Academic Affairs FAQs

There is a 30-minute time limit before the system times out! It is recommended that grades be submitted in batches to ensure all changes are saved. This will not prohibit you from returning to complete grading for the remainder of the class. Clicking "Submit" will reset the timer and allow you to enter additional grades.

You may click "Submit" multiple times.

• Log on to Gibson Online and click the "Faculty" tab
• Your course(s) are listed under the "Course List" for the selected term
• Choose the course to be graded and click on "View" located on the far right
• A new page will open; Select the tab "Final Grades"
• In the Final Grades Column, select a grade from the drop drown menu
• Once grades have been entered, select "Submit"
• The following confirmation message will appear in green: "All records have been submitted successfully"
• For any student that never attended the course, select "Never Attended"
• Do not leave a blank grade - For any student who stopped attending the course for any reason, please enter the last date of academic participation
• Important! If a student has stopped attending the course, the last date of academic participation is the last date of class attendance.
• The Registrar's Office will manually enter a grade of "UW" for an unofficial withdrawal based on this last date of attendance. A UW grade counts in a student's GPA as a failing grade and earns no quality points.

Instructors will receive automated email reminders if grades are not submitted by the deadline. If grades remain outstanding, the matter will be referred to the appropriate Dean's Office.

HELPFUL TIPS

1. If you cannot see the “View” button to the far right, it is likely your screen resolution is set too high. Go to your computer settings and decrease the resolution.
2. If you do not see your course list for a selected term, clear your cache by going to your internet browser history settings. This will require you to reenter your Tulane credentials.

A detailed guide to final grading can be found here.

For assistance with the grading process, please contact the Office of the Registrar at 504.865.5231. We're happy to help!

As a reminder, we have 2=two primary parts of term (POT) for summer.

• PH Extended Session: 6/3/24 – 8/9/24. This POT is for courses with section numbers 70-89
• PH Summer: 6/3/24 – 7/26/24. This POT is for courses with section numbers 01-32 and 90-92

See the attachment for the Course Schedule (downloads an Excel file).

There is no finals week during the summer term.

Here are the dates for Drop/Add, Withdrawals, and Final Grades Due.

Our online program is lightly blended. The emphasis is online learning with some live sessions to provide in-person instruction. For online learning, students access course learning materials, resources, and assignments online through Canvas. During live sessions, students have face-to-face interactions with their instructors and peers.
 
These are the goals for the number of live sessions in a course:

• 8-week courses – minimum of 6 live sessions
• 10-week course – minimum of 7 live sessions
• 15/16-week courses – minimum of 10 live sessions

One of the advantages of an online program is flexibility, allowing students to engage with course content and complete assignments at their own pace, within specified deadlines. Therefore, the policy has been that live sessions are recorded and are not mandatory.  However, there may be times as an instructor when you want to use the live session for a graded course assignment. For example, using a live session for oral presentations or a debate.  To provide this flexibility, we have updated the attendance policy for online courses to allow for some live sessions to be required.
 
If you decide to require some of your live sessions please note:

1. No more than 1/3 of the live sessions scheduled can be required
2. You must specify the required live session dates in the syllabus presented on the first day of the class
3. If a student cannot attend the live session, you must provide an alternative assignment so they can earn the points

Below is the attendance policy for online courses that must be included in your syllabus:

OPTION 1 – with required live sessions

Live sessions in online learning are essential for creating an interactive and effective learning environment. They allow students to interact with instructors and their peers in real-time, which fosters a sense of community and makes the learning experience more dynamic and enriching. Students can ask questions, seek clarification, and participate in discussions, which helps them to understand the material better and to connect with other learners. Live sessions also enable instructors to review challenging concepts and discuss practical applications, which helps students to apply their knowledge to the real world.  

The following live sessions: on X dates/times, are mandatory. During these live, synchronous sessions, we will complete class assignments that are a part of your grade, and attendance at the session is expected. If you are unable to attend the session, please notify your instructor in advance to discuss alternative assignment options. For all other live sessions, attendance will not be graded, however, you are responsible for all the content covered. All live sessions are recorded.

OPTION 2 – without required live sessions

Live sessions in online learning are essential for creating an interactive and effective learning environment. They allow students to interact with instructors and their peers in real-time, which fosters a sense of community and makes the learning experience more dynamic and enriching. Students can ask questions, seek clarification, and participate in discussions, which helps them to understand the material better and to connect with other learners. Live sessions also enable instructors to review challenging concepts and discuss practical applications, which helps students apply their knowledge to the real world.  Attendance at lie sessions will not be graded, however, you are responsible for all the content covered.  All live sessions are recorded.

Faculty must include a clear statement of policy on AI in their syllabus! Tulane University policy states that course instructors should set their own AI policy. There are four basic approaches as detailed below. The examples for each approach were found on this site, where instructors have posted examples of AI policies.

Use Prohibited

Students are not allowed to use AI on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools. Examples:

• Since writing, analytical, and critical thinking skills are part of the learning outcomes of this course, all writing assignments should be prepared by the student. Developing strong skills in these areas will prepare you for a competitive workplace. Therefore, AI-generated submissions are not permitted and will be treated as plagiarism.
• The submission of AI-generated answers constitutes plagiarism, and it is a violation of the student code of conduct.
• Submitting work containing any content generated by artificial intelligence (AI) when not explicitly directed to do so by the instructor will be considered an act of academic dishonesty.
• Use of AI such as paraphrasing software (“spinbots”) or AI writing software (like ChatGPT) is prohibited.

Use only with prior permission

Students may use AI on assignments in this course if instructor permission is obtained in advance. Unless permitted to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools. Examples:

• Refrain from using AI, unless granted permission by your instructor for a particular reason.
• Any other use of generative AI without the express written permission of the instructor is prohibited.
• Unless you receive explicit instructor permission, do not submit materials produced by large language models or “generative AI” in this course.

Use only with acknowledgment

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. 
Examples:

• You are welcome/expected to use generative AI tools (e.g. ChatGPT, Dall-e, etc.) in this class as doing so aligns with the course learning goal [insert the course learning goal use of AI aligns with]. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited.
• Within this course, you are welcome to use generative artificial intelligence (AI) models (ChatGPT, DALL-E, GitHub Copilot, and anything after) with acknowledgment. However, you should note that all large language models have a tendency to make up incorrect facts and fake citations, they may perpetuate biases, and image-generation models can occasionally come up with offensive products. You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or an AI model.
• If you use an AI model, its contribution must be cited and discussed:
  • What was your prompt?
  • Did you revise the AI model’s original output for your submission?
  • Did you ask follow-up questions?
  • What did you learn?
• ChatGPT and other AI generators that use large language models can be powerful tools for researching and writing papers. However, you should be aware of their limitations: 
  • Errors: AI generators make mistakes. Assume the output is incorrect unless you check the claims with reliable sources. 
  • Bias: Output may reflect bias because the data it is trained on may reflect bias or may not include sufficient data from certain groups. 
  • Citation: These tools use existing sources without citation. Therefore using their outputs puts you at risk of plagiarism. 

With these concerns in mind, you are welcome to use AI generators to brainstorm and refine ideas, locate sources (that you subsequently read), draft outlines, check grammar, refine wording, and format bibliographies. Beyond bibliographic references, you are not allowed to copy and paste material generated by AI and use it in your assignments. At the end of your bibliography, add a note indicating which AI tool you used and how you used it, including the prompt(s) you used and the date(s).

Use is freely permitted with no acknowledgement

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course; no special documentation or citation is required. Example:

• No restrictions on use of AI.

You may want to allow the use of AI for some assignments and not for others – this is OK!  Just make sure it is clearly stated in your syllabus which assignments a student can use AI (and how) and which assignments a student cannot use AI.

Considerations

What do you consider to be the line that must not be crossed by your students?

Below are some of the ways in which generative AI tools might be used. Which activities will you permit and not permit?  Be specific in your syllabus for how you will allow students to use AI.

• Brainstorming and refining your ideas
• Fine-tuning your research questions 
• Generating computer code
• Finding information on your topic 
• Drafting an outline to organize your thoughts 
• Checking grammar and style
• Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat
• Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool
• Writing a draft of a writing assignment 
• Writing entire sentences, paragraphs, or papers to complete class assignments

How can you detect AI?

The fast answer to this question is that you can’t detect AI. DO NOT USE THE TURNITIN AI DETECTOR (or any other detector). These detectors just don’t work well, and so many of the programs that we work with are now using AI.  Google translate? Grammarly? Powerpoint? All of these and many more use AI. Trust your gut and see the next section about what to do if you think a student may have used AI.

What should you do if you think a student has used AI in a way that is not in alignment with the policy in your syllabus?

Approach the situation with an open mind and a willingness to discuss the work with the student. Do not start the conversation by accusing them of using AI. Instead, ask them to describe the process they used to complete the assignment. Ask for specifics. Turn the discussion into a learning opportunity and work with the student to identify a resolution. A student who used AI will not be able to coherently answer the first two sets of questions, which allows you to open up the discussion about the use of AI and what should be next steps.

Contact the student, and let them know that you want to talk to them about the assignment they submitted. The questions below give you general guidance of how to start the conversation. 

1. Open with Observation, Not Accusation: “Let’s discuss how you approached this task“
2. Focus on the Learning Process: "Can you tell me more about your process and any resources you used?“ | “I'm interested in hearing about any tools or resources you used to complete this assignment.
3. Clarify the Boundaries and Expectations: "Let's talk about the guidelines for using external resources, including AI, in completing assignments. How do you understand these rules apply to your work?“ | “Do you feel your approach aligned with these principles?"
4. Emphasize Learning and Improvement: "Our goal is to equip you with skills and knowledge you can apply beyond this classroom. How can we work together to ensure you're getting the most out of your education while adhering to academic integrity?"
5. Discuss Next Steps and Support: "Given this situation, let's discuss how we can move forward in a way that supports your learning and upholds the values of our academic community. What are your thoughts?"

It is your decision as the instructor to determine the penalty.  It could be a 0 on the assignment, points deducted, revise and resubmit, or whatever else you feel is appropriate.

How can you incorporate the use of AI in the classroom?

Here are just a couple of ideas on how you can incorporate AI in the classroom.

• AI Use Contract: Students create a plan for using AI within a specific assignment to determine its appropriate use, and when original thought is needed and why.
• First draft: Students generate a draft paper using AI and analyze the AI’s writing, accuracy, bias, and other characteristics.  Ask students to improve the AI’s draft paper.
• Feedback: Students use generative AI to improve their writing by submitting a draft of their paper to ChatGPT and asking for feedback. Students provide analysis of what feedback and suggestions were useful and not useful.  Sample prompt: Provide one paragraph of sentence structure and grammatical feedback and another on the strengths and weaknesses of the argument for the following paper

How can you design assignments to limit AI usage?

You may hate this answer, but it’s worth a try – ask ChatGPT.  Ask ChatGPT to provide assignment examples in your field that would be difficult for it to complete. Include context, specific learning outcomes, and more to get a more specific list of suggestions. Examples:

• Sample prompt: You are a professor for a graduate-level introductory Epidemiology course. You are trying to design assignments that would be difficult for students to answer using ChatGPT. What are some assignment ideas for the concepts of morbidity and mortality?
   
• Answer: Designing assignments that would be difficult for students to answer using ChatGPT requires focusing on critical thinking, application of knowledge, and personal insights. Here are some assignment ideas for the concepts of morbidity and mortality in an introductory Epidemiology course.
   
• Case Studies Analysis: Provide detailed case studies of outbreaks or health events and ask students to analyze the data to calculate morbidity and mortality rates. Students should explain the steps taken, interpret the results, and propose interventions based on their findings.
   
• Local Data Collection Project: Assign students to collect local health data from hospitals, clinics, or public health departments. They would use this data to calculate morbidity and mortality rates for specific conditions within the community and compare them to national or global rates.
   
• Personal Reflection Essay: Have students write a reflective essay on how morbidity and mortality rates of a specific disease have impacted their community or a community they are familiar with, including any personal or observed experiences.
   
• Epidemiological Model Creation: Task students with creating their own basic epidemiological model for predicting morbidity or mortality of a particular condition, considering factors like demographics, risk factors, and prevention strategies.
   
• Policy Recommendation Report: Students could research the morbidity and mortality of a specific condition and then draft a policy recommendation report that addresses strategies to reduce these rates, considering societal, economic, and ethical implications.
   
• Interview Assignment: Have students conduct interviews with public health professionals about the challenges of measuring and responding to morbidity and mortality. They must synthesize the insights from these interviews in a report.
   
• Ethics of Reporting: Assign students to write a paper on the ethical considerations in the reporting of morbidity and mortality data, including the potential for stigmatization, privacy concerns, and the impact on affected populations.
   
• Critique of Epidemiological Studies: Provide students with several epidemiological studies and ask them to critique the methodologies used to measure morbidity and mortality, discuss potential biases, and suggest improvements.
   
• Multimedia Presentation: Students could create a video or slideshow presentation that explains morbidity and mortality concepts and demonstrates how these rates are used to inform public health decisions.
   
• Debate on Morbidity and Mortality Priorities: Organize a debate where students must argue which diseases or conditions should be prioritized based on morbidity and mortality data, requiring them to use evidence to support their positions.

Other suggestions for designing assignments to limit AI usage include:

• Require specific data sources to be used in the assignment
• Ask students to use specific articles, reports, or videos in their responses.
• Provide data sets that students must use in their work.
• Ask students to reference in-class examples and discussions.
• Ask students to connect the topic to a local current event.
• Incorporate Reflective Elements in the Assignment
• Require students to include personal examples from their own lives.
• Peer assessment.
• Make students a part of the assessment process, and allow them to provide constructive feedback on their peers’ work. Peer assessment can encourage students to turn in original work.