Generative AI presents BYU-Idaho with a revolutionary opportunity to utilize the power of computing with language to augment our abilities and the abilities of our students as professionals. In many areas, generative AI is significantly changing workplace practices and policies. By adapting our pedagogical practices to respond to these developing technologies, we will equip our students to be sound thinkers, skilled collaborators, and effective communicators in their ethical and effective use of generative AI.
Elder Bednar said “Innovations such as artificial intelligence have the potential to both (1) assist you in receiving magnificent blessings and (2) diminish and suffocate your moral agency...” He further cautioned us not to, “... allow the supposed accuracy, speed and ease of modern technologies to entice you to avoid or circumvent the righteous work that invites into your life the blessings you will need.” It is crucial to recognize that these AI systems do not possess the divine gift of thought, emotion, or choice. We should use these tools judiciously, always seeking guidance from the Spirit and basing our learning in revealed truth through science, the scriptures, and prophetic teachings.
AI Use or Stoplight Framework
The following guidelines promote the ethical and responsible adoption of AI tools in courses at BYU-Idaho and can be adapted to the ever-changing technology landscape while ensuring academic freedom of faculty.
This flexible framework empowers faculty to use a Traffic Light approach.
- Faculty should explicitly tell students when and how AI is to be used or not.
- Faculty may change which level they expect depending on the assignment, or steps within a learning journey.
| LEVEL ONE RED: Disallow the usage of AI when it would interfere with core learning objectives. To students, this could be described as "you cannot use AI in any way on this assignment." |
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| LEVEL TWO YELLOW: Allow instructor-specified use with proper attribution (i.e., when it can serve as a valuable resource to support higher-level thinking or skill development) To students, this could be described as "you may use AI as I described in the assignment with the appropriate attribution." |
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| LEVEL THREE GREEN: Promote ethical and reflective application of AI when used as a tool to encourage exploration and creative thinking or skill development. To students, this could be described as "you may, and are encouraged to use AI responsibly and creatively. Reflect on your experience with it, and describe how you used it." |
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Key Principles
All uses of AI should consider the potential friction between (1) academic honesty and (2) AI literacy. Open and regular conversations between faculty and students are vital to maintaining a balance between these two principles:
1. Academic Integrity
Academic honesty means that students clearly and unambiguously declare their contribution and the help they received on the work they submit as their own. Work derived from generative artificial intelligence (AI) resources without express permission from instructors is not considered the students’ original work. Honesty must extend to all forms of coursework. Promote integrity by:
- Clarifying when and why AI tools are appropriate or inappropriate for assignments
- Discussing academic integrity/ethics in new contexts introduced by AI tools
- Teaching proper attribution standards for AI content
- Distinguishing original work vs. AI-enhanced work
- Ensuing transparency in AI integration by modeling integrity in faculty’s own AI use
2. AI Literacy
Teach how AI programs function and how to use them. Explore their strengths, limitations, and risks. Teach how to navigate ethical concerns by:
- Verifying accuracy and addressing biases
- Safeguarding privacy and sensitive information
- Cultivating skills to critique and analyze AI
- Emphasizing human judgment and oversight
- Promoting responsibility and ethical usage
- Ensuring access for all when AI tools are required
These guidelines intend to empower ethical AI adoption and enrich learning while upholding academic principles. But policies and guidelines alone cannot achieve equilibrium with AI's accelerating changes. As faculty, you have autonomy and expertise in your area. As you engage with and become educated about AI, you will be able to make informed decisions about how to include these revolutionary technologies in your classroom so that your students will be better prepared for the workplace.
Created by the BYU-Idaho AI in Academics Task Force (March, 2024)
- Sid Palmer, AAVP
- Nate Wise
- Brian Memmott
- James Helfrich
- Samuel Head
- Jeffrey Thayne
- Rachel Huber
- James Patterson
- Mat Miles
- David Ashby