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Building Trust in the Classroom

As educators, we intentionally create spaces for students to build trust. We accomplish this by setting expectations, presenting carefully crafted relevant activities, and offering them choices (Burns, 2022).

When it comes to introducing generative AI (gen AI), we can use the same rationale by encouraging open discussion and promoting trust in the classroom. 

Why Students Want to Discuss Gen AI

The feedback we’ve received is that students at CU Boulder really want to have conversations about gen AI with their instructors. Why?

Many students are as concerned about cheating as instructors. They want to know:

• If they use AI as a study tool, is that cheating?
• If they aren’t using AI but other students in the class are, will those students be flagged as cheating, and how might that affect everyone in the room?

These questions highlight the need for open dialogue to address students’ concerns and build a shared understanding of how gen AI fits into the classroom environment.

Designing for Trust and Academic Integrity

We can start establishing trust by providing students with clear guidelines and designing assignments that promote academic integrity (Artze-Vega et al., 2023).

Students thrive when they have a clear understanding of course goals, objectives, and acceptable uses of technology. By initiating conversations about gen AI, we not only set expectations but also invite students to share their perspectives on this world-changing technology.

Five Questions to Foster Dialogue

In the article , Shelly Jarenski of the University of Michigan-Dearborn outlines five questions she asked her students to respond to in a dialogue about gen AI:

1. How do you perceive AI?
2. What emotions does it evoke in you?
3. How are you using it?
4. What uses do you think of as cheating, and what uses do you not think of as cheating?
5. What ethical concerns do you see with this new technology?

_{Note: Jarenski later asked a deeper set of questions to elicit more authentic responses from her students on the topic of writing specifically. You can view these questions in the linked article.}

Reflect Before You Engage

Before asking these questions of your students, take some time to reflect on them yourself. We suggest setting aside even 15 minutes for intentional reflection:

• Write your answers in a journal.
• Talk about your reflections with a trusted colleague.
• Honestly consider how your own sentiments about gen AI might bias a dialogue with your students.

This reflection not only prepares you to engage with your students but also helps ensure a balanced and open conversation.

Continuing the Conversation

These are just a few starter tips to help get you talking about gen AI with your students. We will continue to develop resources with insights from fellow educators and students on this critical conversation.

If you’ve already breached this topic with your students (or students, with your instructor), what’s worked well? What hasn’t?

For students, if you’re interested in talking with your instructors to clarify expectations and policies around the use of AI, we have a student-developed list of questions to kick off the conversation. These questions are designed to help you better understand how AI can be used responsibly in your coursework and to promote transparency in the classroom.

Examples from Other Institutions:

Other Resources

• AI Tool List from the Office of Information & Technology (OIT): /information-technology/ai-cu-boulder/ai-tools-list

Existing CUB Dialoguing with Students Resources:

• /oiec/media/108

• /oiec/education/educational-resources

References:

• Artze-Vega, I., Darby, F., Dewsbury, B., & Mays Imad. (2023). The Norton Guide to Equity-Minded Teaching. W. W. Norton.

• Burns, A. (2022, January 7). Building Trust with Students—Even Before Class Starts How to Promote Psychological Safety in Your Classroom. Hbsp.harvard.edu. 

• Jarenski, S. (2024, September 5). Conversation as Care: Why Talking to Students �鶹��Ƶ AI is Our Most Essential Task Right Now. The Hub for Teaching and Learning Resources.