This scale was created by Dr. Nicole Arrighi, an Assistant Dean at Tennessee State University's College of Education.
You can download the Arrighi AI-C2 Utilization Spectrum here.
TSU has three different ways that professors can integrate (or not integrate) AI into their syllabi. These three choices are:
1. The use of generative AI is strictly prohibited
Intellectual honesty is vital to an academic community and for fair evaluation of your work. Generative AI including but not limited to ChatGPT is not permitted. Use of such tools in this course, will violate the University Code of Honor Policy and will be treated as plagiarism.
2. Generative AI is permitted under some circumstances or with explicit permission
The use of generative AI, including platforms like ChatGPT, is allowed in specific situations and with explicit permission. However, it must be used responsibly and with appropriate citation. It may be used for assignment with appropriate citation. If you are in doubt as to whether you are using AI models appropriately in this course, you are encouraged to discuss your situation with the instructor of record. Any misuse or improper use of generative AI will be considered a violation of the University Code of Honor Policy and will be treated as plagiarism.
3. Broader use of generative AI is permitted within specified guidelines.
The use of generative AI, such as ChatGPT, is allowed for any assignment with the proper citation in this course. You are responsible for fact checking statements composed by all generative AI models. It is essential to adhere to these guidelines, as any misuse or improper use of generative AI will be regarded as a violation of the University Code of Honor Policy and will be treated as plagiarism.
Depending on what is written in the syllabus, a student may be able to use Artificial Intelligence. If this is the case, they should remember to cite the AI. Instructors will have information on how they would like classes to cite and use the AI. Students should not use AI outside of the parameters set by their instructor unless they ask permission first.
There are times when students and faculty know how to do something, but it is inconvenient to do. For example, a student may need to subtract one group of eight numbers from another group of eight numbers one at a time. Instead, that student can use an AI - they can copy everything into a spreadsheet and ask an AI to subtract the numbers in column A from column B.
Students might also use AI for tasks that are difficult to do for other reasons. Goblin.tools, which is listed under AI resources, can be used to decipher the tone of an email, create a recipe for things a person has in their refrigerator, and state pros and cons to different ideas.
There are quite a few ways to use AI for research. AI search engines (like Perplexity.ai) are great places to start your search for information. It is important for students not to stop their research at these search engines.
Students should always make sure the AI search engine they use is correct. AIs have been known to hallucinate (make things up), so researchers should look at the resources that are cited.
Students and researchers will also most likely see AI tools in our databases that can help with research in the near future. JSTOR is already experimenting with an interactive search feature. Semantic Scholar, which is free to use, is an AI search engine specifically for scholarly research.
P.A.C. It Up, created by Mr. Marcus Horton (an academic technology coach and A.I. Student Fellow at TSU), stands for prompt, assess, and cite. You can find more information about this term here.