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While many students are inputting course materials into GenAI to build flashcards and study materials, you may want to build those resources yourself to ensure accuracy and/or want to remind students inputting your course materials into GenAI should only be done with your permission.  Editing the statement below, adding it to your syllabus, and having a conversation with students can help you achieve that goal:  

• “Course materials, such as lecture notes, slides, and exams, are protected by copyright, and students are prohibited from reproducing or distributing them without the professor’s explicit written consent. Students may use the materials for their own educational use, but unauthorized distribution, including uploading materials to a generative AI tool like ChatGPT or Google’s Notebook LM, is a violation of copyright and the university’s academic integrity policy.”

Consider clarifying for students their responsibility related to using GenAI

• Students are allowed to use Generative Artificial Intelligence (GAI) in this course if that use is properly documented and credited. For example, text generated should include a citation such as “Chat-GPT, October 1, 2025” and the exact text of prompt used. If GAI is used for other purposes, the student must also include a brief description (2-3 sentences) of how the tool was used (specific tool, prompt, settings used to generate material) and how the material was incorporated in the assignment.
• Students may use Generative Artificial Intelligence (GAI) freely; no special documentation or citation is required.  You must ensure your use of GenAI-based tools does not violate any copyright or intellectual property laws.   Tools may generate false, misleading, biased outputs and illicitly reproduce copyrighted materials. You are responsible for vetting all generated responses before using them in your work.
• I expect you to use GAI (e.g., ChatGPT, Dall-e-2) in this class.  In fact, some assignments will require it. Learning to use GenAI is an emerging skill, and I will provide basic tutorials about how to leverage it for our work.
• Do not enter private, sensitive, or copyrighted information into AI systems, including personal information, research data, or any instructional or peer-generated materials from this course.
• You may be asked to show proper documentation of your process as required by the assignment. This could include [retaining digital artifacts such as logs, or process documents such as  in-class drafts, version history logs in Google Docs that demonstrate your editorial intervention in AI outputs]. 
• When using GenAI, you need to include a disclosure statement.  For example "For this assignment, I used [list of AI tools used in assignment] for [specific purpose, e.g., generating an outline, summarizing sources, grammar revision] but not for [list of student contribution, e.g., direct content creation.]"  
  • For more information on disclosure of GenAI use, review our disclosure page.  

As GenAI can be a barrier to learning and prompt students to offload the work, you may want to require student reflection.  Here are some prompts you may consider using:

• Process-focused:  Write a paragraph discussing your initial prompt, follow-up questions, if/how you revised the GenAI model's original output for your submission and what you learned from this process.  
• Short & Sweet Example:  Add a note indicating which GenAI tool you used and how you used it, including the prompt(s) you used and the date(s)
• Learning Focused Example:  1) In what ways did AI help you achieve your learning goals for this assignment/project? What aspects of the learning process were not assisted by GenAI? Explain why
• Critical Lens Example:  What steps did you take to ensure the ethical use of GenAI in your work?  How could you improve your use of AI tools in the future?
• Use & Authorship Focused Example:  Write a brief paragraph at the end of your work (1) explaining how and why you used GenAI.  Include the prompts you used, and answer this question:  Who is the author of this work?  Then explain your answer.

You may want to consider having an overall statement in your syllabus and further clarification or reminders within specific assignments as to what GenAI uses are acceptable.  Some students have been taught how to use GenAI whereas others are not sure where to begin.  If you are suggesting or allowing GenAI in your course, you should provide guidance for students on which tools, writing productive prompts, and the limitations of the tools.  Some students may be able to provide suggestions and strategies to other students and you may just need to provide a mechanism for facilitating that communication. 

• Students are allowed to use Generative Artificial Intelligence (GenAI) in this course only when the instructor has indicated this use is permitted in advance. Unless given explicit permission to use these tools, each student is expected to complete each assignment without assistance from GenAI.
• In this class, unacceptable uses of artificial intelligence (GenAI) assistance will be treated the same as plagiarism and/or an academic dishonesty violation.
  • Examples of acceptable GenAI use or assistance include: 
    • Brainstorming a topic
    • Generating search terms or keywords for research
    • Formatting citations (keep in mind that while GenAI can format citations, it often includes incorrect quotations and citations within a text)
    • Finding errors and receiving general suggestions for improving without using AI tools to explicitly compose an essay or text
    • Searching for specific information as one would do with search engines, browsers, and databases
    • Generating AI artwork, audio, images, or videos with proper credits to the AI tool used
  • Examples of unacceptable GenAI use or assistance include:
    • Using GenAI to write entire essays or complete unfinished portions of an assignment, unless the use of AI is a part of the assignment
    • Using GenAI to rewrite significant portions of a text
    • Improperly crediting GenAI tools for any artistic piece used for illustrative purposes
• GenAI Use for Essays and Discussion Board Entries:
  • Appropriate use of GenAI when writing essays or discussion board entries 
    • You are free to use spell check, grammar check, and synonym identification tools (e.g., Grammarly, and MS Word)
    • You are free to use app recommendations when it comes to rephrasing sentences or reorganizing paragraphs you have drafted yourself 
    • You are free to use app recommendations when it comes to tweaking outlines you have drafted yourself
  • Inappropriate use of GenAI when writing essays or discussion board entries
    • You may not use entire sentences or paragraphs suggested by an app without providing quotation marks and a citation, just as you would to any other source. Citations should take this form: OpenAI, chatGPT. Response to prompt: “Explain what is meant by the term  ‘Triple Bottom Line’” (February 15, 2023, ).
    • You may not have an app write a draft (either rough or final) of an assignment for you
• Do not enter private, sensitive, or copyrighted information into AI systems, including personal information, research data, or any instructional or peer-generated materials from this course.
• You may be asked to show proper documentation of your process as required by the assignment. This could include [retaining digital artifacts such as logs, or process documents such as  in-class drafts, version history logs in Google Docs that demonstrate your editorial intervention in AI outputs]. 
• When using GenAI, you need to include a disclosure statement.  For example "For this assignment, I used [list of AI tools used in assignment] for [specific purpose, e.g., generating an outline, summarizing sources, grammar revision] but not for [list of student contribution, e.g., direct content creation.]"  
  • For more information on disclosure of GenAI use, review our disclosure page.  

As GenAI can be a barrier to learning and prompt students to offload the work, you may want to require student reflection.  Here are some prompts you may consider using:

• Process-focused:  Write a paragraph discussing your initial prompt, follow-up questions, if/how you revised the GenAI model's original output for your submission and what you learned from this process.  
• Short & Sweet Example:  Add a note indicating which GenAI tool you used and how you used it, including the prompt(s) you used and the date(s)
• Learning Focused Example:  1) In what ways did AI help you achieve your learning goals for this assignment/project? What aspects of the learning process were not assisted by GenAI? Explain why
• Critical Lens Example:  What steps did you take to ensure the ethical use of GenAI in your work?  How could you improve your use of AI tools in the future?
• Use & Authorship Focused Example:  Write a brief paragraph at the end of your work (1) explaining how and why you used GenAI.  Include the prompts you used, and answer this question:  Who is the author of this work?  Then explain your answer.

There are good reasons you'd want your students to not use GenAI.  It is best to describe your reasoning and connect it with your learning objectives, skills necessary for this course/after graduation, and/or remind students that each course they take may have different policies.  In this transition time (students not knowing about the new policy and/or having a clear understanding of your expectations), to lead with flexibility and understanding - possibly providing students an opportunity to resubmit after a conversation.  AI "Detectors" are similarity checkers and not incontrovertible proof students used GenAI.  We recommend if you use them, make sure your students know you are using AI Detectors (as you are inputting their work into AI), use with caution, and that it is not used as an alternative to having a conversation with students.  Click here to learn more about AI Similarity "Detection".  

• Students are not allowed to use Generative Artificial Intelligence in this course. Each student is expected to complete each assignment without assistance from others, including automated GAI tools
• Your thoughts, opinions and personal experiences are integral to the learning process. As such, the use of generative AI is prohibited in this class. Other instructors may permit the use of this tool in their courses; however, we are asking students to engage in self-reflection that is both authentic to them and is expressed in an authentic manner.  We will not be judging grammar or written communication skills, although we may return assignments for resubmission if they do not initially meet requirements. Any student who is believed to have engaged in any form of academic dishonesty will be held accountable to the guidelines stated in the university’s policy on student cheating and plagiarism (3342-3-01.8 in the policy register).
• Students may use AI tools to assist with [list of allowed assignments, tasks e.g., idea generation, grammar improvement, coding debugging]. [Students may only use GenAI when specifically indicated in the assignment details]. Appropriate tools include [list of approved tools].
• Students may not use AI tools for [list of assignments or activities].  Because we’re focused on developing [skills], use of AI would undermine our goals. Students with questions or concerns regarding this should confirm policy with the instructor before using GenAI to complete any part of an assignment.