Generative Artificial Intelligence (GenAI) at AUC
The use of GenAI can impede the development of your academic skills. That’s why in principle, the use of GenAI is still prohibited in education, with some exceptions.
What is GenAI?
Generative Artificial intelligence (GenAI) is a form of machine learning that uses a range of algorithms capable of creating diverse content, like text, code, images, videos, and music. It utilises generative models, such as Large Language Models (LLMs), drawing from extensive datasets to generate responses to prompts. Prominent examples include ChatGPT and image generators like DALL-E and Midjourney. These GenAI systems respond to human queries and prompts, generating texts, images, and more. Most of these platforms function as an AI chatbot within the realm of generative AI. Such systems are not without risk. GenAI employs probabilistic models based on internet data, which might be inaccurate or biased. Moreover, the use of GenAI (and AI models in general) can reinforce discrimination. It can also amplify risks in privacy and cybersecurity in general. Finally, the servers used by AI systems have a large ecological footprint.
AUC’s Stance on GenAI
At AUC, the use of GenAI to generate texts, ideas, or other materials for assignments and assessments in courses is considered fraud, unless your lecturer has provided explicit permission in the course manual. Lecturers’ decision to permit or not permit the use of GenAI will depend on various factors, including the types of academic skills taught in specific courses and the extent to which GenAI will interfere with your acquisition of such skills. If an explicit statement on GenAI is missing from the course manual, or if the lecturer states in the course manual that you are not allowed to utilise GenAI, you should refrain from employing GenAI tools in that particular course.
At AUC, the use of GenAI to generate texts, ideas, or other materials for assignments and assessments in courses is considered fraud, unless your lecturer has provided explicit permission in the course manual.
Some of your courses may actually include assignments that serve to foster learning about GenAI tools like ChatGPT. You cannot be required to create a personal account to use GenAI. If you want to opt out of making an account, please discuss this with your lecturer. Should you have further questions about the use of GenAI tools within your classroom (after first speaking with your lecturer), you can contact the relevant Head of Studies.
AUC’s Academic Standards and Procedures 2023-2024 (AS&P) contains an appendix with regulations concerning fraud and plagiarism (appendix 2). Two articles in this appendix pertain to unauthorised use of GenAI. Article 1.2.7 in appendix 2 defines as fraud: “Making use of Artificial Intelligence tools (such as ChatGPT and others) to present texts or other materials and ideas that are not your own without explicit permission.” Article 1.3.8 in appendix 2 defines as plagiarism: “Submission of papers obtained from a commercial agency or written, wholly or partially (whether or not for payment), by another person or entity.” In essence, these articles state that you are not allowed to use GenAI without explicit permission from your lecturer, and that you are not allowed to let GenAI write (parts of) your papers for you.
If students breach these rules and a lecturer suspects fraud or plagiarism, they are obliged to report their suspicion to AUC’s Board of Examiners. Although AI-detection is no longer available within the plagiarism software Turnitin (available via Canvas), lecturers can base their report on other findings. Such findings might, for example, relate to departure from a student’s usual style, overly broad or generic writing, overly polished writing beyond what can be expected at a particular level, a student’s inability to explain written work in person, and inappropriate responses to assignment prompts. The Board of Examiners will investigate cases of suspected fraud and plagiarism according to the procedure outlined in appendix 2 (item 4) of the AS&P and, depending on the outcome of their investigation, apply sanctions (item 5).
In the spring of 2023, AUC’s Taskforce on Generative AI in Education completed an intermediary report. The Taskforce explained the risks posed by GenAI to the validity of course assessments and emphasised the importance of creating time and space to support lecturers in transforming their courses in the presence of GenAI. AUC’s Management Team subsequently decided to put in place a temporary measure to mitigate the risks posed by GenAI to our courses and, specifically, the validity of assessments. In 2023-2024, all lecturers have been asked to implement an assessment structure as part of which a minimum of 55% of course assessments take place inside the classroom. Whilst this temporary measure is not perfect, it requires more research to develop alternatives for a heterogenous curriculum such as offered by AUC’s Liberal Arts and Sciences programme.
The Management Team also chose to create extra class free days at the beginning of the autumn 2023 semester, in order to facilitate AI-week. During AI-week, all AUC lecturers received the opportunity to exchange knowledge about and experiences with genAI in the classroom, to revisit their course design, and to discuss how genAI can enrich and reshape teaching and learning in the future. AUC students were invited to join a programme of guest lectures on GenAI, presented by AUC core faculty and VU and UvA partner faculty.
During AI-week, all AUC lecturers received the opportunity to exchange knowledge about and experiences with genAI in the classroom, to revisit their course design, and to discuss how genAI can enrich and reshape teaching and learning in the future.
AUC’s Taskforce on Generative AI in Education continues its investigation into the possibilities and challenges of GenAI for AUC’s curriculum, and will prepare a new report for AUC’s MT during the 2023-2024 academic year. AUC’s Management Team and participatory governance bodies, like the Student Council and Board of Studies, proceed to deliberate on topics such as future GenAI policies, how and where to incorporate teaching relevant GenAI skills and knowledge into the curriculum, and how to keep on teaching important academic skills whilst simultaneously mitigating risks.
Further Reading
If you would like to learn more about GenAI, including positive instances of responsible GenAI use, the following resources might be of interest to you: