Frequently Asked Questions

Our colleagues in DLINQ offer various workshops on generative AI (and other digital tools that might be used in teaching and learning) throughout the year. They also have several helpful webpages focused on generative AI. Additional events, workshops, and other support may be provided by academic and administrative departments across the institution, including the Center for Teaching, Learning, and Research and the Program in Writing and Rhetoric. We will aim to provide information about all AI-related learning opportunities via this website.

Yes. Many AI tools, including generative AI tools like ChatGPT, save account information, including users’ names, phone numbers, emails, and payment methods. These tools may also save your entire conversation, including every prompt you enter, to be used in training the system. Some allow users to opt out of allowing their prompts to be added to the tool’s dataset. We encourage generative AI users to explore the privacy options available to them with any tool they use.

Instructors are empowered to decide the opportunities or limits of generative AI use for their classes. We have provided some sample syllabus language you can use and/or edit to make your expectations clear to students. In addition to your syllabus statement, we recommend that you discuss your expectations in class with your students. Explain why you made the decision to limit use and how inappropriate use may undermine the learning goals of the class. 

Clarity is key. We believe that most students do not want to use generative AI tools inappropriately. Give students clear guidelines regarding appropriate and inappropriate use, and talk to students in your classes about why those uses are appropriate or inappropriate. The more clarity you can provide to students, the more likely they will be to adhere to your expectations. We like this sample syllabus from Dr. Torrey Trust as a model for clarity.

We also encourage you to discuss these tools and their impacts with your students. The emergence of new technologies provides an opportunity to model intellectual curiosity and openness. You might begin the conversation by asking your students for their perspectives on this technology and what role(s) it should (or should not) play in a class like yours.

We recommend having a conversation with the student, approaching the inquiry from a place of curiosity rather than accusation. A starter question could be, “Can you tell me more about how you approached this project?” or “This work feels a little different from previous work. Can you talk me through what was different about your process?” Students who completed their own work are usually able to explain their process. Work from the assumption that your students are trustworthy and be willing to test your assumptions before coming to conclusions about a student’s behavior. Just as AI detectors can return false positives, your intuition is fallible. An unfounded accusation against one student can damage your relationship with all of your students. For additional guidance on how to have these conversations with students, check out Lance Eaton’s article on AI Plagiarism Considerations, Part 2. 

If after talking with the student you are convinced that they used generative AI inappropriately, document your considerations and reasoning. You can decide at that point if you want to engage in the judicial process for Honor Code / Academic Integrity violations. 

AI detection tools are unreliable and prone to error, and their use may violate the Family Educational Rights and Privacy Act (FERPA), which prevents the unauthorized sharing of student work. For these reasons, we strongly advise against using AI detection tools. 

Yes. Incorporating these tools into your teaching could be useful in supporting your teaching goals and in helping students learn how to use them appropriately and ethically.

If you would like your students to use these tools in an assignment, we strongly recommend that you ask them to use tools that are available to them through Middlebury. ITS is responsible for reviewing AI tools and providing information to users about what tools are available and how to get support for them. Visit ITS’ webpage on AI/generative AI for a current list of AI tools and additional information on the review processes for AI at Middlebury. 

Some students may have concerns about using these tools in their classes. We recommend offering alternatives for students who prefer not to engage with the tools as part of required assignments or assessments.

We advise caution when incorporating AI tools into your work, especially if your work involves protected data. Do not use AI tools with Tier 2 or Tier 3 data without consulting with ITS.

We strongly advise against using generative to grade students’ work. Students’ original work is (in most cases) their intellectual property and may also be protected by FERPA regulations. Thus entering that work into a tool’s training set could be construed as a violation of copyright or FERPA laws. Some AI tools may be helpful in the grading process, by helping you draft feedback, create rubrics, and/or provide model answers for comparison. 

ITS is responsible for reviewing AI tools and providing information to users about what tools are available and how to get support for them. Visit ITS’ webpage on AI/generative AI for a current list of AI tools and additional information on the review processes for AI at Middlebury. 

Faculty can use AI tools outside those made available by ITS. In doing so, you need to make sure that you understand the tool and any consequences of using it. Using non-sanctioned tools may involve risks to data privacy, security, and compliance with institutional policies. Being informed and cautious will help maintain the integrity and security of your work and the work of your students.

In addition to learning about generative AI and AI in some of your courses, you may participate in related workshops and student-sponsored events. Training modules on generative AI are also available on LinkedIn Learning (log in with your Middlebury credentials for access). If you are looking for guidance from fellow students, DLINQ’s Interns are available to support you as you explore the potential and appropriate use of generative AI technologies.

Yes. There are concerns about the data that forms the foundation of the AI model and there are concerns about the privacy of your interactions with the model as well as any information you share. Some of these concerns may be addressed in the terms of service. We strongly discourage you from putting any personal information in generative AI models.

Some of your faculty may invite you to use generative AI tools in your classes (often with restrictions or limits) and some faculty may restrict their use entirely. Most of your faculty will have included a syllabus statement indicating what is allowed and what is not allowed. As with other unauthorized aid, failure to comply with class policies on generative AI use could be construed as an Honor Code violation, which could result in disciplinary action. If a professor has not specified their policy on generative AI use, you should assume that it is forbidden unless the professor grants you permission verbally or in writing. You are responsible for the accuracy and integrity of any work you submit, including any work that was created with the support of an AI tool. 

How and when you cite AI will depend on the citation style you are following and any additional instructions given by your instructor. The APA has specific guidelines for citing AI as does the MLA. If your instructor has not provided guidance about how to cite AI-supported work, ask them how they would prefer for that work to be cited.