Many students are already experimenting with AI tools, and while some uses are helpful, others risk undermining learning by outsourcing the mental work needed to make information stick. The important thing to emphasize is that AI is a great tool to generate text and summarize ideas, but it can’t do the learning for us. Rather than taking a monitoring or enforcement approach, consider inviting students into a conversa tion to distinguish between using AI as a support versus using it as a shortcut. 

Consider these tips: 

• Ask students how they’re using AI and invite them to reflect on whether it helps them understand or just complete work. 

• Share a quick example of when struggling with a concept (even imperfectly) leads to deeper understanding than relying on AI to do the thinking for them. 

Remain clear about your own expectations and policies; every course is different and it’s appropriate for faculty to define AI use in ways that make sense for their goals and discipline. Whether you encourage, discourage, or limit AI use in your courses, a thoughtful policy paired with open dialogue can help keep the focus on learning.