I'm grateful that the Syllabus AI policy collection has become so popular because it has made it easier for many of us to understand what instructors truly expect. To see how these policies relate to actual practice, I once tried an online AI "humanizer" tool https://chatgpt.com/g/g-68499b5afbe081918a49a4aedfde9296-clever-ai-humanizer-best-1-free-humanizer , but to be honest, it frequently made my writing awkward or completely altered its meaning. It demonstrated to me the importance of transparency and the short-term drawbacks of depending solely on such tools.
140+ submissions is genuinely impressive and the patterns across them tell us something important. What strikes me looking at this collection is how much variation there is in the fundamental framing - some treat AI as a tool students can use, others treat it as a threat to manage. The syllabi that acknowledge AI as part of the discipline, not just a cheating risk, tend to be the ones that actually hold up as the technology evolves. Did you notice whether certain subject areas had more nuanced policies than others?
Wowza! This is an incredible list and resource. Thank you, Lance, for doing the hard work of gathering and sharing.
thanks Sandra! Glad you found it useful!!! :)
Wonderful resource. Somehow I’m late to the party, but just submitted my policy! Thanks for curating and for the summary, Lance.
awesome! Thank you Josh!
I'm grateful that the Syllabus AI policy collection has become so popular because it has made it easier for many of us to understand what instructors truly expect. To see how these policies relate to actual practice, I once tried an online AI "humanizer" tool https://chatgpt.com/g/g-68499b5afbe081918a49a4aedfde9296-clever-ai-humanizer-best-1-free-humanizer , but to be honest, it frequently made my writing awkward or completely altered its meaning. It demonstrated to me the importance of transparency and the short-term drawbacks of depending solely on such tools.
140+ submissions is genuinely impressive and the patterns across them tell us something important. What strikes me looking at this collection is how much variation there is in the fundamental framing - some treat AI as a tool students can use, others treat it as a threat to manage. The syllabi that acknowledge AI as part of the discipline, not just a cheating risk, tend to be the ones that actually hold up as the technology evolves. Did you notice whether certain subject areas had more nuanced policies than others?