Student Guide to AI at Minnesota State

Artificial Intelligence (AI) is becoming a more common part of everyday life and learning. This guide offers helpful considerations to support you in making thoughtful, safe, and responsible choices. It’s meant to give you perspective, not rules, so you can navigate AI in ways that align with your goals and values. 

Quick Start 

Here are a few quick tips to help you get started with AI in your learning - if you choose to use it: 

• Check whether your campus has any guidance about AI, and give it a quick read. 

• Look at what your instructor expects - each class may be different. 

• If you’re unsure, ask early. Helpful questions include: 

• Is AI allowed in this class? 

• When can I use it -brainstorming, drafting, revising, editing? 

• Can AI‑generated text or images be part of my final work? 

• How should I cite or explain any AI use? 

Table of Contents 

Take your learning a step further with these helpful tips and resources designed to support you—whether you use AI or not. 

1. What is AI and Where You Already Use It 

2. What AI Can and Can’t Do 

3. Know Your Course Rules - Every Instructor Is Different 

4. Using AI Ethically 

5. Staying Safe: Protecting Your Data and Privacy 

6. How to Check AI’s Accuracy and Bias 

7. How to Use AI for Learning, Writing, and Studying 

8. Citing AI in Your Work 

9. Equity, Accessibility, and Inclusive Use of AI 

10. Building Long-Term AI Skills for College and Career 

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1. What AI Is and Where You Already Use It 

Why this matters 

AI already shows up in many tools you use for school, work, and everyday life. It can help you write, study, stay organized, or find information more quickly. 

What we mean by AI 

Artificial Intelligence (AI) is the capability of a computer system to perform tasks that typically require human intelligence, like learning, problem solving, and decision making.  

• AI isn’t science fiction, it’s built into apps you probably use every day, like Netflix, Google Maps, TikTok, and Zoom captions. 

• Current AI systems have not equaled human intelligence - yet. 

• Generative AI is a type of AI that creates content based on patterns in a data set, like text, images, audio, computer code, and videos. ChatGPT is a generative AI app. 

• You might already use Generative AI through tools like Microsoft Copilot or Zoom in your classes. 

• AI is software that can learn, guess what you need, sort information, or help solve problems. 

Examples 

• When your phone suggests the next word as you type, that’s AI giving you a quick assist. 

• Automatic captions in Zoom are generated by AI. 

Note: In the rest of this guide, when we say “AI” we mean generative AI. 

2. What AI Can and Can’t Do 

Why this matters 

There’s a lot of talk about AI, and not all of it is accurate. This section gives you the basics so you know what AI is actually good at, and where it falls short. 

What AI can help you with 

• Explaining confusing topics in clearer, simpler language 

• Summarizing readings or creating quick outlines 

• Brainstorming ideas for projects or assignments 

• Finding patterns in text, data, or examples 

• Creating images, sample answers, rough drafts, or practice questions 

What AI cannot do 

• Guarantee accuracy - AI can make things up, like fake sources and incorrect facts. AI is designed to be confident and flattering and likeable. Don’t let this fool you into trusting the output. 

• Understand your lived experience, identity, humor, or cultural context. AI uses complex math to predict a good response to your prompt. It does not understand things.  

• Replace your own thinking, writing, or learning. You have unique human perspectives and skills that AI will never have. Let your brilliance shine through! 

• Feel emotions - it may sound friendly, but AI isn’t a person. Don’t use it for emotional support. 

• Know what your instructor, program, or class specifically expects. AI can’t take in experience like you can. You are the best judge of what is expected. 

Examples 

• AI might confidently cite something like “Journal of Social History, Vol. 43 (2019)” - even if the article doesn’t exist. 

• Input a leading questions to AI like “Isn’t Aruba the best place to go on vacation?” The chatbot invents a fake award for best vacation spots to confirm your preference for Aruba. 

3. Know Your Course Rules - Every Instructor Is Different 

Why this matters 

Each instructor approaches AI a little differently. To stay on the right track, make sure you understand what’s expected in each class. Check the syllabus and ask questions early if anything is unclear. 

Always check with your instructor 

Ask things like: 

• Is AI allowed in this class? 

• When can I use it - brainstorming, drafting, revising, editing? 

• Can AI generated text or images appear in my final work, only in drafts, not at all? 

• How should I cite or explain my AI use? 

If you’re unsure, ask early. Using AI in ways your instructor doesn’t allow can be considered academic dishonesty. If you don’t want to use AI at all, talk with your instructor about other options.  

Common types of AI policies 

• Prohibited: No AI use. All work must be your own. 

• Prescribed: You can use AI only for certain tasks (like brainstorming or outlining). You must explain how you used it. 

• Open: You may use AI freely as long as you are transparent about what the AI created. 

Example 

• In an English class, you might be allowed to use AI to outline your paper but not to write full paragraphs. 

• In a business class, AI might be allowed at every stage of your project. 

4. Using AI Ethically 

Why this matters 

Using AI responsibly helps you learn, protects your academic integrity, and prepares you for your future career. If you choose to use AI, these tips can help you avoid common mistakes. 

What to avoid 

• Turning in AI generated work as your own without citing it - that counts as plagiarism. 

• Using AI on assignments, quizzes, or exams when the instructor says no AI. 

• Using AI to create harmful, biased, or inappropriate content. 

• Making deepfakes or using AI to impersonate someone. This is unethical and  it may violate the student code of conduct. Be sure to find your campus’ code of conduct. 

What ethical use looks like 

• You stay the main author of your work. 

• You cite or explain how you used AI. 

• You double‑check AI’s information for accuracy and bias. 

• You only use AI in the ways your instructor allows. 

Examples 

• Using AI to answer a take home quiz when your instructor says “no AI” is academic dishonesty. 

• Using AI to create a fake image of a friend without their permission is unethical. 

5. Staying Safe: Protecting Your Data and Privacy 

Why this matters 

Sharing personal information with AI tools can put you—and others—at risk. You might accidentally share details about yourself, your classmates, or your coursework that can’t be taken back. These tips can help you stay safe and protect your privacy when using AI. 

Your approved AI tools 

If your instructor allows AI, use tools that Minnesota State has approved to protect your data, like: 

• Microsoft Copilot 

• Zoom AI Companion 

Some tools, like read.ai, are not allowed because they can record or store private information without consent. If you need notetaking support as an accommodation, check with your campus Access Services. 

You can also ask Minnesota State Technology Services about other approved AI tools. 

Sign in to Copilot get data protection 

Sign in with your StarID our license to ensure your data stays protected: 

• Your data won't be used to train the AI  

• You do not violate copyright or privacy when you upload others’  work in Copilot for studying 

• Still avoid entering private information into these AI tools. Nothing on the internet can be 100% secure! 

What to know about your data and unapproved AI 

• Companies will use insights from your AI chats to profile and track you.  

• Your AI interactions could be added into the AI model. (This depends on the licensing and terms of service - be sure to read the fine print!) 

• Anything you enter could be generated by that AI in someone else's AI output. 

Do not share private info with unapproved AI 

Do not enter sensitive, private, or copyrighted content into unapproved AI tools. This includes: 

• Grades or course work, class schedules, anything about classmates or coworkers 

• Demographic details, your address, or your phone number 

• Social Security, credit card numbers, passwords, health information 

• Things that other people created (peers, instructors, authors, artists, musicians, etc.) 

• Bottom line, never put anything into an unapproved AI app that you don’t have permission for, or anything that is private or sensitive information. If you don’t want the world to find out, don’t share it.  

Important terms to remember 

Intellectual property is any original work someone creates—like your assignments or your instructor’s course materials—and it belongs to the person who made it, and others shouldn’t copy, upload, or share it without permission. 

Copyright is the automatic legal protection that gives creators control over how their work is copied, shared, or reused. It means the creator (you, your classmates, or your instructors) gets to decide who can copy, share, or reuse that work. 

Examples 

• You cannot upload your instructor’s syllabus, lecture materials, or assignment instructions into ChatGPT without permission - those materials are protected by copyright and intellectual property rules. 

• You cannot upload a classmate’s discussion post to AI without their permission to “generate a reply” - that violates data privacy and it may be academic misconduct. 

• If your instructor says it's ok, you can use AI to create a quick summary of the class syllabus. You sign into Copilot with your StarID so the document isn’t used for training or shared with others outside of your class.  

6. How to Check AI’s Accuracy and Bias 

Why this matters 

AI can sound confident even when it’s wrong. It may also miss important viewpoints or show bias. Since you’re responsible for anything you choose to use from AI, it’s important to double‑check AI‑generated content before relying on it. 

Checklist for AI accuracy 

Before you use anything AI writes or creates, make sure you: 

• Verify facts. Double-check dates, statistics, definitions, and claims using reliable sources, check dates, statistics, definitions, and claims using reliable sources.Check the logic. Watch for contradictions, oversimplified ideas, or answers that don’t quite make sense. 

• Check for bias. AI often relies on Western centric data and may misrepresent groups of people. Ask yourself: Whose perspective is missing? Are there stereotypes? 

• Compare tools. Try the same prompt in another approved-AI tool. Differences can reveal mistakes or gaps. 

• Go the library. Your campus librarians are experts in this kind of stuff. Check with your reference desk for help. 

Examples 

• You ask AI for a summary of economic data. It gives you numbers with no sources. You verify the data using trusted places like the Bureau of Labor Statistics and your library databases. 

• You ask AI to create an image of a “distinguished businessperson.” The AI produces only images of white men. This shows biased training data - who is missing? 

7. How to Use AI for Learning, Writing, and Studying 

Why this matters 

AI can help you learn more deeply when you use it with intention. It can also help you build skills you’ll need in future classes, internships, and careers. These tips show you how to use AI as a study partner - not a shortcut. 

Ways to use AI effectively 

Always consider what you are using AI for, and whether it will boost or limit your learning. Ask yourself these questions: 

• How much do you already know about the topic? Are you able to check if AI is generating correct information? 

• Are you using AI to push your thinking further, or are you using AI to do the hard work of thinking for you? Whoever does the work, does the learning! 

• Will using the AI tool prevent you from mastering the skills you need? Ask yourself, if I didn’t have AI, could I do this by myself? 

If you are allowed to use AI in your class and you choose to use AI, here are some ways to use AI for learning. 

Brainstorming 

• Generate ideas and examples. 

• Ask for multiple versions of an idea or concept. 

Understanding 

• Ask AI to explain tough concepts using examples. 

• Have it summarize difficult readings, but still read the original. 

• Generate practice questions or sample problems. 

Planning 

• Request project timelines or a study schedule. 

• Ask AI to break large tasks into smaller steps. 

Revising 

• Get feedback on clarity, organization, or tone. 

• Use AI to spot confusing sections - not to write full drafts for you. 

Example prompts 

• “Generate 10 practice quiz questions from Chapter 4 of my textbook about the nervous system. Do not provide the answers or prompt me to ask for the answers. Let me do the work myself.” 

• “Explain supply and demand using an analogy a first-year student would understand and give one real-world example.” 

• “Create 5 prompts I can use with AI to help me study for my Spanish 201 class. Make sure the prompts follow evidence-based study strategies. Refer to these uploaded lecture notes from my class” [Upload the notes document only with approved AI tools and instructor permission] 

8. Citing AI in Your Work 

Why this matters 

Being open about how you use AI is part of academic integrity. It also shows professionalism - a skill you’ll need in future jobs. Citing AI is just like citing any other source: it shows where your ideas and support came from. 

Key points for citing AI 

When you cite AI, always include: 

• The tool you used. Example: ChatGPT, Copilot. 

• The purpose. What you used it for: brainstorming, summarizing, outlining, etc. 

• The extent. How much the AI contributed - a sentence, an outline, a list of ideas? 

• Your human oversight. How you checked, edited, or revised what the AI gave you. 

Different classes may require APA, MLA, or Chicago style. Follow the format your instructor asks for. The library is a great place to get help with this.  

Example citation (APA) and disclosure 

OpenAI. (2025). ChatGPT (Version 5.0). Prompt: “Help brainstorm three paper topics about renewable energy.” 

During the preparation of this work, the author(s) used ChatGPT and GROK to enhance clarity, coherence, and academic tone of the paper. After using these tools, the author(s) reviewed and edited the content as needed and take(s) full responsibility for the content of the publication. 

9. Equity, Accessibility, and Inclusive Use of AI 

Why this matters 

AI doesn’t work the same for everyone. That impacts fairness, access, and how well these tools support different communities. Knowing this helps you use AI more thoughtfully and critically. 

A few things to consider 

• Accent and dialect issues: Some AI tools struggle to understand or accurately transcribe certain accents or dialects. 

• Biased AI detectors: AI detection tools are not reliable. They may incorrectly flag writing from nonnative English speakers. 

• Biased outputs: AI can repeat racial, gender, disability, or cultural biases found in its training data. 

• Accessibility barriers: Some AI tools do not work well with assistive technology, like screen readers. 

• Unequal impacts: Some communities face greater harm from AI’s environmental costs, data collection practices, or global labor conditions. 

Using an equity lens means asking: Who benefits here? Who might be left out? It also means building your critical thinking skills so you can recognize and challenge how systemic biases show up in AI tools. 

Critical questions for equitable AI use 

Use these questions to decide if, when, and how to use AI equitably for your coursework, studying, or creative work. 

• Check for bias in the output. Does the AI rely on stereotypes about race, gender, disability, age, or culture? Who is shown or described - and who is missing? Does the answer assume a Western or U.S. perspective? 

• Look for missing voices or viewpoints. Does the AI ignore certain communities or experiences? Would someone from another culture, identity, or background feel represented? 

• Check accessibility. Will the output work for people using screen readers or other assistive technologies? Could someone with a disability understand or access the materials you created with AI? If you’re generating media (like images or videos), does it include accurate alt text, accurate captions, or meaningful descriptions? 

• Consider harmful impacts. Could this AI-generated content spread misinformation about a group of people? Could it reinforce harmful narratives or misrepresent an identity? Are you sharing or generating content that could place someone at risk? 

• Think about fairness and opportunity. Are you using AI in a way that gives you an unfair advantage over peers who may not have the same access? If the assignment limits AI use, are you following those rules so everyone is graded fairly? 

• Respect privacy and consent. Are you avoiding sharing instructors or classmates’ work, identities, or stories without permission? Are you avoiding uploading someone else's image, voice, or writing into an AI tool? 

• Use critical thinking. Do you question AI’s assumptions instead of accepting them as neutral or “true”? Can you identify where cultural or systemic biases may have shaped the output? 

What to do if you encounter an issue 

• If you aren’t sure about the AI output, your librarians are experts in reviewing content for bias. Check with your campus library for help. 

• Report the inappropriate content by using the thumbs up/thumbs down or other reporting feature in the AI tool. 

• Try prompting the AI differently to generate unbiased output or update the output on your own, so it is accessible and equitable.  

Examples 

• Zoom captions may mis-transcribe speakers with non-Western accents. Always double-check captions for accuracy. 

• If you ask AI to create an image of a “professional nurse” and all the results show women, you can note the bias, question the representation, and choose (or create) more inclusive alternatives. 

• Your work is flagged as AI generated by a detector, but you did all of the work yourself. You share the version history and track changes log of your file with your instructor to begin the conversation.  

10. Building Long-Term AI Skills for College and Career 

Why this matters 

AI is becoming part of many fields—from healthcare and business to education, trades, and public service. Whether or not you choose to use AI tools, understanding how they work can support your learning and help you prepare for a workforce shaped by AI. 

Key workplace skills 

Building AI literacy now sets you up for success in college and your career.  Employers want people who can: 

• Think critically - question information, check for accuracy, and make thoughtful decisions. 

• Use AI tools responsibly - know when AI helps and when it creates risk. 

• Communicate clearly - explain ideas simply and share information people can understand. 

• Solve problems creatively - use AI as a tool, not a shortcut. 

• Understand data - interpret charts, patterns, and basic trends. 

• Use good ethical judgment - respect privacy, avoid bias, and follow professional guidelines. 

Examples 

• Marketing students use AI to generate a logo for a real estate company. They critically evaluate the image, checking if it aligns with the intended audience and context. They check the output for appropriateness. If needed, they continue to prompt to refine the output, or they edit the image themselves. 

• Nursing students might use AI to explore trends in sample patient data - but must still check the information, follow privacy rules, and rely on clinical judgment. 

• Manufacturing students might use AI to review a sample production log or troubleshoot why a CNC machine is producing inconsistent cuts - but must confirm every suggestion, follow safety procedures, and test steps on the actual equipment. 

License for this document: 

Student Guide to AI at Minnesota State © 2026 Minnesota State AI Committee is licensed under Creative Commons Attribution Non-Commercial Share Alike 4.0 International. 

Attribution:  

Much of the content in this guide was adapted from Student Guide to Artificial Intelligence © 2025 Elon University and AAC&U licensed under Creative Commons Attribution Non-Commercial, Share Alike 4.0 International 

Some content in this guide was added or adapted from “Foundations for Discussing Generative AI” © 2026 by Lacey Mamak and Megan Shakow licensed under Creative Commons Attribution 4.0 International. 

Editors: This guide was edited by Elizabeth Harsma, Name, Name, Name, etc. 

AI Use Disclosure:  

• This student guide was generated by Microsoft Copilot grounded in the Minnesota State Generative Artificial Intelligence: A Guidance Document on Policy Intersections, Considerations and Recommendations and Elon University and AAC&U Student Guide to Artificial Intelligence.  

• Microsoft Copilot was also used to edit this guide for accessible plain language use.