Classroom Policy for Gen AI Use

One other way of communicating with students is to write a classroom policy—either yourself before the start of the class or in concert with students. An ever-growing, collaborative document of classroom policies for A.I. generative tools can give you ideas for messages to include in your syllabus.

In general, your syllabus statement should include:

• List of learning activities where students are allowed and not allowed to use gen AI
• Specifics about how students should reference and cite their AI use (citation format, include prompts or full transcript, explanation of methodology, etc.)
• Note about AI limitations, biases, and misinformation or hallucination (and how they are accountable for ensuring accuracy)
• Links to any resources or policies that would support students’ understanding around AI use

Sample Syllabus Statements

We have collected a number of syllabus statements from instructors and programs at Dalhousie. Note: These statements are copyrighted by the programs/faculty who share them, and are not to be considered as falling under the Creative Commons license for this book.

Provided by:

Gabriella Mosquera

Courses: CSCI4177 Advanced Web Services and CSCI5709 Advanced Topics in Web Development

In addition to a syllabus statement, this instructor includes a README.txt file template that students use to cite their sources when submitting programming assignments, and which students can customize based on their citation needs. (Developers always use README files as a way of letting other developers on the development team know anything important about our code, hence the name.) The instructor created the template by adapting a commonly used README format from Git Hub, mainly to help it fit within the academic context while still using a format with which students would be familiar.

Use of Artificial Intelligence Tools

You MAY use Al-driven tools to assist you in learning but remember that your objective is to understand, achieve, and apply the course competencies and outcomes. While you may use tools for learning, specific assessments in this course will disallow the use of Al-driven tools to assert that you have attained course learning outcomes. A graduate must be able to analyze, assess and produce work unassisted by AI technology. Where tools are allowed: you MUST acknowledge all tools used to assist you. If applicable, you MUST provide links to chat logs. Using Al-driven tools where prohibited constitutes an academic offence.

Provided by:

Daniella Sieukaran

Course: PSYO2090 Developmental Psychology

In order to successfully complete this course, you need to acquire the outlined learning objectives and competencies. Therefore, the use of Al tools is strictly prohibited during the writing of tests. Using Al tools when prohibited constitutes an academic offence.

You are welcome to use Al tools to support the development of assignments. When Al tools are used, you must acknowledge all tools used AND provide chat logs. Keep in mind that this course’s assignments follow principles of adult learning that emphasize application and reflection, with the goal of connecting course material to your life experiences and current/future work. Al tools do not know your personal history, current experiences, nor future goals.

Provided by:

Spring Farrell

Course: PHAC1471 Pharmacology for Pharmacy

This statement is posted in the syllabus, used in conjunction with a presentation to share the first day of class. The accompanying PowerPoint includes an example of a hallucination created by the instructor.

Generative Artificial Intelligence (GenAI): AI-driven tools may NOT be used during exams in this course. With an understanding of the risks associated with GenAI, students may use AI-driven tools (ex. ChatGPT, Copilot) to assist in learning course content (ex. providing alternate descriptions and summaries) and studying (ex. generating schedules, outlines, templates); along with brainstorming and editing (ex. grammar/language suggestions) for Content Engagement Assignments. However, students are responsible to demonstrate their own knowledge and learning in all work they submit, whether assisted by an AI-driven tool or not. Similar to appropriately citing references, any use of GenAI for Content Engagement Assignments must be acknowledged and cited appropriately. Include an in-text citation (https://dal.ca.libguides.com/CitationStyleGuide/citing-ai) and statement within the reference list, which includes the prompt used.

Provided by:

Univ. of King’s College Writing & Publishing Program

Programs: MFA in Creative Nonfiction, MFA in Fiction

MFA Policy on AI tools and AI text
Because of the unique nature of individual projects, there may be instances where the use of AI programs and AI-generated text is warranted.

AI use must be discussed in advance with your instructor or mentor, and its use approved by your instructor or mentor.

Any such text or use (including AI content used as prompts and then rewritten by the student) must be clearly indicated as being AI-derived or influenced. This may be indicated in the body of the section of writing. It must also be footnoted with the specifics of the AI use.

For example, text generated using AI should be cited in a footnote in the following format:

• AI tool name. (YYYY, Month DD of query). “Text of your query in quotation marks.” Indication of how the footnoted material is related to AI, for instance: Text generated using [AI tool name]. Web address of tool

So, a footnote for a book title generated by AI may read:

• Chat-GPT-3. (2023, May 2). “Book title for book about heart break and loneliness in the 21st-century” Title options generated using OpenAI. https://chat.openai.com

Failure to disclose and footnote the use of AI tools and text is an academic offence comparable to plagiarism, and will be dealt with according to King’s regulations regarding Intellectual Honesty and Dalhousie’s Graduate Studies Calendar regulations.