AI at Red Rocks
Artificial intelligence is changing how we learn, teach and work. This resource hub helps students, faculty and staff at RRCC understand AI, use it effectively and engage with it responsibly.
Note: Official AI policy language is under development. Content on this site reflects current working frameworks and placeholder guidance. Pages will be updated as formal college policy is finalized.
Four areas to help you navigate AI at RRCC — whether you are new to AI, looking to build practical skills, need guidance on policy and expectations or want to understand how to keep data safe.
AI tools are already part of the academic and professional landscape — in the classroom, in the workplace and in daily life. At Red Rocks, we believe students and faculty deserve clear, honest guidance on how to engage with these tools thoughtfully.
This site is a starting point. As technology evolves and RRCC's official policies are finalized, this resource will grow with it.
Students: learn what AI is, what tools are available, how to use them without crossing academic integrity lines and what your instructors expect.
Faculty: find syllabus language, pedagogical guidance, policy templates and strategies for designing assessments in an AI-enabled environment.
Staff: understand AI tools relevant to your work, navigate institutional expectations around data privacy and responsible use and stay informed as RRCC's policies develop.
Understanding what AI is, how it works, and the vocabulary used to talk about it — in general and in the context of learning and working at RRCC.
Artificial intelligence refers to computer systems designed to perform tasks that typically require human-like reasoning — things like understanding language, recognizing patterns, generating text or images and making decisions based on data. AI is not a single technology; it is a broad field encompassing many different approaches and tools.
The AI tools most commonly encountered in academic settings today — chatbots, writing assistants, image generators, coding helpers — are largely powered by a category of AI called machine learning, and more specifically by large language models (LLMs). Understanding what these are and how they work is an important part of using them well.
A type of AI where systems learn from large amounts of data rather than being explicitly programmed with rules. The more data the system trains on, the better it becomes at recognizing patterns and making predictions.
A type of machine learning model trained on vast amounts of text. LLMs generate responses by predicting what words are most likely to follow based on patterns in their training data — not by "understanding" in the human sense.
AI systems that can produce new content — text, images, audio, code, video — rather than just classifying or analyzing existing content. Most AI tools students and faculty encounter today are generative AI systems.
The input you give an AI system — a question, instruction, or piece of text that tells the AI what you want it to do. The quality of a prompt significantly affects the quality of the output.
Expand any term to learn more. This glossary covers vocabulary you are likely to encounter in conversations about AI at RRCC and beyond.
Hallucination
When an AI model generates information that is fabricated or nonsensical — but presents it confidently as if it were accurate. The term specifically refers to content the model invents, such as made-up citations, non-existent sources or plausible-sounding but false claims. It does not cover cases where a model accurately repeats incorrect information that was present in its training data — that is a separate (and also real) limitation.
This is one of the most important things to understand about AI tools: they do not "know" whether their output is true. Always verify AI-generated claims against credible sources.
Training Data
The large collection of text (or other data) that an AI model learns from during development. LLMs are typically trained on billions of words drawn from the internet, books and other sources. The content and quality of training data directly shapes what the model knows, what biases it may carry and what it tends to produce.
Training data has a cutoff date, which means AI models may not have information about recent events or developments.
Bias in AI
AI systems can reflect and amplify biases present in their training data — including biases related to race, gender, culture, language and socioeconomic status. This can affect the quality and fairness of AI outputs in ways that are not always obvious.
Bias can also be introduced directly by the humans who design, train and fine-tune these models — through decisions about what data to include or exclude, how to define desired outputs and what feedback is used to shape the model's behavior. This means bias in AI is not only a data problem but also a human and institutional one.
Being aware of AI bias is part of using these tools critically and responsibly, especially in academic, research and professional contexts.
Prompt Engineering
The practice of crafting effective inputs (prompts) to get better outputs from an AI system. Good prompts are typically clear, specific and provide relevant context. Prompt engineering has become a recognized skill in both academic and professional settings.
For example, "Summarize this article in three bullet points for a non-specialist audience" is likely to produce a more useful result than "Summarize this."
Generative vs. Analytical AI
Generative AI creates new content — text, images, code, audio — based on a prompt. Examples include ChatGPT, DALL-E, and GitHub Copilot.
Analytical AI analyzes existing data to identify patterns, make predictions, or classify information. Examples include spam filters, recommendation algorithms and medical image analysis tools. Both types are widely used, but most of the current conversation in academic settings focuses on generative AI.
AI vs. Automation
Automation follows fixed rules to complete repetitive tasks — a calculator, a spell checker or a scheduling script. AI, by contrast, involves systems that can adapt, learn and generate outputs that weren't explicitly programmed.
The distinction matters because AI outputs are probabilistic and variable — the same prompt can produce different responses — while automated systems produce consistent, deterministic results.
Intellectual Property & AI
AI-generated content raises unresolved questions about copyright and intellectual property. In most jurisdictions, AI-generated content is not currently eligible for copyright protection because it lacks a human author. The legal landscape is evolving rapidly.
For academic purposes, the more immediate concern is attribution — being transparent about when and how AI contributed to your work.
Understanding AI in general is only part of the picture. How AI intersects with RRCC's mission, values and academic environment matters just as much.
RRCC's values include learning which is directly relevant to AI use. Learning means using AI in ways that genuinely develop your skills rather than bypassing them.
Access to AI tools is unequal — some students have paid subscriptions to advanced tools while others rely on free tiers with more limited capabilities. RRCC is committed to ensuring that AI policy does not create or reinforce existing inequities among students. Policy and guidance on this site will reflect that commitment.
Many of the careers RRCC prepares students for are being shaped by AI — from healthcare and technology to business, the trades and the arts. AI literacy is increasingly a baseline professional skill. At the same time, the skills that AI cannot replicate — critical thinking, ethical reasoning, interpersonal communication, and domain expertise — remain central to what an RRCC education develops.
Build practical AI skills — understand how large language models work, explore the categories of tools available to students and faculty and learn how to use them effectively and critically.
Before using AI tools effectively, it helps to understand what is happening when you type a prompt and receive a response. The video below provides a clear, accessible explanation of how large language models (LLMs) work — the technology behind most AI writing and chat tools you encounter today.
A few key takeaways from how LLMs work that matter for practical use:
Video: How Large Language Models Work. Understanding the basics of how these systems operate helps you use them more effectively and interpret their outputs more critically.
Getting useful outputs from AI tools is a learnable skill. The way you structure your prompts significantly impacts what you get back. Here are the core principles.
Vague prompts produce vague outputs. The more specific you are about what you want — topic, length, format, audience, tone — the more useful the response.
Tell the AI who you are, what you're working on and what you've already done. Relevant context produces more tailored and accurate responses.
Don't expect the first response to be final. Use follow-up prompts to refine, expand, simplify, or redirect. Treat it as a conversation rather than a single transaction.
Always check AI-generated facts, statistics and citations against credible sources before using them. This is non-negotiable in academic work.
AI tools come in many forms. The categories below cover the types most relevant to academic and professional work at RRCC. Listing here is informational — it does not constitute college endorsement. Always check your course policy before using any AI tool on coursework.
Check your syllabus first. Before using any AI tool on an assignment, confirm your instructor's policy. See the Responsibility for full guidance on academic integrity and AI.
LLM-based tools for drafting, brainstorming, summarizing, explaining concepts, answering questions and more. Most widely used category of AI tools in academic settings.
Check grammar, clarity and style. Many now include generative features that may fall under your instructor's AI policy even if framed as a grammar checker. Use with awareness.
Help locate and summarize academic sources. Some integrate with databases; others can generate fabricated citations. Always verify references independently before using them.
Create images from text prompts. Their role in creative and design work is an active conversation — perspectives vary significantly across disciplines, particularly in the visual arts. Check your course policy and consider intellectual property and attribution implications before using AI-generated images in academic work.
Transcribe spoken audio to text, generate captions, or convert text to speech. Widely used for accessibility and note-taking. Accuracy varies by audio quality and the presence of specialized or technical vocabulary (such as medical, legal or discipline-specific terms) that may not be well-represented in the tool's training.
Suggest, complete, explain or debug code. Subject to instructor policy in programming courses — writing your own code is often the core learning objective. Use carefully.
Assist with interpreting data, generating visualizations or writing analysis. Verify all outputs — AI-generated statistical interpretations can be incorrect or misleading.
RRCC's expectations for AI use — a policy framework, syllabus language for instructors, academic integrity guidance for students and the college's developing formal policy.
Policy Under Development: Official AI policy language is being finalized. The Stoplight Framework and syllabus templates below are working placeholders. This page will be updated as formal policy is approved.
While RRCC finalizes official AI policy language, the Stoplight Framework provides a shared vocabulary for AI use expectations across courses. Instructors assign one of three designations to their course or individual assignments. Students should look for this designation in their syllabus.
AI tools may be used freely throughout this course or assignment. Students are encouraged to explore AI as a learning and productivity tool. Instructors may still require documentation or reflection on how AI was used in submitted work.
AI use is permitted under specific conditions defined by the instructor. This may include restrictions on which tools are allowed, which tasks AI may assist with or a requirement to disclose and cite AI-generated content. Always review your syllabus for the instructor's specific conditions.
AI tools are not permitted for this course or assignment. Submitting AI-generated content without explicit permission may be treated as a violation of the Academic Integrity Policy. If you are unsure whether a tool qualifies, ask your instructor before using it.
* This framework is a working placeholder. Official policy language will replace this section when finalized by the college.
The following template language is provided for instructors to copy, adapt and include in their course syllabi. Select the statement that matches your course's Stoplight designation.
Green — Full AI Use Permitted
"Artificial intelligence tools (such as ChatGPT, Copilot, or similar) are permitted in this course. You are encouraged to explore these tools as part of your learning. However, you are responsible for all submitted work. If AI was used in completing an assignment, please note how it was used. Submitting AI-generated content as your own unacknowledged work is still considered a form of academic dishonesty."
Adapt as needed. Consider specifying which tools are permitted and whether a reflection component is required.
Yellow — Conditional AI Use
"AI tools may be used in this course only under specific conditions outlined below. [Instructor: specify conditions, e.g., permitted for brainstorming/outlining but not final drafts; permitted only with citation; permitted only for certain assignment types.] Use outside of these conditions will be treated as a violation of the Academic Integrity Policy."
Fill in bracketed sections with your specific conditions. Be as explicit as possible about what is and is not allowed.
Red — No AI Use
"The use of artificial intelligence writing or generation tools (including but not limited to ChatGPT, Copilot, Gemini, or similar) is not permitted in this course. All submitted work must be your own original work. The use of AI tools on any assignment, quiz or exam will be considered a violation of RRCC's Academic Integrity Policy and may result in a failing grade for the assignment or the course."
Consider also addressing tools students may not recognize as AI, such as grammar checkers with generative features.
RRCC's Academic Integrity Policy applies to the use of AI tools. The questions below address the most common concerns for both students and instructors.
Violations generally include:
When in doubt, refer to your course syllabus or ask your instructor before using any tool.
No. AI detection tools are not reliable — they produce both false positives (flagging human writing as AI) and false negatives (missing AI-generated content). A detection score alone is not proof of a violation and should not be used as the basis for an academic integrity accusation.
If a concern arises, instructors are encouraged to have a direct conversation with the student and ask them to explain their process or demonstrate their understanding.
Document your concern with specific observations — unusual phrasing, inconsistency with previous work, lack of course-specific content — and have a direct conversation with the student. Ask them to walk you through their process or explain key points in the work.
Refer to RRCC's Academic Integrity Policy for formal procedures. Contact your department chair or the Office of Academic Affairs if you need guidance before taking formal action.
When AI use is permitted and disclosure is required, cite it in your paper's citation style. Current guidance by style:
Other formats (IEEE, AMA, etc.) are addressed by the Purdue OWL guide to citing AI-generated content, which is updated as standards evolve. Always check with your instructor for their preferred approach.
The following documents represent the current state of AI-related policy at RRCC. This section will be updated as formal policy language is reviewed and approved.
AI Use in Academic Settings — General Policy: In Development
A college-wide policy governing AI use in coursework, assessment and academic activities. In development by the Office of Academic Affairs with input from faculty governance and student representatives.
Academic Integrity Policy: Current & Active
RRCC's existing Academic Integrity Policy applies to all academic work, including work involving AI tools. Until a dedicated AI policy is finalized, academic integrity concerns involving AI are governed by this policy.
View Academic Integrity Policy (link?)
AI & Data Privacy / FERPA Guidelines: In Development
Guidelines addressing AI use in contexts involving student data and other protected information. Will clarify which tools may be used with institutional data and what approval is required. Contact Information Technology with current questions.
What happens to the information you share with AI tools — and how to protect yourself, your students, and institutional data when using them.
Note: Formal RRCC guidelines on AI and data privacy are under development. This page reflects current best-practice guidance. Contact IT Services before using any AI tool with institutional or student data.
When you type a prompt into an AI tool, you are sending information to a third-party company's servers. Most major AI platforms use that data in ways that are not always transparent — and privacy law has not kept pace with how quickly this technology has developed. The gap between what these tools can collect and what regulations currently require companies to protect is significant.
This applies to everyone at RRCC. Students sharing personal details in a writing prompt, faculty submitting student work for feedback and staff processing institutional data all face real risks if they share information without understanding where it goes and how it may be used.
The Law Is Lagging Behind
Data privacy regulations in the United States — including FERPA, HIPAA and state-level laws — were written before today's AI tools existed. Existing law provides some protections, but there are significant gray areas around AI data collection, model training and data retention that are not yet clearly resolved. Treat your data conservatively until clearer guidance exists.
The details vary by platform and subscription type, but here is a general picture of what can happen when you use a commercial AI tool:
It depends on the tool and your account type. Free tiers of many major AI platforms — including some versions of ChatGPT, Google Gemini and others — have historically used conversation data to improve their models by default. This means your prompts and the AI's responses could become part of future training data.
Paid subscriptions often include stronger data protections, sometimes guaranteeing that your data will not be used for training. However, you are taking the company at its word — and several major AI companies are currently facing legal challenges related to how they sourced and used data for training. Review the privacy policy and terms of service for any tool you use regularly.
Potentially, yes. LLMs are increasingly capable of inferring personal characteristics — location, profession, education level, first language, age — from writing style and content alone, even when no identifying information is directly provided. This process, sometimes called deanonymization, means that the content of your prompts can itself be identifying, independent of any account information.
Additionally, your IP address, device fingerprint and browser characteristics are typically collected even on sessions where you are not logged in. True anonymity on major commercial AI platforms is difficult to achieve.
Some tools — such as DuckDuckGo's duck.ai — route your prompts through a proxy that strips identifying information before passing the request to the underlying AI model. This provides meaningful protection for your identity: the AI company may not know who is sending the prompt.
However, this does not protect the content of the prompt itself. The information you type still reaches the AI provider's servers. If your prompt contains sensitive personal, student or institutional data, a privacy proxy does not prevent that data from being processed or potentially retained by the model provider.
This kind of tool is a reasonable step toward identity protection, but should not be treated as comprehensive data protection.
FERPA (the Family Educational Rights and Privacy Act) protects the privacy of student education records. It applies to RRCC and restricts how student information can be shared with third parties.
When a faculty or staff member submits student work, grades, names, ID numbers or other identifying information to a commercial AI tool, they may be sharing FERPA-protected data with a third party that does not have a formal data-sharing agreement with RRCC. This could constitute a FERPA violation.
The safest approach: do not enter student names, ID numbers, grades or any information that could identify a specific student into a commercial AI tool without first confirming that RRCC has an appropriate data-use agreement in place with that provider. Contact IT Services or the Office of Academic Affairs with questions.
Institutional data that should not be entered into commercial AI tools without IT authorization includes:
When in doubt, treat the information as sensitive and consult IT before proceeding.
There is no single right answer for every use case. The level of protection that makes sense depends on what data you are working with and what you are using the tool for. The three approaches below are listed from least to most secure.
Many commercial AI platforms offer paid tiers that disable training on your data and may include enterprise-level data retention policies. This is a meaningful step up from free tiers.
The limitation is that you are relying on the company's contractual commitments. The AI industry has a complicated track record on data use and several major providers are currently involved in litigation over training data practices. Read the terms carefully and understand what you are agreeing to.
Appropriate for: general-purpose use with non-sensitive data where you want additional assurance. Not sufficient for student data or other FERPA/HIPAA-protected information without a formal institutional agreement.
Tools like DuckDuckGo's duck.ai route your prompts through an anonymizing proxy before sending them to the underlying model. This helps conceal your identity from the AI provider, since the request does not include your account credentials or IP address.
The important caveat: the content of your prompt still reaches the AI provider. If your prompt itself contains sensitive data, a proxy does not protect that data — only your identity. LLMs are also capable of inferring identity from writing patterns even without direct identifiers.
Appropriate for: general tasks where identity protection matters but prompt content is not sensitive.
Open-weight AI models (such as Meta's Llama series or Mistral) can be downloaded and run entirely on your own computer using software like Jan or Ollama. When running locally, your data never leaves your device — there is no server, no company receiving your prompts, and no risk of third-party data retention.
The tradeoff is hardware. Most of the processing happens on the GPU. A powerful, modern computer will handle many tasks well; lower-end machines may be limited to simpler tasks like brainstorming, drafting and basic Q&A. Computationally intensive tasks like large-scale coding or image generation may be slow or impractical.
Appropriate for: any situation where prompt content is sensitive and data must not leave your device. The best option for working with institutional data until formal RRCC-approved tools are in place.
*Specific tool descriptions above are provided for informational purposes. RRCC does not endorse any particular commercial product. Consult IT Services before using any AI tool for work involving institutional or student data.
As a general rule: if you would not post it publicly on the internet, do not put it in a commercial AI prompt. The following types of information carry particular risk.
A Note on Indirect Identification
You do not have to share a name or ID number to expose identifying information. Describing a situation in enough detail — a specific course, a particular student's circumstances, an institutional scenario — can make it possible to deduce who is involved, especially in a small community. When writing prompts, consider whether a reasonable person reading the output could identify the individuals or institution involved.
RRCC is developing formal guidance on AI and data privacy. In the meantime, existing policies apply.
In Development
Guidelines specifying which AI tools may be used with institutional and student data, what approval processes apply and what vendor data-sharing agreements are in place. Being developed in coordination with IT Services, Academic Affairs, and Legal Counsel.
Current & Active
Federal law protecting the privacy of student education records. Applies to all faculty and staff at RRCC. Sharing FERPA-protected information with unauthorized third parties — including commercial AI tools without institutional agreements — may constitute a violation.
Current & Active
RRCC's existing information security policies govern the handling of institutional data, including requirements for third-party software approval. These policies apply to AI tools used in the course of college work.