The information below is intended to provide guidance to instructors seeking to clearly articulate parameters for student use of artificial intelligence (AI) tools in their course outlines/syllabi.

If you have questions about using AI in teaching, please contact us at adc@mtroyal.ca. You can also check for professional development and workshop opportunities here. It is important to discuss significant AI initiatives with your chair or, in some cases, your dean.

 

Why address AI in my course outline?

AI tools are widely used and rapidly evolving, with many of us, both students and faculty, curious about their potential for use in teaching and learning. Because AI tools take many forms, from autocomplete spelling to tools used to generate text, code and images, and because expectations around their use vary from instructor to instructor and course to course, we recommend setting your expectations early, often and clearly with your students. One way to do this is by including a statement in your course outline or syllabus.

Statements about AI and your expectations for its use help to establish trust, goodwill and understanding around the value of AI tools in the learning environment. They also serve to increase clarity for students around the use of tools in context of specific courses, programs, and assignments; this is helpful to avoid students making assumptions that what is encouraged or permissible in one course may be permissible in others.

 

What should I include?

Clearly include, as applicable:

1. Approved uses - how, where and when students are expected/permitted/not permitted to
   use AI tools in your course
   • Give explicit reasons for the AI uses that are approved / not approved.
   • Provide examples of approved uses. (Consider facilitating a classroom discussion and/or demonstration.)
   • If the approved uses of AI vary among assignments/assessments, make expectations clear for each task. (If you use separate assignment guidelines documents, you may wish to put most of the details in those documents.)
   •  It may be helpful to name specific tools that are encouraged/discouraged (i.e.: GPT, Grammarly, Grammarly GO, etc.).
2. Attribution and documentation requirements - how, where and when you expect students to declare their use of AI tools
   • Examples: Reflective comments, methodology, footnotes/endnotes, citations
   • Consider providing samples that show the level of detail you expect.
3. Techniques you will use to identify non-permitted uses of AI
   • Disclose any tool (i.e., TurnItIn) you plan to use, and provide alternative submission options as per the Matching Software policy.
4. Consequences for failure to comply with stated expectations
   • Explain the steps you will take.
   • Refer to the Code of Student Academic Integrity policy.

 

How can I make these shared expectations?

An excellent approach is to engage your students early on in a conversation about the use of AI tools in a learning community and collaborate to craft the expectations. You can model the use of AI tools and engage students in learning about how AI tools function, the benefits, challenges and ethical considerations of using AI. Working with your students to show them the benefits of AI use that complements or enhances how they work and learn rather than doing the work for them is ideal.

 

How does this relate to academic misconduct?

Details on plagiarism are outlined in the Code of Student Academic Integrity policy. The relevant section is 2.1.1.5.

 

Sample statements:

What you see below are options that you may include, combine, modify, build upon or edit in your own words for use in your syllabus. You are encouraged to personalize and be specific to your own expectations. Consider using plain language to enhance clarity and accessibility.

 

1. Some AI use permitted

Element	Sample text options that can be used, combined, or adapted
Opener	Option: Artificial intelligence (AI) tools can enhance learning when they are used in ways that help the learner develop key skills (e.g., critical thinking, problem-solving). Use AI tools to strengthen your own intellectual work, not replace it. Effort and struggle are important for achieving learning goals, so be aware of when you might be using AI tools as a shortcut instead of an enhancement.
	Option: AI tools are becoming more common in many professions, so university graduates need training in how to use these tools responsibly and purposefully. For this reason, some use of AI tools has been integrated into this course.
Permitted AI uses,with rationale	Option: In this course, AI use is permitted for some tasks but not for others. For specifics, please see the instructions for each individual assignment / assessment. My guidelines are based on careful consideration of the course learning outcomes and ethics (privacy, intellectual property, environmental sustainability, equity, labour practices, etc), which we will discuss in class.
Acknowledgement of AI use	Option: For assignments where AI use is permitted, you must include an AI Acknowledgement that clearly explains how you used AI. This acknowledgement will help us both understand how AI has influenced your work and your learning. In class, I will provide more details on the expected format.
	Option: For assignments where AI use is permitted, include an AI Acknowledgement that explains which tools you used, how you used them, and how you included the AI output into the work you submitted. I will provide you with a sample that shows the format and level of detail expected.
Responsibility for work	Option: You are responsible for the content of your work. Never assume that what an AI tool has generated is accurate or appropriate. Always carefully review your work before submitting it.
Consequences for AI misuse	Option: When reviewing your work, if I believe you have not followed these AI guidelines, I will ask you to meet with me to discuss your process. If I conclude that you have used AI inappropriately, I may file an academic misconduct report with the Office of Student Community Standards.
Closing	Option: Because AI is advancing rapidly, I encourage you to share your thoughts about how my expectations are working for you. Contact me whenever you have questions or are experiencing challenges while using AI tools.
	Option: Different instructors will have different expectations for the use of AI for academic work, and the expectations may differ from assignment to assignment. It is your responsibility to follow the AI expectations for each of your courses.

 

2. No AI use permitted

Element	Sample text options that can be used, combined, or adapted
AI uses not permitted, with rationale	Option: For this course, the use of AI tools does not fit with our focus on the development of individual learning, thinking, and creative skills. It is expected that each student will create and submit their own work, without assistance from AI tools.
	Option: Students are not permitted to use AI tools for any purpose in this course. Here is my rationale, which will be further discussed in class: [select from the list below and/or add your own] The ethical issues surrounding AI use (e.g., privacy concerns, bias, environmental sustainability, inequity) are too serious. Using AI will not help you to meet any of the learning outcomes.
Consequences for AI misuse	Option: When reviewing your work, if I believe you have not followed these AI guidelines, I will ask you to meet with me to discuss your process. If I conclude that you have used AI inappropriately, I may file an academic misconduct report with the Office of Student Community Standards.
	Option: Because I am not approving the use of AI tools in this course, any use of AI tools for your academic work is a violation of MRU’s Code of Student Academic Integrity policy.
Closing	Option: Different instructors will have different expectations for the use of AI for academic work, and the expectations may differ from assignment to assignment. It is your responsibility to follow the AI expectations for each of your courses.