ORU AI Guidance for Faculty/Instructors

Generative AI refers to artificial intelligence technologies that can create content, such as text, images, and music, that is similar to what a human might produce. It works by analyzing vast amounts of existing material to learn patterns and styles, and then it uses this knowledge to generate new, original pieces. For example, if given a topic, a generative AI can write an essay, compose a song, or even create a graphic design. These tools are designed to assist and enhance human creativity and productivity, not to replace the human touch.

At Oral Roberts University, the integration of Generative AI into our academic and administrative framework aligns with our commitment to providing cutting-edge, holistic education that prepares students for the future. Utilizing AI tools in education can help tailor learning experiences to individual needs, enhance research capabilities, and streamline administrative processes. Furthermore, in keeping with our Christian values, we emphasize the ethical use of technology—ensuring that these powerful tools are used to glorify God, foster community, and promote integrity and honesty in all academic endeavors.

Within various departments at ORU, Generative AI is used to enhance both teaching and research. In the Theology Department, AI assists in analyzing religious texts to find patterns and insights that enrich classroom discussions. In the Sciences, researchers use AI for data analysis, helping to predict experimental outcomes and model complex biological processes. Additionally, our Communications Department utilizes AI to help students learn how to craft compelling digital content, preparing them for careers in media and journalism. Each of these examples demonstrates how AI can serve as a tool to broaden understanding and improve efficiency, all while upholding the values that define ORU.

Generative AI can significantly aid in the educational process at ORU, providing tools that can assist students in completing assessments with efficiency and innovation. These AI models can swiftly generate text for essays, research papers, and discussion posts, simulating understanding and facilitating deeper engagement with course material. This capability allows instructors to focus on developing critical thinking and analytical skills among students rather than just rote memorization.

At ORU, we recognize the challenges in detecting the use of GenAI, which often cannot be identified definitively due to the technology’s design to generalize and summarize information rather than copy it. Tools like Turnitin or GPTZero, which aim to detect AI-generated content, are not foolproof and prone to errors. In line with our commitment to integrity, ORU advises against solely relying on these technologies for academic honesty. Instead, we encourage a focus on fostering an environment where students are guided to use these tools responsibly and ethically.

Aware of the rapid advancements in AI, ORU remains committed to integrating these technologies in ways that align with our core values of faith, integrity, and excellence. We see GenAI as a powerful tool that can enhance research and learning across disciplines—from theology and the arts to science and engineering. Faculty are encouraged to explore how GenAI can be used to not only advance academic inquiry but also uphold ethical standards and promote holistic education.

As we prepare for future semesters, ORU faculty are advised to consider how GenAI might impact their courses and to plan accordingly. This includes:

• Evaluating Course Objectives and Assessments: Reflect on whether and how GenAI tools should be integrated into the curriculum, ensuring they enhance learning outcomes without compromising academic rigor.
• Training and Resources: Engage with available GenAI training sessions to understand both the technological aspects and the ethical implications of using AI in teaching.
• Dialogue with Students: It is crucial to discuss the appropriate use of GenAI in academic settings openly, setting clear expectations and explaining the moral considerations specific to our community’s values.

ORU will provide ongoing support and resources to both faculty and students to navigate the complexities of GenAI use in academia. This includes workshops, policy guidelines, and a dedicated portal for accessing the latest research and ethical guidelines on integrating AI technologies.

The integration of GenAI into academic settings raises important questions about the balance between technology and traditional educational methods. At ORU, the decision to use or not use GenAI in specific courses should be guided by the institution’s commitment to faith-based education and the holistic development of students. Faculty should consider:

• Purpose and Impact: Does the inclusion of GenAI align with the course’s learning objectives? How does it enhance the educational experience for students?
• Ethical Considerations: How does the use of GenAI reflect ORU’s values? Can it be used in ways that promote integrity and honesty?

If the decision is made to use GenAI:

• Clear Guidelines: There should be clear documentation on how GenAI is used within the course. This includes outlining the purposes for which it is employed, such as generating content for lectures, facilitating research, or assisting in the creation of study materials.
• Student Disclosure: Students should be informed about the use of GenAI tools, the rationale behind their use, and the expected outcomes. This fosters transparency and maintains trust.

• Integration of AI Skills: Consider whether learning objectives should include competencies related to understanding and utilizing GenAI tools. This might involve critical thinking about AI outputs, understanding AI limitations, and ethical considerations.
• Adaptation of Content: As AI continues to evolve, so too should the curriculum to prepare students for a future where AI tools are ubiquitous. This includes updating content to include AI literacy as a key component of the educational journey.

• Authentic Assessments: Shift towards more authentic assessments that require demonstrations of understanding, critical thinking, and creativity, which are harder to replicate by GenAI.
• Revision of Existing Assessments: Regularly review and potentially revise assessments to ensure they are robust against the risks of unauthorized GenAI use, such as ensuring assessments evaluate the depth of student understanding and application of knowledge rather than just the ability to recall information.

• Early Discussions: Instructors are encouraged to introduce the topic of GenAI as early as the first day of class. This should include a clear explanation of what GenAI is, how it will be used in the course, and why it is being integrated.
• Syllabus Inclusion: GenAI usage policies should be explicitly stated in the course syllabus. This statement should clarify permissible uses of GenAI, expected student conduct regarding AI tools, and the consequences of policy violations.
• Continuous Engagement: Regular discussions about GenAI should be embedded into the course to monitor students’ understanding and address any emerging ethical concerns.

• Ethics Discussions: Incorporate discussions on the ethical implications of using GenAI, stressing the importance of integrity and honesty in academic work.
• Citation Guidelines: Teach and enforce proper citation practices for GenAI outputs, adapting MLA and APA guidelines for citing digital and AI-generated sources.
• Academic Honesty: Reinforce ORU’s academic integrity policies by explaining how they apply to GenAI, particularly in distinguishing between student-generated work and AI-assisted content.

• Integration of AI Skills: Consider whether learning objectives should include competencies related to understanding and utilizing GenAI tools. This might involve critical thinking about AI outputs, understanding AI limitations, and ethical considerations.
• Adaptation of Content: As AI continues to evolve, so too should the curriculum to prepare students for a future where AI tools are ubiquitous. This includes updating content to include AI literacy as a key component of the educational journey.