UWI AI WIKI - User contributions [en]

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2026-02-13T18:09:19Z

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== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 [[THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS|THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI]] [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 [[THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS|THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI]] [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS]]

== GUIDANCE FOR RESEARCHERS ==
 [[THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI]] [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_SUPPORTING_UNITS_WIKI THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

Main Page

2026-02-13T18:04:45Z

Admin: /* GUIDANCE FOR INSTRUCTORS */

== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 [[THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS|THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI]] [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 [[THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS|THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI]] [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS]]

== GUIDANCE FOR RESEARCHERS ==
 [./Https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI] [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_SUPPORTING_UNITS_WIKI THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

Main Page

2026-02-13T18:00:36Z

Admin: /* GUIDANCE FOR RESEARCHERS */

== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS]]

== GUIDANCE FOR RESEARCHERS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_SUPPORTING_UNITS_WIKI THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI

2026-02-13T17:57:01Z

Admin: Created page with " == '''THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI''' == === GUIDANCE FOR SUPPORTING UNITS === Creating a set of guidelines to accompany the AI policy for a university involves addressing various supporting units to ensure coherent implementation and adherence to the policy across different sectors. The following presents a structured approach with specific guidelines for each unit such as Centre for Teach..."

== '''THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI''' ==

=== GUIDANCE FOR SUPPORTING UNITS ===
Creating a set of guidelines to accompany the AI policy for a university involves addressing various supporting units to ensure coherent implementation and adherence to the policy across different sectors. The following presents a structured approach with specific guidelines for each unit such as Centre for Teaching and Learning, Quality Assurance, Examinations, Data Protection, and the Chief Information Officer (CIO):

==== ''CENTER FOR TEACHING AND LEARNING'' ====
For the Teaching and Learning Units at a university that is implementing AI technologies, creating guidelines is crucial to ensure that the deployment enhances educational outcomes while maintaining ethical standards. The recommendations below are tailored for Teaching and Learning Units:

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Curriculum Development'' =====
|
;*AI-Enhanced Curriculum: Integrate AI tools and methodologies into the curriculum to provide students with relevant skills and knowledge.
#
;*Interdisciplinary Approaches: Encourage the development of interdisciplinary courses that combine AI with traditional fields to foster a comprehensive understanding of AI applications.

|}
{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Pedagogical Strategies'' =====
|
;*Innovative Teaching Methods: Promote the use of AI to innovate teaching methods, such as personalised learning paths, automated feedback, and interactive simulations.
#
;*Faculty Development: Provide continuous professional development opportunities for faculty to learn about and effectively integrate AI into their teaching practices.

|}

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Student Engagement and Support'' =====
|
;*Student-Centric AI Tools: Implement AI tools that enhance student engagement, such as AI tutors, virtual labs, and discussion bots.
#
;*Support Services: Enhance student support services using AI to provide tutoring, career counseling, and mental health support, ensuring accessibility and confidentiality.

|}

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Assessment'' =====
|
;*AI in Evaluation: Utilise AI tools to assist in creating more consistent and objective assessments, while ensuring they are used to supplement, not replace, human judgment.
#
;*Fairness and Bias Mitigation: Regularly review and update AI systems to ensure they are free from biases and that assessments are fair and equitable across diverse student groups.

|}

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Research and Innovation'' =====
|
;*Encourage AI Research: Support research initiatives that explore innovative uses of AI in education, including its impact on teaching and learning outcomes.
#
;*Collaborative Projects: Facilitate collaborations between faculty, students, and external partners to work on AI-based projects, promoting hands-on learning and research.

|}

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Ethics and Compliance'' =====
|
;*Ethical Use of AI: Ensure all uses of AI within teaching and learning adhere to ethical guidelines, focusing on transparency, accountability, and respect for student privacy.
#
;*Regulatory Compliance: Stay informed about and comply with all relevant laws and regulations affecting the use of AI in education.
|}

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Technology Management'' =====
|
;*Infrastructure Readiness: Collaborate with IT departments to ensure the necessary technological infrastructure is in place and capable of supporting AI tools.
#
;*Data Management: Work with Data Protection Officers to ensure that student data used in AI applications is handled securely and in compliance with data protection laws.

|}

{|style="border-style: solid; border-width: 10px 20px 50px 0"
|

===== ''Evaluation and Continuous Improvement'' =====
|
;*Impact Assessment: Regularly evaluate the effectiveness of AI tools in teaching and learning to identify areas for improvement.
#
;*Stakeholder Feedback: Solicit feedback from students and faculty on their experiences with AI in the classroom to refine practices and tools continuously.
|}

== ==

==== ''QUALITY ASSURANCE UNIT (QAU)'' ====
<blockquote style="
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;''AI Integration in Courses and Programmes'': Ensure that any new or revised courses and programs integrating AI technologies meet the university's academic standards.
;''Faculty Training'': Develop and implement training programs to enhance faculty understanding and effective use of AI in teaching and assessment.

;''Student Outcomes'': Monitor and evaluate the impact of AI technologies on student learning outcomes and engagement.
;''Accreditation Standards'': Ensure compliance with relevant accreditation standards concerning AI technologies and methodologies.

;''Privacy Compliance'': Verify that AI tools comply with privacy regulations in handling student data during assessments.
</blockquote>

== ==
==== '''Data Protection Office''' ====

The "Data Protection" section of our AI guidelines highlights the essential task of securing personal and academic data in the context of artificial intelligence usage. This section outlines robust practices and principles designed to manage data ethically, ensure adherence to privacy regulations, and uphold the trust of our university community. By implementing stringent data protection measures, we commit to safeguarding sensitive information, promoting a secure and respectful atmosphere for technological innovation and academic integrity.

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">
;Data Ethics: Develop and enforce guidelines on the ethical collection, use, and storage of data by AI systems.
;Privacy Impact Assessments: Require regular privacy impact assessments for AI projects to identify and mitigate risks related to personal data.
;Data Access Controls: Implement strict access controls and auditing mechanisms to ensure that only authorised personnel have access to sensitive data used or generated by AI.

;Training and Awareness: Provide ongoing training for staff on data protection laws and best practices in the context of AI.
</blockquote>

== ==

==== '''Chief Information Officer (CIO)''' ====
<blockquote style="
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;Technology Infrastructure: Ensure that the university's IT infrastructure can support the deployment and scaling of AI technologies.
;Cybersecurity Framework: Develop a cybersecurity framework to protect AI systems from threats and ensure their resilience.
;AI Procurement and Vetting: Establish a rigorous process for vetting and procuring AI tools and services, ensuring they meet the university's standards for security, effectiveness, and compliance.

;Collaboration and Innovation: Foster a culture of innovation by facilitating collaboration between departments and external partners in AI initiatives.

</blockquote>

== ==

===='''General Guidelines for All Units'''====

<blockquote style="
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;Policy Adherence: All units must adhere to the overarching AI policy of the university, ensuring their operations align with the ethical, legal, and professional standards set out in the policy.
;Interdepartmental Communication: Encourage regular communication and collaboration between departments to ensure cohesive implementation of AI technologies and policies.
;Feedback Mechanisms: Establish mechanisms for feedback from stakeholders (students, faculty, and staff) to continuously improve AI-related practices and policies.

</blockquote>

THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI

2026-02-13T17:53:06Z

Admin: Created page with " == '''THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS.''' == === GUIDANCE FOR RESEARCHERS. === There are at least four (4) categories of UWI researchers that can be defined by the way that they are impacted by Generative AI tools: <blockquote style=" color: black; background-color: #ddf5eb; border: solid thin gray; padding-top: 10px; padding-right: 10px; padding-bottom: 10px; padding-left: 10px; "> # Researche..."

== '''THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS.''' ==

=== GUIDANCE FOR RESEARCHERS. ===

There are at least four (4) categories of UWI researchers that can be defined by the way that they are impacted by Generative AI tools:
<blockquote style="
color: black;
background-color: #ddf5eb;
border: solid thin gray;
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">
# Researchers who develop or train generative AI tools or components of them.
# Researchers who analyse generative AI tools and may create derivative artefacts from them.
# Researchers who use Generative AI tools to help them conduct research effectively, but the topic of that research may be completely unrelated to AI.
# Researchers who do not use Generative AI tools at all.
</blockquote>

Below are guidelines for UWI researchers who fall in one or more of the first three (3).

==== '''''ENHANCED RESEARCH TOOLS'':''' ====
Generative AI tools offer a variety of applications to aid in research tasks such as preparing data for analysis, refining assessment tools, enhancing literature searches, summarising articles, and assessing their relevance to the existing body of literature. These capabilities are beneficial to researchers across the previously outlined categories. It is crucial, however, for researchers to verify the reliability and accuracy of the AI tools they employ. Despite the significant support these tools provide, researchers must remember that they bear ultimate responsibility for the information they publish, irrespective of the level of assistance received from AI technologies.

==== '''''ETHICAL RESEARCH WITH AI:''''' ====
The following '''Table 1''' provides recommendations for each category of researcher who chooses to engage with Generative AI tools (the first 3 categories) how to do so ethically along certain dimensions:

{| class="wikitable" style="margin:auto"
|+ '''Table 1'''
|-
! !!Researchers who develop or train generative AI tools or components of them should: !! Researchers who analyse generative AI tools and may create derivative artefacts from them should: !! Researchers who use Generative AI tools to help them conduct research effectively, but the topic of that research may be completely unrelated to AI should:
|-
|
===== ''Data Privacy'' =====
||Ensure that any private data they have used in training or development cannot be reconstructed from only the model by its users || Be equally cautious with any private data that they may handle as part of their research. Furthermore, if their artefact may collect information from their users, the privacy of which cannot be guaranteed, this should be made very clear to those users || Ensure that any private data that may need to be fed to such tools are guaranteed by their creators to protect such privacy, otherwise the data should be anonymized before being submitted to those tools.
|-
|'
===== ''Data Ownership'' =====
||Ensure that their use of data for training, testing or evaluation of the AI model is both legal and ethical. Specifically, this means that such data either: is in the public domain, has been given explicit permission for such use by its creators/owners, or is used in accordance with Fair Use under Copyright Law || Give guidance to its users on the ownership of the data that their tools output to the user (e.g. many art-generating AI tools give copyright of the created works to the user) || Ensure that the data outputs of those tools are not encumbered in ways that may interfere with their research objectives
|-
|
===== ''Bias'' =====
||Strive to reduce bias in the data used in training, testing and evaluation of their tools || Be mindful of any known biases in those models and take them into account when presenting the capabilities and limitations of their artefacts || Be mindful of how any existing biases in those tools might interact with their research findings, and take steps to mitigate those effects. For example, when prompting the AI to recommend a selection among alternatives, to also provide the basis on which that choice should be made.
|-
|
===== ''Transparency'' =====
||Declare how the data used for training, testing and evaluation was obtained and curated, or at least be prepared to do so if requested. || Be able to disclose the role that those AI tools play within their artefact and to characterise the extent to which limitations of those AI tools impact their artefact ||Document the role that such tools have played in their research process and make appropriate declarations according to the guidelines of their publishing outlets.

Keep in mind that the work they publish adequately attributes ideas that they did not originate to their sources.

|}

Main Page

2026-02-13T17:51:17Z

Admin: /* GUIDANCE FOR STUDENTS */

== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS]]

== GUIDANCE FOR RESEARCHERS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE%20UNIVERSITY%20OF%20THE%20WEST%20INDIES(UWI)%20ARTIFICIAL%20INTELLGENCE(AI)%20POLICY%20GUIDANCE%20FOR%20SUPPORTING%20UNITS%20WIKI. THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS

2026-02-13T17:50:17Z

Admin: Created page with "== '''GUIDANCE FOR STUDENTS''' == === ''4.1 Use Generative AI Responsibly'' === ==== ''4.1.1 Academic Integrity and the Use of Generative AI at The UWI'' ==== Academic integrity is foundational to learning and understanding material in college, with a core principle being the completion of your own work. As writing and research are central activities, the tools used in these processes, including generative AI technologies, must be employed responsibly. : ===== ''Consu..."

== '''GUIDANCE FOR STUDENTS''' ==
=== ''4.1 Use Generative AI Responsibly'' ===
==== ''4.1.1 Academic Integrity and the Use of Generative AI at The UWI'' ====

Academic integrity is foundational to learning and understanding material in college, with a core principle being the completion of your own work. As writing and research are central activities, the tools used in these processes, including generative AI technologies, must be employed responsibly.

:
===== ''Consulting with Instructors:'' =====


It is crucial to discuss with your instructors what constitutes responsible use of generative AI in your specific discipline and their courses. This ensures that you adhere to accepted academic standards and guidelines.

===== ''Citing Generative AI:'' =====
If you utilise a generative AI tool like ChatGPT in your academic work, proper citation is necessary. Referencing styles such as Chicago, APA and MLA provide guidelines for citing AI-generated content. When citing, clearly state the extent and manner in which the AI was used, for example, specifying the percentage of content generated by AI.

===== ''Accuracy and Ethical Use:'' =====
Generative AI tools can sometimes create fictitious sources, so it is vital to verify the accuracy of any citations it provides. This underscores the importance of not misleading readers and maintaining ethical standards in your work.

===== ''Responsibility:'' =====
Students should strictly follow the guidelines set by their instructors regarding AI use, document all AI contributions, and take full responsibility for the accuracy and integrity of their work.

By adhering to these practices, students can effectively integrate generative AI tools into their academic pursuits without compromising the principles of academic integrity.

=== ''4.2 Consider Diversity and Privacy'' ===
To ensure an equitable and safe application of this new technology, students should recognise the limitations associated with newly developing technologies.

Understand training data used to create generative AI models may be inherently biased. Students should be aware of this and think critically about results. As we move forward, we should encourage the use of diverse and unbiased data sets used in training models.


Be cautious of entering personal information. Discuss privacy implications.

Protect data and do not enter proprietary information.

=== ''4.3'' ===

=== ''4.4 Think Critically About Generative AI'' ===
The output of generative AI models is not always accurate. It may be misleading, inaccurate, biased, and may even be made up. Use critical thinking skills and question the source and quality of training data used in the generative AI model. Carefully evaluate the results (and citations), fact check, determine accuracy/usefulness of output, and engage in class discussions to identify and address biases or inaccuracies.

Main Page

2026-02-13T17:46:09Z

Admin: /* GUIDANCE FOR INSTRUCTORS */

== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI [[https://uwi.edu/ai-wiki/index.php?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI [[https://uwi.edu/ai-wiki/index.php/(ArticleTHE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS_WIKI_title)]]

== GUIDANCE FOR RESEARCHERS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE%20UNIVERSITY%20OF%20THE%20WEST%20INDIES(UWI)%20ARTIFICIAL%20INTELLGENCE(AI)%20POLICY%20GUIDANCE%20FOR%20SUPPORTING%20UNITS%20WIKI. THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

Main Page

2026-02-13T17:44:58Z

Admin: /* GUIDANCE FOR INSTRUCTORS */

== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI [[https://uwi.edu/ai-wiki/index.php/?title=THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI [[https://uwi.edu/ai-wiki/index.php/(ArticleTHE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS_WIKI_title)]]

== GUIDANCE FOR RESEARCHERS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE%20UNIVERSITY%20OF%20THE%20WEST%20INDIES(UWI)%20ARTIFICIAL%20INTELLGENCE(AI)%20POLICY%20GUIDANCE%20FOR%20SUPPORTING%20UNITS%20WIKI. THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS

2026-02-13T17:40:23Z

Admin: Created page with "== '''GUIDANCE FOR INSTRUCTORS''' == <blockquote style=" color: black; border: solid thin gray; padding-top: 10px; padding-right: 10px; padding-bottom: 10px; padding-left: 10px; "> '''''Disclaimer:''''' The field of generative AI and opinions about how to react to these tools in academia are evolving rapidly. As an organisation, The UWI is working to keep up to date with this issue in order to provide robust and timely advice for faculty. '''''Note:''''' Given t..."

== '''GUIDANCE FOR INSTRUCTORS''' ==
<blockquote style="
color: black;
border: solid thin gray;
padding-top: 10px;
padding-right: 10px;
padding-bottom: 10px;
padding-left: 10px;
">
'''''Disclaimer:''''' The field of generative AI and opinions about how to react to these tools in academia are evolving rapidly. As an organisation, The UWI is working to keep up to date with this issue in order to provide robust and timely advice for faculty.

'''''Note:''''' Given the rapidly evolving nature of GenAI technologies and largely opinion-based and low-level evidence on emerging practices for use in higher education, this resource represents the status quo at the time of writing (***). As changes to policies and technology develop, and evidence for best practice emerges, practice recommendations outlined here are likely to continue to change and develop.
</blockquote>

=== ''Defining Acceptable AI Use'' ===

===== ''The UWI recommends the following guidelines in the use of Generative AI in teaching and research.'' =====

:The increased availability and use of generative AI has raised a number of questions its use in Teaching and learning. Irrespective of your view, we encourage faculty to be critically creative in the use of Generative AI within the constraints of university standards. As a lecturer, you have the discretion to determine the degree to which Generative AI may be used in the context of your class. Be mindful though, that your students will be operating in a world where everyone around them will likely be using (or be expected to use) Generative AI tools in their everyday work environment, and your course will play a part in preparing them. Pay attention to your specific learning outcomes and how they may interact with the availability and scope of Generative AI tools. Consider whether the proficiency of such tools should be an important part of achieving those learning outcomes.

==== ''Define Acceptable Use'' ====

===== ''In each course, at least three possible approaches seem plausible in terms of student use of these tools:'' =====

;1. Maximally Restrictive Use Policy
;2. Encouraging Use Policy
;3. Mixed Use Policy

Whatever decision you make, it is essential to clearly articulate your stance on Generative AI. There should be an acceptable use policy governing each assessment exercise. This could be done with a single statement for the course if all assessments are governed by the same acceptable use policy. Ensure that this policy is explicitly communicated in your syllabus, on the Learning Management System, and during the introduction of assessments. Clear guidelines on permissible uses and citing requirements should be established. We encourage all faculty to clearly communicate their stance on the use of Generative AI in course syllabi and guide regarding use and misuse of Generative AI. You may also provide clear expectations and guidelines on how students use Generative AI in their learning and response to course requirements, especially in assignments. Additionally, clear guidelines on permissible uses and citing requirements should be established. Having a policy helps to ensure your expectations on the use of Generative AI are clear to students.

==== ''Explore the Continuum of Policies'' ====

Each approach is discussed below with some thoughts and considerations; possible syllabus language for each approach is included in a separate section below. Regardless of the approach selected, faculty should explicitly discuss with students the approach and its underlying rationale. Faculty should remind students that the work they present should be their own and therefore discourage students from presenting Generative AI output as their own work.

Below are sample statements that may serve as a reference:

'''''a. Maximally Restrictive Use Policy:'''''

<blockquote style="
color: black;
border: solid thin gray;
padding-top: 10px;
padding-right: 10px;
padding-bottom: 10px;
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"In this course, the use of AI or intelligent assistants, including but not limited to chatbots, virtual teaching assistants, and automated essay graders, is strictly prohibited. All assignments, exams, and coursework must be completed by the students themselves without any assistance from AI or automated tools. Any violation of this policy will result in academic consequences, including possible failure of the course and academic integrity violations."
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'''''b. Encouraging Use Policy:'''''

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"In this course, the appropriate and ethical use of AI or intelligent assistants is encouraged as a supplementary learning tool. Students are welcome to use AI-powered resources to enhance their understanding of course material, seek clarification on concepts, and receive additional practice. However, it is essential to maintain transparency and ensure that all AI-generated work is clearly identified as such. The primary responsibility for learning and completing assignments rests with the students themselves."

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"Students are encouraged to explore the use of generative artificial intelligence (AI) tools, such as ChatGPT, for all assignments and assessments. Any such use must be appropriately acknowledged and cited, following the guidelines established by the relevant Style Guide, including the specific version of the tool used. Submitted work should include the exact prompt used to generate the content as well as the AI’s full response in an Appendix. Because AI generated content is not necessarily accurate or appropriate, it is each student’s responsibility to assess the validity and applicability of any generative AI output that is submitted. You may not earn full credit if inaccurate, invalid, or inappropriate information is found in your work. Deviations from these guidelines will be considered violations of The UWI’s academic integrity policy as well as expectations for “plagiarism, cheating, and acceptable assistance” on student work may vary across your courses and instructors. Please email me if you have questions regarding what is permissible and not for a particular course or assignment.
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'''''c. Mixed Use Policy:'''''
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This mixed-use policy aims to strike a balance between leveraging technology for learning and ensuring the integrity of assessments. Any violation of these guidelines will be subject to appropriate academic penalties. This course adopts a mixed-use policy regarding AI and intelligent assistants. While students are allowed to use AI-powered resources for certain tasks, there are specific guidelines to follow:

Research and Conceptual Understanding: Students are encouraged to use AI for research, data analysis, and concept clarification. AI can assist in finding relevant sources and providing additional insights into the course material.

Collaborative Work: Collaboration with peers and AI assistance is permitted, but individual understanding and contributions must be evident in group assignments. Proper citation and acknowledgment of AI tools used are required.

Assessments and Exams: During assessments and exams, the use of AI or intelligent assistants is prohibited. All work submitted in these contexts must be the product of individual effort, and any violation will result in academic consequences.

Transparency: When using AI, students must be transparent about its use. For assignments and projects, students should indicate if AI tools were employed and acknowledge their role in the work.

This mixed-use policy aims to strike a balance between leveraging technology for learning and ensuring the integrity of assessments. Any violation of these guidelines will be subject to appropriate academic penalties. This course adopts a mixed-use policy regarding AI and intelligent assistants. While students are allowed to use AI-powered resources for certain tasks, there are specific guidelines to follow:

Research and Conceptual Understanding: Students are encouraged to use AI for research, data analysis, and concept clarification. AI can assist in finding relevant sources and providing additional insights into the course material.

Collaborative Work: Collaboration with peers and AI assistance is permitted, but individual understanding and contributions must be evident in group assignments. Proper citation and acknowledgment of AI tools used are required.

Assessments and Exams: During assessments and exams, the use of AI or intelligent assistants is prohibited. All work submitted in these contexts must be the product of individual effort, and any violation will result in academic consequences.

Transparency: When using AI, students must be transparent about its use. For assignments and projects, students should indicate if AI tools were employed and acknowledge their role in the work.
</blockquote>

Please adapt these policy statements to fit your specific course and the university's guidelines. The choice of policy should align with your educational goals and the nature of the course content. By including such statements, you provide clarity and guidance to students regarding your expectations and policies regarding Generative AI usage in your course.

'''Specifically, it is recommended that faculty also consider the following when using Generative AI to support their teaching and learning processes.'''

Maintaining Academic Rigor: The introduction of Generative AI tools should not compromise academic standards. Adherence to The UWI’s Academic Policies, Procedures, Regulations, and Guidelines is essential. Students must properly acknowledge their sources and follow course/programme requirements. Regular evaluations are crucial to uphold quality.

;'''''Enhancing Course Design and Development:'''''
:*Redesigning course guides or curricula using carefully engineered prompts for Generative AI assistance. This includes developing program outcomes and elements for lesson plans.
:*Utilising Generative AI in assessment design.
:*Creating Generative AI-driven student activities, effectively functioning as a Generative AI tutor.
:*Designing rubrics or mark schemes by providing relevant and accurate information as prompts.
:*Generating new assessment formats like simulations, scenarios, case studies, or role-playing exercises to enhance engagement and authenticity.

;'''''Virtual Critical Teaching Assistant:'''''
:*Utilising Generative AI, such as ChatGPT, to assume the role of a critical evaluator of assessments. For instance, re-evaluating existing assessments and providing feedback on question clarity, accuracy, and difficulty. Additionally, identifying potential biases in the assessment.

;'''''Assistant Grader:'''''
:*Employing Large Language Models (LLMs) (like ChatGPT) to assess student submissions. Calibration and spot checks on outputs are essential to maintain consistent evaluation standards across multiple submissions.

[https://en.wikipedia.org/wiki/Large_language_model LLMs] offer an excellent opportunity to enhance our efficiency as educators; however, they cannot replace the critical thinking that a human brings to the process. As you integrate these tools into your teaching practices, ensure you retain control over your teaching objectives, learning exercises, and assessments.

==== ''Citing Generative AI'' ====
If you allow AI, point students to proper citation rules. Students should understand how to cite or give credit to AI content generators. They can list [https://en.wikipedia.org/wiki/ChatGPT ChatGPT] as a reference work or quote it within their work. [https://style.mla.org/citing-generative-ai/ MLA], [https://libguides.jibc.ca/apa/artificial-intelligence APA], and other style guides have developed specific guidelines. Instructors can also ask students to retain original conversations and prompts and append them to writing assignments.

:*How to cite generative AI output [https://guides.library.unr.edu/mlacitation/generativeai (MLA)]
:*[[How to cite generative AI output (APA)]]
:*[http://How%20to%20cite%20generative%20AI%20output How to cite generative AI output] (Chicago)

''
===== ''How can I know/detect if students are using AI (e.g. what detection tools are available)?'' =====
''

The University of the West Indies advises caution in using AI detection tools, such as those offered by companies like [http://Turnitin Turnitin], to determine if student work has been aided by or created with AI. These tools have not yet proven accurate and may yield false positives, false negatives, or inconclusive results. Although these tools can estimate the likelihood of AI-generated content in submissions, instructors are advised to consider more than just these estimates when assessing potential breaches of academic integrity.

Until (and after) robust and stable AI detection tools are available, we recommend that you consider the variety of instructional design and teaching strategies provided in this resource. You might first want to consider if AI output will pose a problem for your teaching and learning context.
[http://additionresources]

=== ''Rethink your assessments and course activities'' ===

Faculty can utilise Generative AI tools like ChatGPT to enhance assessments by refining prompts for originality and generating more challenging questions. It is important to note that students utilising Generative AI without proper attribution or claiming AI-generated work as their own would violate the assessment policy.

To promote critical thinking, assignments should encourage analysis and application, leveraging Generative AI's strength in summarisation. Integration of class discussions and personal experiences into responses enhances engagement. For effective close reading, focus on specific text excerpts. Encourage thought processes and reflections through annotations and digital tool use. Additional strategies encompass leveraging social annotation tools, fostering creativity with diverse assignments, and integrating oral tasks. Implement structured drafting, teach AI navigation skills, and experiment with ChatGPT prompts for deeper analysis. Collaborative AI assessment exploration can follow text engagement.

Additional resources can be accessed in the "Additional Resources" section at the end of the guide.

===== ''Adapting Assessments in Light of the Emergence of Generative AI Tools'' =====

As generative AI tools become increasingly integrated into academic environments, it's crucial for faculty to adapt their assessment strategies to ensure they remain effective and maintain academic integrity. Here are some guidelines for faculty who are considering adapting their assessments in response to the emergence of these AI tools:

;Understand AI Capabilities

:*Stay Informed: Regularly update your knowledge on the advancements in AI technology, particularly those capable of generating content or solving problems.

:*Educational Workshops: Engage in or facilitate workshops that focus on the application of AI in academic settings, addressing both the potential benefits and the challenges.

;Revise Assessment Design

:*Promote Critical Thinking: Craft questions and tasks that demand critical thinking, analysis, and synthesis, which are less likely to be effectively automated by AI.

:*Application-Based Tasks: Shift focus from rote memorisation to the application of knowledge in real-world or novel scenarios, which are more challenging for AI tools.

;Use AI as a Teaching Tool

:*Integration into Learning: Integrate AI tools into the learning process as aids to demonstrate both their potential and limitations.

:*Ethical Usage: Educate students on the ethical use of AI, including discussions around academic integrity and the appropriate application of AI in their work.

;Modify Exam Protocols

:*Open-Book Exams: Consider open-book exams that emphasize knowledge application over simple recall, reducing the effectiveness of generative AI tools.

:*Oral Exams or Presentations: Employ oral exams or presentations to evaluate students' understanding and their ability to express their knowledge and reasoning.

;Implement Diverse Assessment Methods

:*Portfolio Assessment: Utilise portfolio assessments that compile work overtime, providing a comprehensive assessment of a student’s capabilities.

:*Peer Collaboration: Encourage group projects with peer evaluation components to promote collaboration and shared accountability.

;Regularly Update Assessment Materials

:*Regular Revisions: Update questions and exam materials frequently to avoid predictability that could be exploited by AI tools.

:*Dynamic Content: Create dynamic assessment tasks that adjust based on responses, challenging pre-programmed AI tools.

;Monitor and Evaluate

:*Use Detection Tools: Apply advanced plagiarism and AI detection tools to ensure the originality of submissions.

:*Continuous Evaluation: Constantly assess the effectiveness of your assessment strategies and make necessary adjustments.

;Follow Established University Guidelines

:*Adherence to Policies: Follow the university’s established guidelines and policies that guide the revision of assessments.

:*These provide a framework for ensuring that changes align with institutional standards and legal requirements.

:*Consultation: Engage with relevant university bodies or committees when planning significant changes to assessment strategies.

;Foster a Dialogue

:*Student Engagement: Openly discuss the implications of AI on learning and assessments with students, promoting a culture of honesty and integrity.

:*Feedback Mechanisms: Implement feedback mechanisms to continuously improve the fairness and effectiveness of assessments.

===== ''By adhering to these guidelines, faculty can effectively navigate the integration of AI tools into their teaching and assessment methods, ensuring that these technologies enhance rather than compromise the educational process.'' =====

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== '''THE UNIVERSITY OF THE WEST INDIES([https://uwi.edu/ UWI]) ARTIFICIAL INTELLIGENCE(AI) POLICY GUIDLINES.''' ==

=== GENERAL INFORMATION ===

==== ''DEFINITION OF GENERATIVE AI'' ====
Generative Artificial Intelligence[<nowiki/>[[wikipedia:Generative|artificial intelligence|Generative AI]]] refers to Artificial Intelligence [[wikipedia:Artificial_intelligence|(AI)]] tools that can create new content, such as text, images, music and other media, from prompts provided in a natural language, e.g., English. These tools are typically trained on large datasets, but their outputs are synthesised (not merely retrieved) and are, therefore, novel.

Generative AI tools respond to prompts normally given to humans, and apart from the creative works already mentioned, some are also capable of writing formal documents for businesses and professionals, generating functional code, suggesting plausible ideas for further exploration, analysing datasets, and extracting summaries and interesting patterns. As AI tools become more widespread, they will force significant changes to work-life and function, including the loss of certain types of work while creating others. The current generation of Generative AI tools are prone to making factual errors, known as hallucinations, and asserting them without indication of any uncertainty. They may also replicate the biases in the data on which they have been trained, which could give rise to injustice to certain classes of persons when they are applied broadly to society. However, in the hands of a knowledgeable user, Generative AI tools present an opportunity to tremendously boost productivity and inspire human creativity.

Given the disruptive capabilities of Generative AI tools and their wide availability, The UWI recognises an obligation to assess its operations and practices, particularly in teaching, learning, research, and administration. In particular, The UWI must ensure that its programmes remain relevant, its assessments remain valid, its research activities continue to push frontiers, its operations leverage available efficiencies, and ultimately its graduates are fully prepared to participate in a world immersed in AI (Generative and otherwise).

==== ''What is the university’s policy regarding generative A.I.?'' ====
The University of the West Indies (UWI) has issued a position statement on the integration and use of Generative Artificial Intelligence (AI) across its operations, aligning with its core values of Integrity, Excellence, Diversity, Gender Justice, Student-Centredness, and Financial Sustainability. The university acknowledges the significant potential of Generative AI to revolutionize education, research, and administrative functions by enhancing creativity, content creation, and innovation. The position statement serves as a foundational declaration for responsibly harnessing the capabilities of AI in line with UWI's mission and values, ensuring that all stakeholders are equipped to use this technology beneficially.

==== '''Key Points from the Position Statement:''' ====

====== '''Definition and Scope:''' ======

* Generative AI is defined as AI tools capable of creating new content from natural language prompts. These tools are noted for their potential to both create new opportunities and disrupt existing structures by generating novel outputs that could replace certain types of work.

===== '''Responsible Use and Integration:''' =====

* UWI supports the responsible use of Generative AI in teaching, research, and administration, provided it aligns with the university’s strategic goals and core values.

===== '''Educational and Operational Adjustments:''' =====

* The university plans to update teaching methodologies, assessment strategies, and referencing requirements to stay relevant in an AI-integrated world. This includes clear definitions of acceptable use of AI tools by staff and students and transparency in decision-making processes involving AI.

===== '''Research and Ethical Considerations''' =====

* UWI will ensure that research involving AI technology adheres to contemporary standards for Responsible AI, with adjustments to existing ethical policies to address potential biases and privacy issues.

===== '''Equity, Diversity, and Inclusion:''' =====

* AI systems at UWI will be developed and utilized with an emphasis on equity, inclusivity, and non-discrimination, including regular audits to ensure the fairness of these systems.

===== '''Data Privacy and Security:''' =====

* Existing data privacy and security policies will be extended to cover the use of AI systems, ensuring the protection of sensitive information.

===== '''Transparency and Accountability:''' =====

* The UWI commits to transparency in AI usage, especially in significant decision-making processes, and will implement mechanisms to mitigate the potential fallacies of AI tools.

===== '''Commitment to Continuous Update:''' =====

* Recognising the rapid development in the AI field, UWI commits to regularly updating its guidelines on AI usage to reflect best practices and technological advancements.

==== ''Understand the benefits:'' ====

===== ''Exploring the Advantages of AI in Education:'' =====

:* '''''Personalisation:''''' AI enhances the educational experience by customising it to fit the unique needs of each student. Through adaptive learning technologies, it modifies the level of difficulty, suggests appropriate resources, and delivers precise feedback based on the learner's performance.
:* '''''Engagement:''''' Utilising AI-driven tools such as simulations, chatbots, and virtual tutors, education becomes more dynamic and interactive. This not only keeps students engaged but also deepens their understanding and enhances critical thinking skills.
:* '<nowiki/>'''Efficiency:'''' AI streamlines time-consuming tasks such as essay grading and answering routine questions, allowing educators to focus more on in-depth interactions and personalised teaching.
:* '''''Accessibility:''''' AI facilitates inclusivity by enabling features like text-to-speech and closed captioning, making educational content accessible to students with disabilities, thereby supporting a diverse learning environment.

== GUIDANCE FOR INSTRUCTORS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR INSTRUCTORS WIKI [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_INSTRUCTORS]]

== GUIDANCE FOR STUDENTS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR STUDENTS WIKI [[https://uwi.edu/ai-wiki/index.php/(ArticleTHE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_STUDENTS_WIKI_title)]]

== GUIDANCE FOR RESEARCHERS ==
 THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR RESEARCHERS WIKI [[https://uwi.edu/ai-wiki/index.php/THE_UNIVERSITY_OF_THE_WEST_INDIES(UWI)_ARTIFICIAL_INTELLGENCE(AI)_POLICY_GUIDANCE_FOR_RESEARCHERS_WIKI]]

== GUIDANCE FOR SUPPORTING UNITS ==
 [https://uwi.edu/ai-wiki/index.php/THE%20UNIVERSITY%20OF%20THE%20WEST%20INDIES(UWI)%20ARTIFICIAL%20INTELLGENCE(AI)%20POLICY%20GUIDANCE%20FOR%20SUPPORTING%20UNITS%20WIKI. THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDANCE FOR SUPPORTING UNITS WIKI.]

THE UNIVERSITY OF THE WEST INDIES(UWI) ARTIFICIAL INTELLGENCE(AI) POLICY GUIDLINES

2026-02-13T17:08:33Z

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