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Photo by Tra Nguyen on Unsplash
 
The first day of class sets the tone for the entire semester. Student achievement is directly tied to how well a teacher establishes and implements classroom procedures, norms, and behaviors. Plan carefully for the first day of class, and implement those plans with energy, kindness, and rigor.
*note: distancing and other precautions required during the COVID19 pandemic may influence how some of these tips look in your face-to-face/hybrid classes 
Post a schedule and objectives 

Arrive early to prep the room
Objectives and agenda give students a sense of direction

Put students to work

Give students a meaningful task to complete immediately 
Set the tone for productivity to give students purpose

Assign seats

Place students intentionally so they can function as groups
Give students a sense of place in the room

Greet students at the door

Welcome students as they enter, introducing yourself
Interact personally to give students a sense of belonging

“You will either win or lose your class on the first days of school.” Wong, H. K., & Wong, R. T. (1998). The First Days of School: How to Be an Effective Teacher.
The first day is your only shot to define the terms of the class. What is the subject matter? What are the most important ideas? What does a successful student look like? Instill in the students a growth mindset and make it clear to them that they have a voice and they need to use it in class daily.
Review critical procedures

Set expectations of students, defining their boundaries
Let students voice their expectations

Teach students how to learn

Define what learning looks like in your class
Chart a path for success and give students agency

Focus on ways of being

Let the first day be about role setting
Define classroom culture before addressing subject matter

Engage in goal setting

Show students what they’ll know by semester’s end
Have students write their goals for the class

 
Resources
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The following are challenges and solutions identified by colleagues in the inaugural, synchronous, Teaching Multilingual Learners: An Introduction to Translingual Pedagogy workshop. Challenges are bolded below with solutions directly following in bulleted format. Time difference

different times for office hours
organize conferences at 8 PM
don’t take attendance
record the classes (but do they watch them?)
offer asynchronous options
ask what time works best for them (survey)
encourage them to form study groups

lingering questions:What are some ways to share information other than a video or mini-lecture?idea:Group presentations; prepare their own slides for the presentation of material that the instructor would normally present. Teams.Not participating in class

facilitating culturally-mixed work groups
let them Chat or poll as well as speaking
start with the question of the day
what’s going on behind the camera
share own experience (like with studying abroad)
pairwork looking at partner’s artifact
slow your speech
turn on the closed-captioning
let them rehearse
let them write first
“fun time” at end of class (when we show our faces)
give them time
model wherever possible
give examples
present material multimodally
have pictures
have a student translate

Difficult vocabulary in course materials 

unpack metaphors and codes
have a student make a glossary
use images and examples
have materials available ahead of time, e.g. on D2L
remind them that this is a space for them, whether English is their first language or not, to learn and practice writing, not master the language—mistakes are welcome!

Understanding assignments

Key assignment words like “summarize” or analyze”: be sure everyone understands them the same way
invite them to ask questions
Jamboard or Padlet for anonymous questions
make links
small group work on specific terms
give models of how other students have approached an assignment
invite students to actualize or embody the concepts
Writing Center and English Language Center (ELC)

Attendance

talk about class content multiple times in multiple forms
reframe “attendance” as “engagement”
help them understand the cultures they bring to the class
D2L can help us know how much time they’re spending on various tasks

Extra work of translating

Share out the work if more than one student with the same L1
tools like online translation of transcripts and captions
use images, examples, body language
let students know that you’re rewarding this labor -- have them make it visible in reflections
ELC
office hours (enlightening for instructor too)
“visible thinking: cross between text and image”

The primary goal: students should be working on day one"The First Days of School: How to Be an Effective Teacher" by Harry K. Wong and Rosemary T. Wong is a staple in teacher preparation programs and k-12 districts across the country. It is a comprehensive guide for teachers, particularly those new to the profession, focusing on techniques and strategies to establish effective classroom management from the very beginning of the school year. While the book is primarily focused on K-12 education, it offers principles and strategies that can be effectively adapted and applied to higher education settings. The application of these strategies in a university environment involves recognizing the unique context and needs of adult learners while maintaining the core principles of effective teaching. The book emphasizes the importance of the first days of school in setting the tone for the entire year. It discusses practical methods for creating a positive classroom environment, establishing routines, and building relationships with students. Wong advocates for the idea that effective teaching is not just about subject matter expertise but also involves being an effective manager of the classroom. This management includes clear communication of expectations, consistent procedures, and fostering a sense of respect and responsibility among students.A key theme in Wong's work is the concept of the teacher as a facilitator of learning rather than just a transmitter of knowledge. He suggests that well-organized classrooms with clear rules and procedures enable students to engage more effectively in the learning process. Specifically, he details pre-course and early-course actions that educators can take to help ensure the effective facilitation of learning. Before the Semester1. Course Design and Syllabus Preparation: Develop a detailed syllabus that outlines course objectives, expectations, grading policies, required materials, and a schedule of topics and assignments. Ensure that the syllabus aligns with the learning outcomes and includes policies on attendance, late submissions, academic integrity, and inclusivity. The Teaching Center provides syllabus templates in the semester start-up playlist.2. Learning Environment Setup: If teaching in a physical space, consider the classroom layout and how it can foster interaction and engagement. If teaching ina room you are not familiar with, visit the room before the first day of class to get to know the workings of the classroom technology cart. For online courses, organize the digital learning environment in D2L, ensuring that all resources are accessible and user-friendly. MSU IT offers multiple D2L training resources, also detailed in the semester start-up playlist here.3. Instructional Planning: Plan your lessons for the first few weeks. This includes lecture content, discussion questions, group activities, and any multimedia resources you intend to use. Think about how these align with your course objectives and how they cater to diverse learning styles.4. Communication Channels: Set up and familiarize yourself with the communication platforms you will use, whether it’s email, a learning management system, or online forums. Consider how you will use these tools to communicate with students and facilitate discussions. Consider using the Registrar's Office "email my class" tool for early semester communications.On the First Day1. Welcome and Introduction: Do all you can to arrive early to the classroom. If possible, greet students at the door as they enter. 2. Post the Agenda: Post the day's agenda and key learning outcomes. Make it clear to students what they will do during the class session. If possible, assign seats. This gives students a sense of place in the room and helps reduce students' first day stress.3. Put the Students to Work: The primary goal of the first moments of class is to get students working. Give students a task to complete immediately at the start of class; the task should be relevant to the course content and should yield a tangible deliverable. This will set the tone that the class is a place where things happen, where students work, and where learning is defined by activity. Often this first task involves having students demonstrate their prior knowledge of the course's concepts.  4. Save the Syllabus: The least effective way to spend time on the first day of school is to review the syllabus. Use 50 percent of the first class session for content-specific, important work. Use 40 percent of the time on personal introductions and community building, and use the last 10 percent on policy. Never underestimate the power of a strong start to a semester. Define your semester by spending the first day clearly establishing procedures, setting high expectations, and modelling the value of work. This tone-setting is vital to creating a sustainable culture of learning for the rest of the semester. Photo by Claudio Schwarz on Unsplash

"Being a part of the Learning Communities at MSU has been a wonderful experience. Within our community we have had the opportunity to share ideas, brainstorm solutions to challenges commonly faced, and expand our thinking with individuals from a wide variety of departments. I have deeply appreciated being a part of this new campus-wide community and having a space to connect with faculty and academic staff in similar positions to my own. Seeing what the other Learning Communities are doing has helped with inspiration for our own progress," said Mary-Anne Reid co-facilitator of the Sharing Process Improvement Tools in Undergraduate Internships and Experiential Education Learning Community. 
Learning Communities are self-organized, safe, and supportive spaces for faculty and academic staff to address complicated questions of curriculum and pedagogy. Michigan State University has supported these initiatives since 2004 and continues to do so through a funding program administered by the Academic Advancement Network in collaboration with the Hub for Innovation in Learning and Technology.
See what Learning Communities are available
 
Different Aims, Different Practices
Dr. Michael Lockett, the program Director, is quick to point out that the word “safe” is crucial to that statement of purpose, as it conveys the agency members and facilitators of Learning Communities enjoy. 
“Once a community is funded, our interventions in their work only take place at the most basic administrative level,” says Lockett. “It’s a space we designed to maximize autonomy and academic freedom.”
Learning Communities at MSU are free to propose their own topics and determine the structures that best support their interests. Accordingly, communities tend to vary greatly in their practices and topics. All communities, however, share three things in common: they meet at least eight times across the academic year, explore important educational themes, and welcome all members of MSU’s instructional staff, regardless of rank or discipline.
“We have approximately thirty communities running. That means approximately three hundred faculty members are contributing to and benefitting from the program.  Given that scale, there’s tremendous diversity in terms of topics and methods,” says Lockett. “Broadly defined, the conversations all connect back to ideas of education, teaching, and learning, but not necessarily in a formalized curricular context. We don’t limit their purview to credit-bearing courses at MSU and some communities are invested in educational topics that transcend this campus, or this country, or even this era.”
 
Dialogues Characterized by Freedom and Safety
Although many Learning Communities do not discuss fraught topics, some do.  “Because some groups explore topics related to critical pedagogy, they may require particular community structures,” says Lockett. “Which is to say the community is not closed but carefully defined.  All communities are inclusive. But the facilitators (those members responsible for the administration and protocol within the Community) determine the structure and it’s fair for them to ask their membership to commit to certain protocols.”
Some Communities only meet the required eight times during the academic year and encourage members to drop in or out at their discretion. Other Communities are working on highly complex questions of critical pedagogy, and require regular attendance, as the associated dialogues must be sustained and reflected upon. Ultimately, the facilitators decide the protocols for each Community. 
The conversations held in the Learning Communities might also involve very personal pedagogical experiences; those kinds of conversations require time, trust, and a sense of open inquiry to make the dialogue supportive and generative. The AAN strives to provide that atmosphere by respecting the autonomy of the facilitators and working diligently behind the scenes to design flexible administrative structures that can support diverse methods. Lockett says, “although it’s not necessarily their primary role, Learning Communities can be therapeutic spaces. There’s an emotional dimension to teaching, particularly in high-pressure contexts. These communities can become a place where people find support, where they can share and hopefully resolve some of the challenges they’re encountering, teacher-to-teacher.”
 
Why Learning Communities?
Variations on the Learning Communities program exist on many campuses. “Questions of curriculum and pedagogy are always complicated and often best addressed face-to-face,” says Lockett. “You can do a lot of important work through dialogue.  When colleagues get together to discuss curriculum and pedagogy, their conversations become nuanced and empathetic and situated in a way they can’t through other discursive forms.  They can also be highly creative and generative places where good ideas disseminate swiftly.”
 
Getting Involved
The Learning Communities at MSU grew over 150% last year, from 12 to 30 groups. Lockett credits the passion of the facilitators and the leadership of Drs. Grabill and Austin (Associate Provost for Teaching, Learning, and Technology, and Interim Associate Provost for Academic Staff Development, respectively).  He also applauds the work of his predecessor, Dr. Patricia Stewart, who advocated for the program’s continued existence and provided a vision of success. “We wouldn’t be seeing this level of engagement and success without Patti’s leadership and dedication to the program,” he says.
A full list of Learning Communities and the contact information of their facilitators is available below and on the Academic Advancement Network website, in addition to information on proposing new communities.
"As a co-facilitator of the ANS TLC the past few years, I have been impressed with our cohort’s desire to continue to become better educators. Our learning community focuses on presenting and supplying tools to our members that address their reported concerns of education, including but limited to instruction, assessment, and student engagement. Since the pandemic has rendered our instruction to be “survival mode”, the ANS TLC has reached out to provide tips and tricks to its members for better classroom experiences, in whatever platform is being used. We look forward to hosting monthly “Chitter-chatter What’s the Matter” discussions alongside our continual scaffolding of the ANS curriculum for the Fall 2020 semester." said Tasia Taxis, co-facilitator of the Department of Animal Science Teaching and Learning Community (ANS TLC) Learning Community.
 

It is Graduate Student Appreciation Week, and we would like to highlight the many roles of our graduate and professional students. This week we will recognize one outstanding Graduate Teaching Assistant/Educator every day on #iteachmsu. 

GTA April Athnos chooses to be an “usher” rather than a “gatekeeper” to knowledge for students of Ecological Economics (EEM 255). She welcomes students to identify environmental challenges and uncover the economic factors underpinning them. Said one student, “April used a variety of teaching methods, to promote an inclusive learning experience for all different types of students.” April makes the time to tailor the course to individual student needs, so that another student, “had the opportunity to write a research paper on the topic of the Coronavirus outbreak and its impact on the U.S. economy for my Honors Project.”Thank you, April for being such an excellent educator!Twitter: @AprilAthnosDepartment: Agricultural, Food and Resource Economics #GPSAW (Graduate Student Appreciation Week)

***This is part of a series of articles compiling useful resources and information for new graduate students. Some of the information in this series will be relevant for anybody new to MSU, including undergraduates, postdocs, faculty and staff. The topical areas range from settling into East Lansing and Michigan, getting to know which services can be found on campus to administrative steps and information needed throughout a graduate program at MSU. For the full series, see this playlist dedicated to (international) graduate students.***
 
Welcome to East Lansing! Here are a few resources and tips on good places to eat, drink, shop and visit. Some things that will help make settling into your new hometown easier. These suggestions don’t represent any official endorsements but are rather some favourites from your fellow graduate students. There are always new shops and restaurants opening up, so keep exploring.
Housing
On campus
There are a few on campus housing options available for graduate students. Please see this website for an overview. Make sure they are open to graduate students! Common choices are Spartan Village, Owen Hall and 1855 Place. Spartan Village is a little older and a little further from main campus than the newer 1855 Place for example. Be aware that due to demand, you may be placed on a waiting list and not get an apartment immediately.
Off-campus
There are many options to live off campus, in apartments or houses, individually or shared with others, depending on budget and location. Some help to get started can be found here. Other common websites to use are Zillow and this Facebook page specific to MSU students. Again, this is just to name a few, you will find more options googling for housing in (East) Lansing. You can also ask around in your department.
Note that MSU offers legal support services to have lease agreements and such checked for you.
Grocery shopping
The big grocery chains in this area are Kroger and Meijer. They both have several stores around East Lansing and Lansing and are reachable by bus in case you don’t have a car.
On the west side of campus is a nice “farmer’s market” type supermarket called Fresh Thyme that is really good.
For organic, nice but a little expensive groceries, check out Whole Foods and Foods for Living.
For Asian and other ethnic foods try out Fresh International Market. Specifically Indian food can be found at Swagath Foods, next to Swagath Indian restaurant (near Fresh Thyme market).
There is an Aldi in Okemos (east of East Lansing), near Meridian Mall that is a great cheap option.
Horrocks on the west side of Lansing is a little far away but definitely worth the drive! Fantastic produce, cheese and beer/ wine section and you can grab a coffee while you’re shopping.
A word on groceries…
Many stores have rewards programs or special days on which you can save money. They can definitely be worth it! Just ask!
Restaurants
I thought about listing restaurants that have become favourites, however, everybody enjoys something different. So instead, I would like to point you to some areas (East) Lansing where there is a variety of dining options. This is by no means a comprehensive overview, so please google for restaurants serving your favourite cuisine!
Just north of campus in downtown East Lansing you can find several of the bigger chain restaurants but also some smaller businesses.
There are a few places near Hanna Plaza on Hagadorn Road just east of campus.
A few are dotted around Frandor Shopping Center just west of campus.
In Lansing, look at restaurants in ReoTown (southern Washington Avenue), in downtown (on Washington Avenue and Michigan Avenue) as well as Old Town (around César E. Chávez Avenue and Center Street).
Breweries
If you like to try new beers, check out the following local breweries:

Lansing Brewing Company
Midtown Brewing Company
Ellison Brewing (great Pizza food truck outside)
EagleMonk Pub and Brewery
Old Nation Brewing (outside of East Lansing, towards Williamston)

Coffee Shops
For local coffee shops, try Blue Owl Coffee and Foster Coffee in downtown East Lansing. Hooked (coffee, books, and wine) and Strange Matter are other local favourites. Find coffee, fantastic pastries and breads at Mitten Raised. For a little French flair, amazing pastries and desserts visit Chapelure east of campus.
Besides those, (East) Lansing is home to many bigger coffee shop chains such as Starbucks and Biggby Coffee with locations on and near campus.
Shopping
There are a few malls close by: Meridian Mall, Eastwood Towne Center and Lansing Mall (a little further away in west Lansing). Outlet malls are further away but can be great for finding bargains, e.g. Tanger Outlets.
(East) Lansing also has several second-hand shops, including Plato’s Closet, 2nd Time Around (both east of campus towards Okemos), St. Vincent and Paul Thrift Store (and more in ReoTown Marketplace) or Metro Retro (in Old Town).
Big “supermarkets” like Meijer, Walmart and Target also have a selection of clothing, as well as selling household products, electronics and even gardening supplies and furniture. Good to get some basics.
There are a few places that sell second-hand furniture (and used bicycles) like the MSU Surplus store and for example Dicker and Deal and many more. Facebook Marketplace and Craigslist can also be helpful for finding cheap second-hand stuff online.
A word on shopping…
There are many different stores, both big department stores that offer lots of different things as well as designated furniture/ gardening/ clothing/ etc. stores around. Too many to list here. They are often NOT located in the downtown areas but on the outskirts of the city. The closest place with a collection of stores is east of MSU campus towards and around Meridian Mall (can be reached by taking bus #1).
Cultural attractions
(East) Lansing has many cultural attractions and activities. Sometimes you just need to look a bit harder than in other places 😊 Many events use Facebook for advertising.
Directly on campus is the Wharton Center for Performing Arts that shows anything from orchestra and opera to musicals and Broadway shows. They have student discounts!
The Broad Art Museum is home to changing art exhibits and can be visited for free! There is also a Starbucks in there and sometimes free Yoga classes are hosted in the lobby.
Another great thing to do on campus is seeing a show at the Abrams Planetarium. They sometimes offer free lunch time Relaxing under the Stars or Rest with Music sessions, in cooperation with Health4You.
Old Town (a district in Lansing) is hosting different types of festivals throughout the year, including Art’s Night Out and Jazz Fest, etc. The same goes for Reo Town that regularly hosts pop-up (and thrift) stores and is home to the cute little Robin Theatre.
For a glimpse at historic Michigan, check out Meridian Historical Village.
A lot of bars have Live Music nights. I usually find out about those by “liking” events on Facebook and then getting suggestions for similar events. Again, you might have to look a little to find events but they do exist!
Nature/ Outdoors Activities
You might be wondering if there are things to do outdoors in “cold” Michigan. Of course! It actually gets pretty hot during the summer. In my experience, Michigan has very short Spring and Fall seasons, a pretty long winter with snow and cold temperatures below freezing, and hot humid summers. There is plenty to explore at any time of year. You might just have to layer up 😊 In the summer, don’t forget your sunscreen (if you’re as pale as me) and mosquito spray!
On Campus:
For a walk in the woods right on MSU’s campus, go to Baker Woodlot/ Rachana Rajendra Neotropical Bird Sanctuary. It’s beautiful any time of year. Beware the muddy pathways though!
Want to explore all sorts of plants and flowers? Check out the Beal Botanical Gardens, Horticultural Gardens and Arboretum.
Need some peace and quiet? Try the MSU Radiology Healing Gardens.
Near campus:
THE nature thing to do in Lansing in my opinion is to walk, run or cycle the Lansing River Trail. Check out the different parks along the way – Crego Park, Potter Park, Hawk Island – and follow its extensions trails further south and west. It’s a beautiful way to cycle from campus to ReoTown or all the way into Old Town for instance. There’s swimming at Crego Park and Hawk Island Park where you can also go tubing (think sliding down a snowy hill in a big rubber donut) in the winter.
Just slightly off the River Trail is Fenner Nature Center, good for a stroll and to learn more about specific vegetation and landscapes.
Missing a trip to the Zoo but don’t want to go all the way to Detroit or Chicago? Lansing has its own Zoo that also does a lot of conservation work! Visit Potter Park Zoo and maybe combine it with a walk down the River Trail.
If you’re into water sports, you can kayak on the Grand River. A rental company right in downtown Lansing is Rivertown Adventures. Though there are many more rental companies around, e.g. it’s very pretty heading towards Grand Ledge. Also make sure to check out the MSU Sailing Center for sailing boat, kayak and paddle board rentals on Lake Lansing (student discounts!).
Further afield:
Try Woldumar Nature Center for trail running and walking.
There is outdoor rock climbing at Grand Ledge.
Michigan has a decent network of hiking trails and even longer distance biking trails (e.g. the Great Lake-to-Lake Trail that crosses Michigan from east to west)
And of course so much more in other parts of Michigan, the further North you go, the more diverse the landscape 😊 Pure Michigan is a good website to use as a starting point. Definitely try to get to the Upper Peninsula while you are here. It is gorgeous up there.
 
Beauty/ Fitness
Besides the opportunities to stay fit on campus (see “Campus Services”), (East) Lansing has a multitude of gyms and fitness options to offer. From general gyms to dedicated Yoga studios, there is something for everybody. I won’t try to list them here. Please google for your most convenient location and check whether they have student specials.
In terms of hair and beauty salons, again, there are many different ones catering to all sorts of needs. Conveniently located and with good prices is Aveda Institute on Grand River Avenue, just across from campus. Be aware that this is a school, hence, students cut hair and provide the services – supervised by experienced staff.
When looking for things like beauty services or massages, it can be worth checking Groupon or other sites that offer special deals in local shops.
 
Other essentials
Postal Services
There are two post offices close to campus, one on Abbot Road and one on Collins Road. You can buy stamps and envelopes also online from USPS (United States Postal Services). Other common carriers include UPS and FedEx, especially when sending larger things. Make sure to compare prices!
A word on the postal service…
The mail is delivered every day. If you are expecting a package but weren’t home when a delivery attempt was made, THEY WILL NOT TRY AGAIN. They will leave a little note for you to know either where to pick up the package or to fill out, place in the outgoing mail box and have them try another time (according to a date you specified).
Phone plans
When choosing a phone plan, make sure you “shop around” for the best offers. The big companies here are AT&T, xfinity, Verizon, and T-mobile. But there are others too.

Location and Map 
All in person sessions on May 10th are taking place at STEM Teaching and Learning Facility [642 Red Cedar Rd, East Lansing, MI 48824]. A map is attached to this email with rooms, presentation times and corresponding topics.  
 
Parking Information 
Parking on-campus will operate as normal. If you have an employee permit, you can park in all designated employee parking spaces. If you do not have an employee permit, you can purchase a virtual daily parking pass for $10 at permits.police.msu.edu or park in pay-by-plate lots and metered spots for $2/hour. If you have any questions regarding parking, contact the MSU Parking Services at (517) 355-2221 or email info@police.msu.edu within their operation hours Mon-Fri 8am-4pm. 
MSU Spot On app can help make parking at pay-by-plate locations easier. Enter your information in the app ahead of time. 
 
Check-In 
The Registration Desk (located at the entrance to the STEM building), will be open from 8:15 AM to 9:00 AM on Wednesday, May 10th. Attendees will find their name tags pre-printed at this station along with your welcome package.  
We invite you to connect with colleagues during our breakfast and coffee hour prior to the Keynote Session at 9 AM. 
Beverages and Meals 

Continental breakfast will be provided by MSU bakers along with coffee and water throughout the allotted time for registration. 
Lunch will be provided by Woody’s Oasis during our mid-day lunch/awards. If you have dietary restrictions and did not indicate them on your registration, please contact teaching@msu.edu as soon as possible.  
A mid-afternoon snack will also be provided between sessions.  

Special Accommodations 
If you have any special accommodations and did not note them when you registered, please email teaching@msu.edu with any arrangements you may require. 
If you cannot attend for any reason, please let us know. Space is limited and we want to allow the opportunity for others to participate in the in-person day if you are unable. 
Photography Statement 
Michigan State University staff may photograph, record, or otherwise document this event. Multimedia content gathered from this event may be published on MSU social media, websites, and other platforms. By participating in this event, you acknowledge and agree that the audio, video, film and/or print images may be edited, duplicated, distributed, reproduced, reformatted, and/or translated into other languages in any manner without payment of fees, in perpetuity. If your likeness is to be used for commercial purposes (paid advertising and print materials), you will be contacted to sign a release prior to use. 

There are three levels of designing for GenAI: restrict, permit, require. 
Restrict [This syllabus statement is useful when you are allowing the use of AI tools for certain purposes, but not for others. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example1:  

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

[insert permitted your course activities here*]


The use of generative AI tools is not permitted in this course for the following activities:

[insert not permitted your course activities here*]


You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.

Example2: Taken, with slight modification, from Temple University’s Center for the Advancement of Teaching  to demonstrate the kinds of permitted/restricted activity an instructor could denote.
The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities: 









Brainstorming and refining your ideas; 
Fine tuning your research questions; 
Finding information on your topic; 
Drafting an outline to organize your thoughts; and 
Checking grammar and style. 









The use of generative AI tools is not permitted in this course for the following activities: 









Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat. 
Completing group work that your group has assigned to you, unless it is mutually agreed within your group and in alignment with course policy that you may utilize the tool. 
Writing a draft of a writing assignment. 
Writing entire sentences, paragraphs or papers to complete class assignments. 









You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge. For example, [Insert citation style for your discipline. See these resources for APA guidance, and for other citation formats.]. Any assignment that is found to have used generative AI tools in unauthorized ways [insert the penalty here*]. When in doubt about permitted usage, please ask for clarification. 
 
Permit [This syllabus statement is useful when you are allowing, and perhaps encouraging, broad use of generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use in your course. The following is an example.] 
Example:
You are welcome to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
Require [This syllabus statement is useful when you have certain assignments that will require that students use generative AI tools. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.] 
Example:
You will be expected to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with]. Our class will make use of the [insert name of tool(s) here*] tool, and you can gain access to it by [insert instructions for accessing tool(s) here*]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic integrity and the Spartan Code of Honor Academic Pledge.
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