Your Syllabus AI Statement¶
Have ready: your assignment list, with the skill each one builds or measures, and your department's existing guidance on artificial intelligence (AI), if any.
A student whose syllabus says nothing about AI? Ask your instructor before using it for graded work. For Students has the study habits worth pointing them to.
Three Templates¶
Adapt freely; the bracketed parts are yours to fill. Each is written so a student can apply it without guessing. Choose per major assessment, not only per course (how to decide).
Three workable tiers, one shared floor
Restrictive
AI not permitted for graded work
Say what is allowed.
Disclosure-based
Named uses permitted, with disclosure
You own any errors.
Encouraged
Professional use, verify and disclose
Defend it without the tool.
Restrictive: AI Not Permitted for Graded Work¶
In this course, the work you submit must be your own without the assistance of generative AI tools. Using AI to draft, rewrite, or substantially shape any graded submission is not permitted and will be treated under the academic integrity policy. Rationale: [the skill this course builds] is developed through the act of producing this work yourself. Permitted: [for example, AI for self-quizzing on lecture content, provided no graded artifact is AI-produced]. If you are unsure whether a use is permitted, ask before using it; a question about AI use never counts against you.
Disclosure-Based: Permitted for Specified Uses, with Attribution¶
Show the template
You may use generative AI tools in this course for [brainstorming, outlining, language polishing, practice questions], and not for [drafting graded text, data analysis, references]. Any AI assistance must be disclosed: state the tool, what you used it for, and include your prompts where practical. You remain fully responsible for accuracy; AI-fabricated citations or errors are your errors. Undisclosed AI use where disclosure is required is an academic integrity matter. The university's AI Responsible Use Policy applies to AI use in this course; do not put a classmate's work into a tool without their agreement.
Encouraged: Integrated, with Verification Standards¶
Show the template
This course treats AI tools as professional instruments and you are encouraged to use them for [specified course tasks]. Professional use means: you verify every factual claim and citation at its source before relying on it, you disclose which tools contributed and how, and you can explain and defend every part of what you submit without the tool. Submissions you cannot defend in discussion are not your work. The university's AI Responsible Use Policy still applies.
Good Practice for This Task¶
- Whatever tier you choose, restate it next to each major assessment, not only on page one; point-of-use beats page-one fine print.
- Say how your tier applies to exams as well as assignments, so students do not have to infer it.
- Expect to revise once per term; tools change faster than syllabi.
About This Task¶
Set clear expectations for student AI use in your course. The university's AI Responsible Use Policy ties labeling and attribution to "academic standards and specific course or departmental guidelines," so your syllabus is where students look to learn what your course expects. Silence leaves them guessing, and students who guess differently end up working to different standards.
What the Policy Already Covers¶
Your statement can build on the policy rather than repeat it: link the policy, and spend your words on what only your course can decide. The Student Handbook adds that unauthorized or unacknowledged AI use in coursework, assessments, or clinical training may constitute academic misconduct, so what your statement authorizes is what students can rely on.
Where AI Helps, and Where It Hurts¶
A model can help you draft and stress-test your statement (feed it your assessment structure and ask where the ambiguities are). What it cannot decide is the pedagogical question underneath: for each assignment, is producing the artifact the learning, or is it evidence of learning that happened elsewhere? Where producing it is the learning (a reflection, a first differential, a write-up that trains clinical reasoning), AI substitution defeats the purpose. Where it is not, AI assistance may be harmless or even instructive. Answer that question per major assessment before picking a template.
Related: Feedback on Student Writing, where your own disclosure practice follows this statement, and Module 3: The Policy in Practice.
Content last reviewed September 1, 2026. Review dates are maintained as described on the About page.