Artificial Intelligence (AI)

The questions below are designed to guide your thinking as you develop your expectations around AI use. It will be important to communicate your approach to students, both in your syllabus at the beginning of the course and repeatedly as the term progresses.For context, be aware that many students are already using AI tools and consider them valuable.

They may already be turning to AI for tasks such as:​

Academic Work Brainstorming topics or approaches Drafting outlines or organizing ideas Revising or refining writing, including sentences, full drafts, or discussion posts Writing, testing, or troubleshooting code Working through math problems or obtaining step-by-step explanations Creating slides or other presentation materials Clarifying, paraphrasing, or summarizing readings Locating or producing citations to back up statements Producing pictures or other digital content

Other Activities Drafting emails or Canvas Inbox messages Learningor revisiting concepts connected to the course Brainstorming and refining work for activities outside of class, such as clubs, volunteer projects, or employment and internship tasks

Questions to consider

1. AI in Learning Processes

• In what ways, if any, do you envision AI supporting students’ understanding of the course content?

• Will you encourage or discourage the use of AI for ungraded tasks like study sessions, summarizing readings, or exploring data?

• Are there social, ethical, or intellectual considerations related to AI use or non-use that students should be aware of in your class?

2. AI in Producing Assignments

• What part, if any, should AI play in the creation of the work students turn in for your assignments?

• Will students be permitted to use AI for multi-stage assignments that evolve over the semester, such as research projects or group work?

• Will your expectations for AI use differ depending on the assignment or classroom activity?

3. Evaluation and Academic Integrity

• How will you determine whether students’ use of AI is consistent with your learning goals and with academic integrity standards?

• When and in what manner should students disclose their use of AI in their coursework?

4. Tool-Specific Guidelines

Are there particular AI tools you plan to allow or restrict in your course (such as Grammarly or ChatGPT)? What is your rationale?

5. Communication of Expectations

How will you convey your AI expectations in the syllabus and reinforce them during the term so that students remain clear on the guidelines? 

How are using AI in your Course?

Consider sharing in your syllabus how you are using AI, if any, in your course. 

Will you be asking students to use AI to complete assignments? If you are requiring students to use AI in your course, consider adding this information under your course tools in your syllabus, and providing any alternative tools should students choose not to utilize AI for personal reasons. 

Define what is allowed, what is not allowed, and why.

Student Usage

The following is example wording to help you clarify your approach to AI in your course. You can modify and include it in your syllabus. It offers general explanations of AI use for students and provides sample language that can be adapted to outline expectations for each assignment.

Note

• Review or revise this language to ensure it matches and makes clear your own expectations for AI use. See the highlighted/bracketed language for where you can include your own thoughts.
• Customize and designate when or where these guidelines apply to individual assignments or course activities.
• Explain your rationale for AI use on assignments and activities in your syllabus and connect it to your learning goals.

From theSample Syllabus:

Option 1: (Allowed) 
Full Generative AI Use (Content Generation & Production)

Students can use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E) when noted for assignments in this course if it is properly documented and credited. For example, text generated using ChatGPT should include a citation such as: “Chat-GPT. (YYYY, Month DD of query). “Text of your query.” Generated using OpenAI. https://chat.openai.com/Links to an external site.” Material generated using other tools should follow a similar citation convention. 

Critical Evaluation: Be aware that the information derived from these AI tools is often inaccurate or incomplete. Students must critically evaluate the output of AI tools, considering potential biases and limitations, and corroborate information obtained from AI tools with other credible sources. 

[Add additional rationale for this stance and add details that apply to specific circumstances, assignments, and activities within a course, keeping clarity for students in mind.]

Option 2: (Conditional)  
Assistive AI Use or Partial Generative AI Use (Idea Generation and Research Exploration)

Students are allowed to use generative AI such as ChatGPT, Dall-E 2, CoPilot) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.

You may want to identify in detail what type of AI tools can be used and when students can use AI:

• Assistive AI Use
  AI tools can be used for non-content-generating tasks, such as grammar checking, formatting, or organizing ideas, but it cannot create new intellectual content. For example, a student might use AI to check spelling and format citations for a history paper or organize data for a lab report but not to write the paper or lab report. [Add additional rationale for this stance and add details that apply to specific circumstances, assignments, or activities within a course.] 
  
• Partial Generative AI Use (Idea Generation and Research Exploration)
  AI tools can assist with generating content or solving problems for specific parts of the assignment, but the student must refine and modify the AI-generated content and use proper citations. For example, AI might draft a section of a literature review or suggest code for a programming problem that the student then edits and improves. [Add additional rationale for this stance and add details that apply to specific circumstances, assignments or activities within a course, keeping clarity for students in mind.]

Option 3: (Not Allowed) 
No AI Use

Use of an AI Generator such as ChatGPT, MidJourney, DALL-E, etc. is explicitly prohibited unless otherwise noted by the instructor.  Additionally, be aware that the information derived from these tools is often inaccurate or incomplete. It’s imperative that all work submitted should be your own. Any assignment that is found to have been plagiarized or to have used unauthorized AI tools may receive a zero and/or be reported for academic misconduct. 

[Add additional rationale for this stance and how it supports development of learning objectives in this course.]

Option: Additional Examples  

This Syllabi Policies for gAI Tools resource is a crowd-sourced public document from other educators who have offered to share their policies. This resource contains discipline-specific examples that can be sorted by course and discipline. 

You can insert this general guidance into your syllabus in combination with the specific instructions you have created for each assignment and course activity:

AI Usage General Guidance

Students are expected to follow these AI guidelines:

1. Use AI as a Tool, Not a Replacement for Your Thinking
   AI can support your learning by helping you generate ideas, explore topics, or examine problems. However, you are responsible for determining what is correct, relevant, and appropriate.

2. Engage with AI Carefully and Critically
   Always review AI-generated content for potential errors, biases, limitations, or ethical concerns. Avoid entering personal, sensitive, or confidential information into AI tools.

3. Be Transparent About AI Use
   Any use of AI in your work must be clearly documented. Explain how AI contributed to your assignment and provide citations according to relevant standards, such as APA, MLA, or course-specific guidelines. Remember that you are fully responsible for the accuracy and quality of your final submission.

4. Follow Course AI Guidelines and Ask Questions When Needed
   Adhere to the AI policies outlined in this syllabus. If you are unsure about appropriate usage, consult with me. Any guidance in this syllabus may be referenced in cases of suspected academic misconduct.

5. [Add details that apply to specific circumstances, assignments, or activities within the course.]

Syllabus Sample of AI Use Guidance Table for Specific Assignments

Your approach to AI may differ depending on the assignment or course activity.

If you decide to provide specific AI guidance for each task, it is helpful to be as detailed as possible. You might outline which types or levels of AI use are allowed or prohibited for different assignments, or you could update your existing syllabus rubrics to incorporate AI expectations. Below is a sample table with illustrative examples that could be included in your syllabus. 

• Option 1: Allowed
  Full Generative AI Use (Content Generation & Production)
  

• Option 2: Conditional

  • Assistive AI Use  

  • Partial Generative AI Use (Idea Generation And Research Exploration)

     

• Option 3: Not Allowed
  No AI Use

Assignment	% Weight	Due Date	Your Learning Goals	AI Use Guidance
Discussion Forum Posts & Replies	5%	Weekly	Engage in regular course topics	No AI Use
1-page reading response reflection	20%	4x throughout the semester	Digest selective readings for deeper analysis	Assistive AI Use
Problem Set	15%	Bi-weekly	Practice	Partial Generative AI Use
Research Project & Data Analysis	30%	Mid-semester	Pick a course topic to explore in greater detail	Partial Generative AI Use
Final Presentation	30%	Final Project	Demonstrate and present on chosen topic	Full AI Use

Week 1 Announcements 

Consider adding this information as an announcement during the first week of class. If you plan to adjust AI usage by assignment, also consider adding this guidance in your assignment announcement as well! 

It is great practice to present this information in multiple places in your course (should your students accidentally miss this information in your syllabus!) 

Major Assignment Instructions

In your Canvas assignments, copy and paste the AI guidance for that specific assignment. Be transparent on how you'd like students to leverage AI and why you've made this decision.  

Require Student Acknowledgement 

Have students complete a Canvas quiz affirming they understand AI guidelines. 

To make it easier for students, consider linking to your Syllabus, and also copy and paste your AI guidelines. 

• Require students to use personal experience, course-specific data, or local context AI cannot access.
• Incorporate case studies tied to course materials or lectures.

Break large tasks into smaller steps to be more manageable:

Proposal → outline → draft → reflection

Keep in mind that students have varying project and time management experience.

Require:

• Brainstorming notes
• Annotated sources
• Screenshots of work-in-progress
• Drafts with revision history

Accordion Content

For quantitative or technical courses:

• Use randomized problem sets
• Use question banks with variations
• Create unique datasets per student or per section

Assignments that mimic real-world scenarios, such as:

• Creating tutorials
• Designing experiments
• Writing business memos tied to course-specific content

AI is less effective when the task requires personal interpretation or applied judgement.

AI-detection tools are not reliable enough to be used as sole evidence. They produce false positives and false negatives.

Better Practices

• Compare suspicious work to the student’s prior writing or coding samples.
• Look for red flags:
  • Sudden change in writing style or skill level
  • Generic or vague explanations
  • Incorrect citations or fabricated sources
  • Overly formal or unnatural language

Ask students to submit:

• A brief reflection on how they completed the assignment
• Links to sources
• Search terms used
• A self-check for plagiarism

Students using AI inappropriately often cannot produce this coherently.

Students are more likely to cheat when:

• They don’t understand the purpose of the assignment
• They feel overwhelmed
• They perceive the task as busywork

Reduce this by:

• Explaining learning goals
• Connecting assignments to skills students care about
• Offering support resources (tutoring, office hours)

Require:

• Unique, personalized responses
• Replies referencing classmates’ posts

These are harder for AI to generate consistently.