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You want your students to follow your expectations & increase GenAI awareness:  (students may or may not use GenAI) 

• Discussion of your policy (ex. ""), use examples from your discipline/higher education about law/professional standards/issues, show limitations of GenAI using research and/or critiquing outputs

You don't want your students to use GenAI but you want them to be critical/aware of GenAI:  Instructor produces output

•  If you'd like to focus students on a critique or specific GenAI output or students are refusing to use GenAI, you may want to provide the output for them and have a conversation about a shared output.  

You want your students to engaged directly with GenAI:

• First, identify what your learning objective is for students and the reason GenAI is being used.  
• Second you'll want to decide how students will engage with GenAI.  You can learn more about these different interactions in the Support Instruction Subpage. 
  • Directly with a LLM (i.e. Claude, Gemini, Copilot).  
  • A system that uses a LLM (i.e. NotebookLM, Quizzizz, MagicschoolAI, Eduaide.ai)
  • A custom bot trained and personalized for a specific use (i.e. Gemini Gems, ChatGPT GPTs or Claude's Projects).  
• Learn with AI:  brainstorm, tutor, explain concepts, practice conversations, receive feedback
• Create with AI:  draft, code, design, data analysis, multimedia creating, prototype
• Critique AI:  fact-check, bias analysis, compare AI vs. human work, improve prompts, edit output

You may want students to develop realistic expectations about what GenAI can do and its limitations.  This can be done comparing expert sources with GenAI output, identifying missing perspectives, recognizing bias, and/or identifying inaccuracies in the output.  

Adding a required evaluation of GenAI output can prompt students to think more deeply.  This could be critiquing GenAI responses generally, identifying strengths and weaknesses, or verifying evidence and citations.  

It is a skill to be able to use GenAI effectively.  Students can engage in writing prompts, comparing prompts with other students and then noticing differences in output depending on the prompts.  They can go through multiple iterations refining their prompts and reflecting on how different prompts change results.  

Just because GenAI is all around them, students may not understand all of the things one should consider before using it.  You can prompts students ask themselves questions prior to use to help them make informed and responsible decisions about GenAI.  

GenAI can be a brainstorming partner, helping students to think about alternative perspectives, generate different approaches to a problem, and overcome writer's block.  

GenAI can help students strengthen communication while maintaining their own voice and ownership of their writing.  GenAI can be used to revise drafts, give suggestions for writing to different audiences, and improve clarity or organization.  

GenAI can be a helpful study partner.  While students need to understand its limitations, students can use GenAI to generate practice problems/questions and explain difficult concepts.  

Unless students are prompted to reflect on their learning, it regularly doesn't happen.  You can ask students to describe how GenAI influenced their thinking/product, identify what they still don't understand, reflect on when GenAI helped or hindered their learning and evaluate whether GenAI made them more efficient/thoughtful or worth use.