Sample Syllabus Statements for AI Use in Courses

Basic Formula for Classroom AI Policies

Regardless of your stance on AI use, when creating your course policy, there are some elements basic elements to include:

• Describe how AI may be used in the course, including examples of what is permitted
• Describe how AI use should be documented, if at all. Note that students can access resources related to citing GenAI on the Library’s website.
• Explain the rationale for the adoption of your AI policy
• Optional: Describe limitations (what is “not permitted” in explicit terms, if applicable)

We also recommend including a statement such as:

“As our understanding of the uses of AI and its relationship to student work and academic integrity continue to evolve, students are required to discuss their use of AI in any circumstance not described here with the course instructor to ensure it supports the learning goals for the course.”

In addition to these statements in your syllabus, we recommended spending time in class discussing large language models with students, including how they generate language (at a basic level), how they are trained (including bias, ethical and privacy considerations), and trustworthiness of the output. If you would like to become more familiar with these topics to improve your confidence supporting students, schedule a consultation with Teaching and Learning Services.

Below you’ll find specific examples of statements you can include in your syllabus.

Sample Syllabus Language

Based on your course’s learning outcomes and requirement goals, choose from the following use cases and modify as needed:

Minimal Use – Basic Assistance Only

AI use in this course: Students may use AI tools for basic word processing functions, including grammar and spell checking (e.g. Grammarly, Microsoft Word Editor, Copilot)

Documenting AI use: It is not necessary to document the use of AI for the permitted purposes listed above. If you have questions about a specific use of AI that isn’t listed above, please consult your instructor.

Why have I adopted this policy? This policy ensures that student voices and ideas are prioritized and authentically represented, maintaining the integrity of the work produced by students while allowing basic support to enhance clarity, correctness, layout and flow of ideas. The goal of adopting a limited use of AI is to help students develop foundational skills in writing and critical thinking by practicing substantive content creation without the support of AI.

Limitations: Students may not use AI for the following tasks: Example 1; Example 2; Example 3

Moderate Use – Content Generation with Attribution

AI use in this course: Students may use AI tools for ideas, clarifying challenging concepts or getting started on projects. Some acceptable uses include:

• Sounding board (e.g. generating essay topics with ChatGPT, using Microsoft Word’s Smart Lookup or Copilot to find inspiration and related topics)
• Creating outlines (e.g. using AI to structure an essay or presentation flow, using Microsoft Word’s Outline View with AI suggestions)
• Providing definitions or explanations of complex concepts (e.g. using AI to explain a difficult theory or to find relevant information)

Documenting use of AI: It is necessary to document your use of AI in this course, using the following guidelines:

• Clearly identify and cite AI-generated text (e.g. “The following paragraph was generated by ChatGPT/Microsoft Word’s Researcher tool/Copilot”)
• Review, edit and ensure accuracy and originality of final submissions
• AI-generated content should not exceed X per cent (instructor to modify – we recommend no more than 30 per cent) of the total assignment length

Why have I adopted this policy? This policy supports the use of AI as a supplementary tool, helping students develop ideas and structure their work while emphasizing the importance of transparency and personal engagement with the content. AI can be used for inspiration and foundational support and can encourage students to critically assess and refine AI-generated material.

Enhanced Use – Support for Process-based Activities

AI use in this course: Students are encouraged to use AI tools in this course for support in completing several process-based activities. Some acceptable uses include:

• Data analysis (e.g. AI-driven statistical analysis in SPSS or Python; using Excel’s AI powered data analysis tools like Ideas to generate insights and visualizations)
• Coding assistance (e.g. GitHub Copilot for programming assignments, using Visual Studio Code with AI-assisted extensions for programming assignments)
• Generating creative content (e.g. DALL-E for visual projects; using PowerPoint’s Designer feature to create visually appealing presentations)
• Summarizing large volumes of text (e.g. using AI to condense research articles; using Word’s Smart Lookup and Researcher to condense research articles)

Documenting use of AI: It is necessary to document your use of AI in this course, using the following guidelines:

• Provide a detailed description of AI usage and proper citation (e.g. “AI-assisted data analysis performed using Excel’s Ideas tool/Python with AI-driven libraries”)
• Ensure critical thinking and personal insight are evident in all submitted work
• AI-generated content should not replace core analysis or primary arguments

Why have I adopted this policy? This policy allows students to leverage AI for more complex tasks, promoting interaction between human intelligence and AI. It supports students learning to effectively integrate AI into their work while maintaining intellectual contributions and critical thinking. By using AI to handle routine or supplementary tasks, students can focus more on complex aspects and analysis in their assignments.

Integrated Use – Support for Complex Tasks

AI use in this course: Students are encouraged to use AI tools for initiating tasks, troubleshooting errors and engaging in complex activities to advance their knowledge and build skills.

• Research (e.g. using AI, such as Microsoft Word’s Researcher tool, to find and summarize scholarly articles)
• Drafting (e.g. creating initial drafts of essays or reports, using Microsoft Word’s AI assisted text suggestions)
• Problem-solving (e.g. using AI to troubleshoot and debug code, using Excel’s AI driven features for complex calculations and data modelling)
• Interactive learning (e.g. AI driven assessment of student skill with follow up recommendation of customized learning plan in alignment with course level learning outcomes. Ideally, this document is shared with the instructor to validate and expand on.)

Documenting use of AI: It is necessary to document your use of AI in this course, using the following guidelines:

• Transparently document AI usage, including specific tools and contributions (e.g. “Literature review section generated using ChatGPT”)
• Critically evaluate and refine AI-generated outputs to demonstrate understanding and originality
• AI should enhance, not replace, the student’s learning process

Why have I adopted this policy? This policy integrates AI for complex tasks, encouraging students to use AI throughout the research and writing process. It emphasizes the development of skills in critically evaluating AI outputs and ensuring the originality and depth of their work. This approach helps students become adept at using AI as a tool for enhancing their learning and productivity.