This guide allows the reader to discover resources on artificial intelligence (AI): What it is, how to use it in higher education, current trends, and more. This page covers basic databases and resources that cover a variety of AI topics, as well as links to other valuable guides. Use the tabs on the left hand side of the guide to discover research tips, addressing plagiarism, books & eBooks, and other related resources.
The University of Memphis proposes an instructor-driven policy that will rely on faculty and chairs to pay attention to AI developments in their field and to develop a plan to clarify which uses (if any) of AI are acceptable in courses. The University does not believe that AI use, as a whole, is unacceptable, but rather the University should categorize unacceptable use of generative AI as the use of unacceptable assistance such as plagiarism.
Plagiarism is in some ways similar but involves submitting an existing and potentially traceable text as one's own work; in contrast, improper use of generative AI involves the unauthorized submission of personally generated content as one's own work.
Students should be responsible for false information, coding mistakes, or plagiarism that occurs in their work if they use generative AI.
The University of Memphis Libraries have taken a proactive stance in utilizing Artificial Intelligence (AI) to improve the academic experience. We are dedicated to integrating AI technologies responsibly and ensuring compliance with ethical standards, data privacy regulations, and academic integrity. In line with the university's guidelines, the Libraries strive to cultivate a culture of responsible AI usage among students, faculty, and staff by promoting awareness of the opportunities and challenges associated with AI applications in scholarly pursuits.
AI tools are changing quickly and new software is released continually. Faculty should try to be aware of new tools related to their field and assess the potential benefits and/or costs of their use in particular courses.
Faculty should be aware of the potential for students to use generative AI to complete assignments, including assignment types that may have been used for a long time. Assignments that are writing-driven, based on recall of information that is generally available on the internet, or involve the manipulation of symbolic systems, are more susceptible to student misconduct involving AI tools. Faculty may wish to redesign their assignments or plan for some of the work to take place in class when possible, or they may wish to redirect some components of assessment to procedural activities from the final product.
Faculty may want to consider the degree to which AI tools (and the computers and reliable internet needed to run them) are available to all of their students.
Faculty and departments should consider the use of writing and the manipulation of symbolic systems as a mode of assessment and assess the extent to which these assignments should be carefully proctored, re-designed to include inputs which are not available on the internet, or re-designed to allow for the use of AI tools. Particular attention should be paid to assignments completed in online courses, independent studies, writing-intensive courses, and for theses and dissertations. If AI tools are to be banned in those environments, faculty need to communicate clearly that they are banned.
Faculty should be aware that there are significant problems with AI detection software, which is reactive to the evolving generative tools available. There is no reliable way to detect AI generation. This means that proving the use of AI tools is difficult. In addition, students may not even be aware that they are using tools if the tools are integrated into software like MS Office.
If AI tools are permitted or encouraged in writing-intensive courses and assignments, faculty should be explicit about whether AI tools can be used for content-generation, proofreading, as a brain-storming tool, or otherwise. Similarly, faculty should be clear about any uses that are not permitted.
Some AI tools generate false content when the training data used for the tool does not have the answer to the question posed. This includes generating fake profiles and biographies, and inventing sources and texts with academic formats. At the same time, AI tools are trained on data generated from the internet which is inherently biased. Some of these forms of bias may be pernicious.
AI tools such as ChatGPT will be used in this course to complete assignments, correct text, or generate code. Nevertheless, the instructor may introduce some conditions where AI tools are not to be used. All uses of AI tools should be clearly disclosed, and any research derived from AI outputs must be cited and/or marked as AI-generated.
Using AI tools in the assignments for this course is unacceptable and may be considered unauthorized help. All uses of AI tools should be clearly disclosed, and any research derived from AI outputs must be cited and/or marked as AI-generated. If you have any doubt whether AI tools can be used on a specific assignment or in a specific context, consult the instructor of the course before using tools.
This course develops writing, conceptual, and analytical skills that are central to learning. Any use of AI tools on the assignments in this course will be considered unauthorized assistance.
Unless clearly stated by a course instructor, student use of generative AI is treated as equivalent to obtaining assistance from another individual. Accordingly, students should refrain from employing generative AI tools to complete exams or assignments (including papers, projects, computer programs, oral presentations, or other course requirements), unless given explicit permission from their course instructor. All notable uses of generative AI should be acknowledged by the student in writing or via citation at the time of assignment submission, regardless of the course AI policy; when unsure, students should err on the side of full disclosure.
