The educational use of AI is an increasingly varied and nuanced landscape. Many faculty members issue blanket bans on AI use, while others may invite specific or limited use in coursework. While such differing views may be productive, they also mean that students must navigate contrasting messages about what constitutes appropriate or inappropriate use of AI, leaving them with questions about how they should (or should not) disclose AI use to instructors. In this session, we’ll consider the potential of openness as a guiding principle for AI use in the classroom, exploring whether clear expectations for disclosure and dialogue can potentially serve both to uphold academic integrity and support student learning and engagement. What could be the benefits of teaching transparency as a practice that applies not only to citing sources, but to the use of new technologies? What new models or frameworks exist that faculty may find useful in thinking about practices of disclosure and transparency? Join us for this teaching table for some dialogue about these and other questions. 

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