ISCAP Proceedings: Abstract Presentation
From Uncertainty To Confidence: Lessons From Integrating AI Guardrails Into Computing Courses
Diana Linville
Northwest Missouri State University
Cari Cline
Northwest Missouri State University
Abstract
Artificial intelligence (AI) has become a common tool in both higher education and the workplace, making AI essential for students to develop the knowledge and judgment needed to use AI effectively. Students must understand when AI is appropriate, how to apply AI responsibly, and when independent work is essential for developing foundational knowledge and skills. Within the School of Computer Science and Information Systems, four bachelor's degree programs require three common courses: Professional Development Seminar, Computer Programming I, and Computer Programming II. This provided an opportunity to introduce and reinforce responsible AI practices for both technical and professional readiness. Faculty observed two primary challenges: some students relied on AI in ways that hindered learning or produced incorrect solutions. In contrast, others avoided AI altogether because of uncertainty of how to use it or fearful of academic dishonesty charges.
To address these challenges, we adopted Vera Cubero’s generative AI acceptable use scale developed for the North Carolina Department of Public Instruction (NCDPI, 2024) and based on the original framework developed by Perkins et al. (2023). The scale explicitly states the acceptable levels of AI use, if any, as well as the disclosure requirements necessary to properly cite AI use. The scale was integrated into assignments to provide guardrails for students to understand the level of AI usage allowed. These guardrails are designed to support students' learning, promote academic integrity, and ensure fairness across all students.
This session will explore the importance of integrating AI guardrails into both professional and technical courses. We will address implementation strategies and faculty observations. We will share findings on the impact of incorporating AI guardrails on students' learning experiences in a course. Attendees will gain insight into how AI guidelines can aid students in becoming more confident in AI use while developing the skills needed in professional settings.
Bibliography:
North Carolina Department of Public Instruction. (2024). Generative AI implementation recommendations and considerations for PK–13 public schools. https://go.ncdpi.gov/AI_Guidelines
Perkins, M., Furze, L., Roe, J., & Macvaugh, J. (2023). Navigating the Generative AI era: Introducing the AI assessment scale for ethical GenAI assessment [Supplemental material]. Journal of University Teaching and Learning Practice, 21(06). https://doi.org/10.6084/m9.figshare.24745749.v1