g., "I then wrote the essay myself, fact-checked all information, and edited the entire document for originality and clarity."). This declaration is part of your assignment grade, and it aims to foster transparency and to reflect on your learning process.

· If you include a direct, unmodified quote from an AI model (for example, to analyze its response), you must cite it clearly in-text and in your bibliography, just as you would any other source.

Example Citation: "Describe the symbolism of the donuts shape in the movie Everything Everywhere All at Once." Prompt to Gemini, Google, 6 July 2025.

· Presenting AI-generated text or ideas as your own original work without proper declaration or citation is considered as plagiarism. You are responsible for the accuracy, originality, and critical analysis of everything you submit. The final work should reflect your unique voice and understanding of the material.

· Be aware that individual assignments may have specific rules regarding AI use that supersede this general policy. Always read assignment instructions carefully.

Failure to adhere to this policy will be considered a violation of the university's academic integrity code and may result in penalties, including failure of the assignment or the course.

3. Finally, I have disclosed my use of the AI to students using this clause. 

Instructor's Use of Artificial Intelligence: In the spirit of transparency and to model the ethical partnership with technology that this course encourages, I want to be open about my own use of artificial intelligence (AI) in preparing and administering this course.

I may use AI tools as a productivity assistant to help with tasks such as:

· Generating initial ideas for lecture topics, discussion questions, and in-class activities.

· Creating first drafts for presentation slides, assignment prompts, illustrative case studies.

· Checking documents for clarity, grammar, and style.

· Creating custom images or diagrams to visually explain complex concepts in my lectures.

It is critical for you to understand that AI serves as my assistant, not my replacement. Every piece of AI-generated content is thoroughly reviewed, fact-checked, edited, and approved by me to ensure it is accurate, relevant, represents my opinions, and meets the pedagogical goals of our course. The final judgment, core intellectual content, and, most importantly, all grading and feedback on your work are and will always be my own.

In addition, here is a Google document with many examples provided by different professors from diverse disciplines.