Teach with AI

UGA provides students, faculty, and staff with access to institutionally supported AI tools:

• Microsoft Copilot with Commercial Data Protection is an AI-powered assistant, designed to boost productivity by helping with writing, research and organization.
• Gemini with Customer Data Protection is Google’s AI chatbot that supports writing, brainstorming, and summarizing information.
• Gemini Notebook with Customer Data Protection is Google’s research and note-taking tool that lets you upload sources and interact with them using AI.

Use your UGA MyID ([email protected]) account when accessing institutionally supported tools. Access to a supported tool does not authorize the use of sensitive or restricted UGA data. Faculty must follow the UGA Data Classification and Protection Standard and any tool-specific data-handling guidance.

Instructors are required to determine what constitutes acceptable AI use in each course, clearly communicate that policy through the course syllabus, identify any different expectations in the applicable assignment instructions, and discuss acceptable and unacceptable use with students. Whether you allow, limit, or prohibit AI use, clarity helps prevent confusion and supports academic honesty. Students should not use AI on an assignment unless the instructor has explicitly authorized it. When AI is permitted, instructors should also communicate any expectations for disclosure, explanation, and citation. For support designing assignments or course activities that leverage or discourage use of generative AI tools, instructors can reach out to the Center for Teaching and Learning for a 1:1 consultation.

Turnitin’s AI Writing Detection feature may provide one source of information when an instructor reviews student work, but its results should not be treated as definitive evidence of misconduct. For current information about the tool’s availability, submission requirements, limitations, interpretation, and appropriate follow-up, consult the CTL’s guidance on Turnitin and AI writing detection. If, after reviewing the work and relevant context, you believe a violation of A Culture of Honesty may have occurred, following the Office of Academic Integrity reporting process.

UGA encourages thoughtful integration of AI that aligns with your course learning outcomes. Generative AI may be used to support the development and refinement of course materials, as part of student engagement with assignments or projects, and/or to teach course-relevant aspects of AI literacy. Instructors must clearly communicate acceptable and unacceptable uses of AI through the course syllabus and discussion with students. If expectations differ across assignments or assignment categories, those differences must be identified in the applicable assignment instructions. When asking students to use an AI tool, instructors should consider its cost, applicability, accessibility, privacy, and data-security implications. The Center for Teaching and Learning (CTL) offers workshops, teaching resources, and 1:1 consultations to support the thoughtful integration of generative AI tools into classroom instruction at UGA. Explore CTL teaching resources. Additionally, UGA Libraries can assist faculty in designing research and information literacy activities that help students navigate the responsible use of AI. Request library instruction.

The Center for Teaching and Learning (CTL) offers workshops, resources, and 1:1 consultations to support the integration of generative AI tools into classroom instruction at UGA. UGA Libraries also assists faculty in designing research and information literacy activities that help students navigate the responsible use of AI.

View upcoming CTL events and workshops

Explore CTL teaching resources

Request a CTL consultation

Expore Library instruction services and submit a request

AI-resilient assessment design keeps student learning visible and central whether AI is prohibited, permitted, or intentionally incorporated. Catherine Savini recommends a “friction fix” approach: make meaningful engagement easier and inappropriate reliance on AI less effective.

 Strategies include: 

• Scaffold the assignment: break complex work into multiple, low-stakes steps (e.g., brainstorms, outlines, drafts, peer review, reflections). This process-focused design helps make student thinking and development visible. 

• Use course-specific or local context: Ask students to apply concepts to current course materials, campus or community contexts, discipline-specific data, or other situations that require interpretation and judgement.

• Ask students to document their process: Request outlines, notes, revision plans, or version histories. These artifacts foreground the student’s unique process and original thinking. 

• Focus on transfer and metacognition: Ask students to explain their decisions, reflect on whether and how AI was used when permitted, evaluate the quality of any AI outputs, and apply their learning in a new context.

• Incorporate authentic or performative tasks: Design presentations, demonstrations, oral defenses, or real-world products that students must explain, adapt, or defend.

For help revising an assignment, reach out to the Center for Teaching and Learning for a 1:1 consultation. For help with the research and information literacy components of course assignments, reach out to UGA Libraries.

Consider accessibility when selecting an AI tool and designing the activity. Institutionally supported tools may provide stronger contractual, privacy, and account protections than personal versions, but instructors should not assume that every tool or feature will be accessible to every student or appropriate for every type of data. Before requiring a tool that is not already supported by UGA, consult current EITS guidance to determine whether security, accessibility, procurement, licensing, or integration review is required. Consider the tool’s cost, account requirements, accessibility, and privacy implications, and provide an accessible means of completing the learning activity when needed.

UGA policy calls for appropriate transparency and disclosure of AI-generated content. When AI materially contributes to teaching materials or communications, identify the tool and explain how it was used, following applicable unit, disciplinary, and citation conventions. Review and validate all AI-assisted content before sharing it and retain responsibility for the final material.

• Disciplinary and unit norms: Follow any applicable disclosure, attribution, and citation conventions established by your unit or professional discipline.
• Pedagogical intent: When relevant, explain how your use of AI relates to the learning activity or models responsible professional practice.
• Extent and purpose of use: Explain whether AI was used to brainstorm, draft, revise, summarize, create images or other media, or perform another substantive function.
• Review and accountability: Verify the accuracy, appropriateness, accessibility, and attribution of AI-assisted material before sharing it. You remain responsible for the final content.

Responsibility for grading and feedback ultimately rests with the faculty member. No AI tool may serve as the sole basis for assigning a grade or making a summative judgment about student performance. Assessment decisions must be based on the faculty member’s direct engagement with student work, disciplinary expertise, and course objectives.

AI tools may be used to support the development of grading rubrics, assessment criteria, or other high-level grading guidelines, provided that UGA data-protection requirements are followed. All AI-generated outputs must be carefully reviewed, validated, and finalized using the faculty member’s professional judgment, with appropriate disclosure of AI use.

Review Section 6 of the UGA AI Policy (01.07.005) for the complete assessment requirements and prohibited uses.

Yes. Generative AI tools may offer features like text simplification, translation, or personalized practice, However, these tools should complement, not replace, approved accommodations. Instructors should coordinate with the UGA’s Accessibility and Testing (https://accessibility.uga.edu/) to ensure best practices are followed.