Generative AI Guidance Faculty

Generative AI Guidance from the DAAW - Faculty

Course Assessment

When and how can GenAI be used to support course learning objectives.

Faculty Education

The Center for Faculty Excellence and the West Point Writing Center will provide support and resources.

Provide Guidance

Explicitly state how Generative AI may be used in the course and on assignments.

Caution with Detectors

GenAI detectors have not been proven to be effective so use with caution.

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From Documentation and Acknowledgment of Academic Work: Appendix F.

Faculty must be cautious with the use of generative AI detectors. AI detectors have so far not proven to be particularly effective, returning both false-positive and false-negative responses. Instructors must therefore use caution when enlisting these tools, similar to how we employ plagiarism checkers: a balance must be struck between what the detector returns and the faculty member’s own analysis. Any subsequent approach for clarification or formal inquiry that takes place, in view of potentially inappropriate or unacknowledged uses of generative AI, should be handled with care—allowing for open dialogues with cadets and ensuring that trust and fairness are maintained.

Caution with Detectors

From Documentation and Acknowledgment of Academic Work: Appendix F.

Faculty must provide guidance to cadets in their course guidelines on how Generative AI can be used in the course. A course must state explicitly if there is an assignment where it is necessary to prohibit the use of AI based on learning objectives of the assignment. For example, the course syllabus or assignment description might say: “For the final research paper in this course, students are expected to critically engage with the course material and present their own analysis and interpretation. Therefore, the use of Generative AI tools for writing or developing arguments in this assignment is not permitted. This assignment is designed to assess your ability to independently synthesize and articulate complex ideas, and the use of AI would compromise the evaluation of these skills.” Alternatively, when allowed, the statement may say: “Generative AI is welcome for use but assistance must be documented according to the DAAW.” Faculty allowance of Generative AI usage does not waive the cadet’s requirement to acknowledge the usage and does not excuse the student from submitting false information, such as false citations.

Provide Guidance

From Documentation and Acknowledgment of Academic Work: Appendix F.

As a faculty, we need to examine whether our longstanding modes and methods of teaching and assessing must adapt given generative AI, and we should be open to innovation (e.g. oral exams). Because the technology is advancing so rapidly, it would be impossible to point to one resource for how Generative AI can be used. The Center for Faculty Excellence and the West Point Writing Program, among other directorate units, will provide resources for understanding the technology as well as ideas on how to enhance the classroom experience using it.

Faculty Education

From Documentation and Acknowledgment of Academic Work: Appendix F.

Faculty must deliberately assess when and how the use of generative AI can support, or may be at odds, with course learning objectives and individual graded events. For example, generative AI might be beneficial for data analysis assignments, where it can help collect and synthesize large amounts of information. Conversely, it may not be suitable for assignments where students are expected to develop and present their own analysis and arguments, as in a final research paper. Clear statements conveying when and how generative AI can be used in support of course-specific learning will help set expectations.

Course Assessment