Tier I Policy: Transparent Collaboration

In Tier I, AI tools are fully allowed as part of the learning and assignment process unless otherwise specified by the instructor. However, the following guidelines must be strictly adhered to:

Transparency and Citation

Students are allowed to use AI tools freely, provided that each instance of AI use is clearly cited in their work. This includes:

• Specific Citations: Every time an AI tool is used, it must be cited in-text or in the body of the assignment. It is not enough to list “AI” in a bibliography or at the end of the work. Each usage (e.g., for brainstorming ideas, generating outlines, or refining grammar) should be clearly documented within the context it was used.
• Explanations: Along with citations, students must include a brief explanation of how the AI was used. This ensures transparency and allows instructors to provide more tailored feedback. Students should also describe how they engaged with the AI-generated content (e.g., what additional steps they took to verify or expand upon the AI's output). In cases where a formal Resources section is not required for an assignment, students must still clearly describe AI use.
  • Example: “I used ChatGPT to brainstorm the structure of my essay on the cultural impact of Spanish colonialism. The AI suggested three primary areas of focus, which I then refined into my final outline after researching more specific examples.”
  • Example: “I used ChatGPT to correct grammatical errors in my Spanish composition homework. The AI suggested ‘Yo quiero comer pizza’ instead of ‘Yo querer comer pizza.’ I reviewed this correction in my textbook to confirm the proper conjugation.”
• Bibliography: In cases where there is a References or Bibliography section of a paper, students should include AI in that section as one of their sources. Here is an example of what an entry might look like in a paper for which AI was used twice. In the paper itself, citations must be included in parentheses for portions where AI was used as a resource, e.g. (AI1).
• Each instructor can set their policy concerning proper citation of AI in student work. Students should check the assignment’s instructions and/or check with their instructor to be sure of the exact format to use.

• AI1: Assistance provided by ChatGPT for grammar feedback and suggestions on my draft paragraph. Prompt: 'Check the grammar and suggest improvements for this paragraph: I went to the beach last summer ...' Accessed 12/03/2025. Original and revised versions attached.
• AI2: Assistance provided by ChatGPT for brainstorming ideas for a cultural comparison essay. Prompt: 'List key differences between Día de Muertos and Halloween.' Accessed 3/27/2025.

References

Adams, D., Chuah, K. M., Devadason, E., & Azzis, M. S. A. (2024). From novice to
     navigator: Students’ academic help-seeking behaviour, readiness, and perceived
     usefulness of ChatGPT in learning. Education and Information Technologies, 29(11),
     617-634.

Casheekar, A., Lahiri, A., Rath, K., Prabhakar, K. S., & Srinivasan, K. (2024). A contemporary
      review on chatbots, AI-powered virtual conversational agents, ChatGPT: Applications, open
      challenges and future research directions. Computer Science Review, 52, 632.

Key Distinctions Between Usage Aligned and Not Aligned with Policy

• AI Use Aligned with Policy: Serves as a learning aid or tool for brainstorming, feedback, or practice. Students remain active participants and acknowledge AI's role.
• AI Use Not Aligned with Policy: Involves replacing the student’s effort or engagement, with AI-generated work presented as the student’s own without acknowledgment.
  
  

Citation Guideline for AI Usage

Students must provide a citation for any use of AI in their coursework, ensuring transparency and usage that aligns with policy. This applies to AI-assisted brainstorming, feedback, revisions, or content generation.

Citation Format:

"Assistance provided by [AI tool] for [specific task, e.g., brainstorming ideas, providing feedback, grammar suggestions, etc.]. Prompt: '[exact or paraphrased query].' Accessed [date]. [Original and revised versions attached, if applicable.]"

Example Citations

1. For brainstorming ideas:

"Assistance provided by ChatGPT for brainstorming ideas for a cultural comparison essay. Prompt: 'List key differences between Día de Muertos and Halloween.' Accessed 12/03/2024."

2. For feedback and revisions:

"Assistance provided by ChatGPT for grammar feedback and suggestions on my draft paragraph. Prompt: 'Check the grammar and suggest improvements for this paragraph: I went to the beach last summer ...' Accessed 12/03/2024. Original and revised versions attached."

3. For generating content:

"Assistance provided by ChatGPT for generating practice questions about restaurant vocabulary. Prompt: 'Create beginner-level questions for ordering food at a restaurant in French.' Accessed 12/03/2024."

Elementary Courses (1000-level)

Examples of Use Aligned with Policy:

• Using AI to translate individual unfamiliar words from a vocabulary list and then practicing sentences with those words.
• Asking AI to generate flashcards for verb conjugations and reviewing them independently.
• Asking AI to create a basic dialogue about ordering food at a restaurant and practicing pronunciation.

Examples of Use Not Aligned with Policy:

• Copying an AI-generated translation of an entire paragraph assignment and submitting it as original work.
• Asking AI to conjugate a verb list for a quiz and memorizing the list without any self-practice or effort.
• Using AI to write a conversation in a target language and submitting it without any student edits or acknowledgment.

Intermediate Courses (2000-level)

Examples of Use Aligned with Policy:

• All examples listed for elementary courses.
• Using AI to brainstorm ideas for a cultural reflection essay by asking, “What topics might I include when comparing holiday traditions in Spain and the U.S.?”
• Asking AI for vocabulary synonyms or sentence structures to enhance the complexity of a student-written paragraph.
• Having AI summarize an article in the target language to assist in reading comprehension, then writing a student-generated summary.

Examples of Use Not Aligned with Policy:

• All examples listed for elementary courses.
• Asking AI to write the entirety of a reflective essay or cultural comparison and submitting it without edits or acknowledgment.
• Using AI to summarize an article and then copying the AI-generated summary instead of writing an original response.
• Asking AI to generate answers for comprehension questions from course materials without reading the materials.

3000-Level Courses

Examples of Use Aligned with Policy:

• All examples listed for elementary and intermediate courses.
• Using AI to identify gaps in a draft of a research paper by asking for feedback on flow and organization, then making revisions.
• Asking AI to generate possible conversation topics for a roleplay exercise and using them in class practice.
• Using AI to create practice questions for a class presentation, then answering them independently.

Examples of Use Not Aligned with Policy:

• All examples listed for elementary and intermediate courses.
• Asking AI to write a response to an advanced writing prompt (e.g., analyzing the impact of social media on language learning) and submitting it verbatim.
• Using AI to generate the entirety of a conversation script for a recorded oral assignment and submitting it as original work.
• Copy-pasting AI-generated research arguments for a class debate without verifying or understanding the content.

Advanced Courses (4000-level and above)

Examples of Use Aligned with Policy:

• All examples listed for elementary, intermediate, and 3000-level courses.
• Using AI to locate key quotes from a text for a literary analysis and integrating them into a paper with proper citation.
• Asking AI to identify contrasting perspectives on a historical event and using those ideas to shape a critical essay.
• Using AI to suggest ways to rephrase an abstract for clarity in a research project.

Examples of Use Not Aligned with Policy:

• All examples listed for elementary, intermediate, and 3000-level courses.
• Asking AI to write a complete literary analysis or historical essay and submitting it without revisions or acknowledgment.
• Using AI to generate responses for class discussion prompts without engaging with the reading material.
• Copying an AI-generated annotated bibliography without reading or assessing the sources yourself.

Instructor’s Role in Tier I

Instructors play a crucial role in ensuring that AI use in the learning process is both effective and aligned with policy. When implementing Tier I, instructors must be meticulous in evaluating how AI is being integrated into student work. It is not enough to allow liberal use of AI; instructors should actively engage with the ways AI is shaping student learning outcomes and provide thoughtful, detailed feedback on each instance of AI use.

• Active Reflection and Critical Engagement: Instructors must critically reflect on both traditional and innovative methods that students use in collaboration with AI tools. This means understanding how AI might influence student decision-making, comprehension, and problem-solving. Instructors should not view AI as merely an external tool, but as a course material and a part of a student's learning journey that requires oversight, guidance, and ethical framing.
• Scholarly Engagement: Instructors who adopt Tier I policies should also seek out and engage with scholarly discourse surrounding AI in education. This will help them stay informed about emerging trends, best practices, and ethical considerations. By keeping current with AI developments, instructors can provide students with the most accurate and thoughtful guidance. Furthermore, participating in these discussions ensures that their own AI policies evolve and remain relevant as the technology and its implications grow.
• Thorough Review and Feedback: Instructors who opt for Tier I must be adamant about thoroughly reviewing how students are using AI in each context. They should go beyond basic evaluations and take the time to assess whether the student’s AI use aligns with course objectives and academic standards. This includes providing reasonably elaborated feedback that helps students understand the nuances of responsible AI use. Instructors should:
  • Identify areas where students used AI tools effectively.
  • Highlight instances where the AI-generated content may have hindered the student's learning process.
  • Offer suggestions for how students can better integrate AI into their work while still maintaining personal accountability and intellectual engagement.

By investing time into this reflection and feedback process, instructors ensure that students are not merely using AI as a shortcut but are learning how to incorporate these tools thoughtfully and responsibly.

Appropriate AI Uses: AI tools should aid learning and supplement tasks such as brainstorming ideas, creating study guides, practicing conversations, or checking grammar. While AI can generate helpful suggestions, the final intellectual engagement must come from the student.

Limitations on Final Versions: While AI can assist with drafts or initial ideas, students are discouraged from using AI for the final version of formal assignments unless explicitly allowed by the instructor. AI should serve as a support tool, not a content generator for final submissions.

Uses Not Aligned with Policy: Students should not use AI to generate full responses or feed entire assignment prompts into AI tools. AI should be used for specific tasks (e.g., brainstorming or clarifying concepts), not as a shortcut to completing the entire assignment.

Consequences of Misuse

Since Tier I offers students great freedom to explore AI, any misuse or failure to properly cite AI usage will result in significant consequences:

• Failure to Cite AI: If a student fails to acknowledge AI usage, they will be subject to academic misconduct procedures and may be reported to the Office of Student Accountability.
• Plagiarism: Claiming AI-generated work as one’s own, or using AI in ways not aligned with course policy, will lead to academic consequences, which may include failure of the assignment or course.

Students are encouraged to experiment with AI tools under these guidelines, but they must remain diligent in citing and explaining their use. This tier is designed to explore how AI can aid education while maintaining academic standards and promoting learning.