IU does not currently have any specific policies around the use of generative AI, other than policies related to data security and privacy.
Microsoft Copilot (formerly Bing Chat Enterprise) is IU's preferred generative AI service for faculty and staff. It can handle data up to University-Internal level. When using public tools, usage of data is more restrictive, even when the data are anonymized. See Acceptable uses of generative AI services at IU. Understanding the way data is classified can be complicated, and IU provides a Data Classification Matrix to help faculty make the most appropriate decisions with using data.
Students are expected to adhere to the Code of Student Rights, Responsibilities, and Conduct, which addresses Academic Misconduct. However, it may be useful for instructors to address the generative AI more specifically. Here are some suggestions, which come from IU Bloomington English Associate Professor Justin Hodgson:
- "Include a permission and acknowledgement disclaimer. 'AI generators/programs such as ChatGPT, Grammarly, QuillBot, Spinbot, Dall-E, etc. should not be used for any work for this class without explicit permission of the instructor and appropriate attribution.' -- from IUB College of Arts & Sciences, Office of Undergraduate Academic Affairs
- "Repeat policies frequently. Students have multiple classes, each which may have some variation in generative AI policy. To help students understand your expectations, be sure to:
- Include the policy on your syllabus
- Cover the policy in class
- Repeat the policy regularly, and
- Remind students of the policy for each relevant assignment by including it, in some form, on assignment handouts/guides and Canvas pages
- "Focus on an ethics of practice. The simple truth is that students need to learn how to use these tools and to do so responsibly. Banning them outright is not only likely a losing battle, but may do students a disservice as they enter a working world where the use of these technologies are not only allowed but encouraged. There are some clear cases where banning these tools make sense (e.g., language acquisition courses), but leaning into the possibilities and helping students learn to ethically and responsibly use these technologies may pay greater dividends in the long run. For an example, review Generative AI – Ethics of Practice."